Language Disorders Exam 5 Notes

eligibility for birth to 3 services: risk factors identified at birth

low birth weight

prematurity (before 37 weeks)

prenatal drug exposure

hearing impairment

genetic disorders

congenital disorders

eligibility for birth to 3 services: later-identified risks

fetal alcohol syndrome (FAS)

delayed language development

Part C of IDEA (since 2011)

includes children not only with demonstrated developmental delays, but also those who have conditions that may lead to later delays (requires impairments in at least 2 areas)

What level is eligibility criteria determined at?

state level; a child eligibile in one state may lose eligibility in another state

late talkers

children with a limited vocabulary and aren't combining words by 24 months of age; they are at higher risk for persistent difficulties

predictors of need for intervention: language

language production, language comprehension, phonology, and imitation

language production predictors of need for intervention

-small vocabulary

-no word combinations by 24 months

-few verbs

language comprehension predictors of need for intervention

presence of 6-month comprehension delay

phonology predictors of need for intervention

-few prelinguistic vocalizations

-limited number of consonants

-limited variety in babbling

-reduced rate of babbling

-vowel errors

imitation predictors of need for intervention

-few spontaneous imitations

-reliance on direct modeling and prompting in imitation tasks

predictors of need for intervention: non language

play, gestures, and social skills

play predictors of need for intervention

-primarily manipulating and grouping

-little combinatorial or symbolic play

gesture predictors of need for intervention

few communicative gestures, symbolic gestural sequences, or supplementary gestures

social skill predictors of need for intervention

-reduced rate of communication

-reduced range of expression of communication intentions

-behavior problems

-few conversational initiations

-interacts w/ adults more than peers

-difficulty gaining access to peer activities

screening tools

tool used to identify individuals who may be at risk for something; can use developmental screening questionnaires (e.g., Ages and Stages) or early language milestone checklists

evaluation methods

-observational assessments in natural contexts

-standardized language assessments (e.g., PLS-5, CELF)

dynamic assessment

an on-going, frequent monitoring assessment used to focus on learning potential and adaptability; assesses strengths and weaknesses

when is the critical period for emerging language development?

18-36 months of age

early screening instruments

used to help identify children without disorders identified at birth, but who show signs of delays in development before 3 years of age; screeners for communication:

Communication Development Inventories (CDI)

Communication and Symbolic Behavior Scales Caregiver Questionnaire (CSBSC)

assessments for children younger than 3 years old

-Ages and Stages Questionnaire-Third Edition (ASQ-3)

-Assessment, Evaluation, and Programming System (AEPS): For Infants and Children (Second Edition)

-Battelle Developmental Inventory (Third Edition)

-Bayley Scales of Infant and Toddler Development-III

Ages and Stages Questionnaire-Third Edition (ASQ-3)

early detection of communication delays in areas of communication, gross/fine motor, problem solving, and pesonal social skills

Assessment, Evaluation, and Programming System (AEPS): For Infants and Children (Second Edition)

assesses development, guides intervention, and measures progress across developmental areas

Battelle Developmental Inventory (Third Edition)

assessment that provides a comprehensive developmental picture of a childs communication profile; used w/ eligibility determination for early intervention and special education services for birth to 7

Bayley Scales of Infant and Toddler Development-III

assesses developmental functioning in infants and toddlers, providing insight on their communication profile; valuable for early cognitive ability, motor, and social development

roles of transition planning

-provide families with/ support and information

-collaborate w/ early intervention and preschool teams

-share resources and prepare for a successful preschool placement

principle of FCP

1. involve families in all stages of decision making

2. respect family values, cultures, and preferences

3. empower parents as key partners in intervention

4. provide individualized support based on family needs

5. foster collaboration among family members and professionals

when do first words emerge?

around 10-12 months

when do two-word combinations emerge?

18-24 months

when does vocabulary growth spurt occur?

