Module 10 Flashcards
Intervention for early symbolic language
early symbolic language can go several directions including:
selecting
expanding range of
teaching symbols in different
combining ?
new symbols
intentions expressed by a child
semantic categories
single-symbol utterances into longer ones
Selecting New Symbols: FIRST WORDS
our decision made upon important characteristics
words or concepts that occur in
words that occur often in ? particularly when adult language is used to ?
contains ? that a child already produce with
words that child
objects or actions a child ?
daily routines
at home in adult language/ to address child
sounds and syllables that child can already produce easily
understands
has interest in
TD children phonemes first
p b g k w h
Considerations for children with minimal or no speech:
when stimulating speech productions a few techniques helpful:
use ? to build first words
use vocalizations already within child’s
focus on movement patterns across ? rather than?
use … to emphasize syllable shapes and structures
isolated speech sounds
repertoire
syllable structures rather than isolated sounds
prosody, exaggerated intonation, facial expression, and hands up gestures
first words come from .. and .. of child not list
interests and sound-making skills
Expanding range of intentions : symbols are often taught initially through ? but it is important to focus instead on how ?
often start with ? but don’t forget
children with ASD have limited use of ? and may limit their desire to
imitation/ symbols are used
requesting but don’t forget commenting
declaratives (commenting) communicate
teaching semantic categories:
a traditional way to building vocabulary is to teach words across ? more contemporary thinking is to work with mechanisms that focusw on stages of ?
semantic categories
combining words
Targeting word combination:
word combinstions: involves stringing together ? with no real
single words/ grammatical thought
Pivot Schemas: focused on using one word to drive the meaning of the ? then filling in the ?
examples:
want is the ? of the utterance and the object is used to ?
in this way “want” becomes the ?
utterance/ second word
want milk, want juice
driving meaning or intent / complete the utterance
want becomes the pivot word
Item-based constructions:
when we start to think about ? with construction
example:
internal grammar
action+object, agent+action etc…
Early intervention for symbolic language focuses on:
expanding child’s
combining new words into
producing words for a variety of ?
expressing ?
taking turns in ?
keeping the conversation?
expressive vocab
longer utterances
intentions and semantic functions
experiences
turns in conversation
keeping the conversation going
Remember we cannot make a child? instead our focus is on creating opportunities for children to produce ? which we can then ? in early language and comm. intervention
speak
spontaneous vocalizations or gestures / build upon
What do we target?
where/when: a child and family’s?
best time to intervene for single word production is when a child is
we then build from there
spontaneous, single word productions that can generalize across settings and comm. partners
daily routines and activities
attempting to comm.
spontaneous vocalizations and gestures
How do we teach first words:
general strategies:
provide? to promote single word use
expect single word productiosn to begin with ? but can also pair with? and eventually fade ?
time delay is one of the most ? to elicit spontaneous word production
provide ?
create ? to use the targeted single word in new ? in order to promote
declaratives can often be taught first through the use of ?
choices
imitation/nonverbal gestures to eventually fade verbal imitation
effective
feedback
opportunities / new contexts /generalization
answers to questions
sometimes all you need is ?
early itnervention for language disorders focuses on first words and word combinations can begin by thinking about giving children multiple ways in which to
this makes the word immediately ? and helps the child to
one word one word
multiple ways in which to use a word
useful/ generalize across lingustic contexts
