ELD: Midterm Study Guide

Intervention environments

Homes, daycare centers, or play groups are better for children and families than clinical or segregated disability-focused facilities.

Role of parents

Parents implement Early Childhood Intervention (ECI) methods for individualized communication activities throughout the day.

At-risk

Children at risk for developing speech-language disorders due to environmental factors such as preterm labor, low socioeconomic status, and neglect.

Established risk

Children born with congenital disorders like cerebral palsy, ASD, and Down syndrome that may lead to speech-language delays or disorders.

Self talk

An adult describes their actions while engaging in play with a child.

Parallel talk

The adult describes what the child is doing.

Natural environment intervention

Intervention embedded within daily routines and activities in a child's natural environment to increase participation and authentic interactions.

Types of gestures

Deictic gestures (pointing) and symbolic gestures (waving) serve purposes of joint attention, behavioral regulation, and interaction.

Dynamic assessment

Assessment that allows the clinician to teach and give feedback during the test, determining the child's baseline of communication and how they learn best.

Communication temptations

Minor challenges to the expected occurrence of events in familiar situations, stimulating the child to communicate.

Context manipulation

Environmental arrangements that pause or violate routines to elicit communication from the child.

Contingent-caregiver responses

Responses based on the perceived intent of the child, related to their behavior, to provide labels and strengthen desired behaviors.

Disability definition

Implies an inability or lack of ability to perform particular tasks, functions, or skills.

Functional equivalence

Behaviors that have the same effect on the environment, producing the same outcome.

IDEA Part C

Part of a federal law addressing services for children with disabilities and significant developmental delays from birth through age 2.

Individualized program

A program developed by IFSP or IEP teams and offered in the natural environment or the least restrictive environment (LRE).

IFSP goals

Goals that address both the child and family needs that affect a child's development.

Service coordinator

The person responsible for ensuring that the family's priorities drive the service system and that the collaborative intent of the legislation is realized between and among providers and the family.

Incidental teaching

A naturalistic, child-directed intervention strategy used during unstructured activities.

Joint attention

The ability to coordinate attention between people and objects, including both responding to and initiation of joint attention.

Late language emergence

A delay in the development of language skills.

Mediated learning

The process of offering assistance at a level just above a child's current functioning to facilitate learning.

Natural environments

Settings in which intervention and learning occur in the child's everyday routines and activities.

Reciprocity

The exchange of communication and interaction between individuals.

Requests and symbolism

The use of gestures and vocal behaviors to communicate needs and convey meaning.

Supplemental combination

A strategy to expand teaching into functional and realistic social situations.

Tenets of cultural competency

Principles that guide the understanding and respect for cultural differences in providing services.

Transdisciplinary team model

A collaborative approach where team members from different disciplines work together to provide comprehensive services.

Zone of proximal development

Vygotsky's notion that recognizes that we all learn best when we are challenged just beyond our current abilities.

Assessment methods

Techniques and tools used to evaluate a child's communication development.

Pre-symbolic communication

Communication that occurs before the use of words or symbols.

Gestures

Nonverbal movements or actions used to convey meaning or interact with others.

Intentional communication

Purposeful and goal-directed communication.

Vocalizations

Sounds made by a child, including different sounds and syllable shapes.

Caregiver interviews

Conversations with caregivers to gather information about the child's communication and developmental needs.

Observation

Act of watching and noting the child's communicative behaviors and interactions with caregivers.

Questionnaires

Written surveys used to gather information about the child's communication skills and family goals.

Play-based methods

Assessment techniques that involve observing and interacting with the child during play activities.

Barriers to diagnosis of ASD

Some children may not display symptoms until later in early childhood, lack of knowledge, social stigma, little access services

Gestational age

Preterm labor is birth before 37 weeks

Preterm labor

Babies born before 32 weeks of gestation face the highest risk for complications

IFSP should include:

Child and family’s current status

The recommended services and expected outcomes

a projection of the duration of service delivery

Diagnosis of developmental disabilty

Attributed to mental or physical impairment if manifested before the age of 22 years old and is likely to continue indefinitely

Communication development

Pre-symbolic communication, gestures, intentional communication, and vocalizations