18 months and beyond; vocabulary of 50-100 words (proper/common nouns, adjectives, verbs, social terms)

when does simple sentence construction emerge?

around 30-36 months

preverbal communication skills in 8-18 months olds

using gaze, gestures, and vocalizations

expressive vocab milestones (8-18 months)

12 months: 1-3 words (mama, dada, familiar objects)

15 months: 10 words (labeling things in environment)

18 months: 50-100 words, first word combinations (e.g., "more juice", "big cup")

communicative skills in typically developing toddlers (18-24 months)

-18 months: avg. vocab size is 100 words

-using new communicative intentions: answering questions, requests, acknowledging

-early 2-word utterances: possession, location, attributes, object permanence

the average child is 50% intelligible by what age?

18-24 months

communicative skills in typically developing toddlers (24-36 months)

-24 months: avg. vocab is 300 words w/ 3-5 word combinations

-word classes: object, action words, kinship, spatial, question words, color/shape

-grammatical morphemes and sentence structure emerges

-overgeneralization of words

the average child is 70% intelligible by what age?

24-36 months

play assessment examples

Communication and Symbolic Play Scale

Play Scales

McCune assessment

gesture assessment examples

Communication Development Inventory

Communication and Symbolic Play Scale

assessments of intentional communication are used when?

with children with little spoken language to assess their communicative basis for speech; look for requesting and rejecting, commenting, frequency of communication, gaze, gestures, and vocalizations

frequency of communication by age

12 months: 1 intentional act per minute

18 months: 2 intentional acts per minute

24 months: more than 5 intentional acts per minute

what qualifies something as a communicative act?

-must be directed to a person

-child must look at, refer to, or address the adult directly

-have an intended effect of influencing the adult's behavior, attention, or state of knowledge

-persistent in attempt to convey message

what do we know about comprehension tests?

they can mask receptive language deficits; few standardized tests are sufficient to assess comprehension at this stage (can be useful for assessing listening skills)

assessment tactics for comprehension assessment

identify the level of linguistic comprehension and strategy use for: single nouns and verbs, agent-action instructions, and agent--action-object combinations

what can feeding assessments show?

whether basic neuromotor skills that underlie speech are present; these are necessary but not sufficient for speech

goal for 18-36 month-olds who produce few words

increase vocal production and expand vocabulary; sounds a child uses can help in selection of words a child can learn

assessing lexical production

-use parent report vocab checklists (e.g., Language Development Survey, MacArthur-Bates Communicative Development Inventory)

-use parent report of general communication skills (e.g., Vineland Adaptive Behavior Scale-Communication Domain, Language Use Inventory)

semantic-syntactic production

shows how children can express their thoughts in words

how to assess semantic-syntactic production

frequency of word combinations and utterances

MLU < 1.5 at 24 months is a sign of delay

data-driven goals

-uses assessment results to set measurable, functional goals -focuses on areas of weakness identified in the assessment

collaborative planning (key to success)

involves careguvers and interdisciplinary team in planning

targeting generalization

plan for activities that encourage use of skills across environments

decision-making based on assessment information

-refer to local and state eligibility guidelines

-make a decision tree

-consider: risk factors and delayed expressive language

-use FCP

appropriate goals for emerging language

-increase expressive vocabulary

-foster word combinations and early sentences

-encourage functional communication and social interaction

procedures for emerging language

-use parent-implemented strategies (e.g., modeling, recasting)

-use play-based interventions

-use routine-based intervention approaches

contexts for addressing emerging language

home environments, preschools, and community settings

key approaches to pre-literacy intervention

-provide access to books

-teach interactive reading strategies

-use exaggerated intonation to highlight key elements

relevant considerations for issues in comm. programming for older, severely impaired clients

-individualized, functional comm. goals

-use of AAC

-adapted activities to promote engagement

-team collaboration (teachers, caregivers, SLPs)

unique challenges when assessing/treating toddlers w/ ASD

-early ID and screening for red flags (e.g., lack of joint attention, limited social interaction)

-focus on receptive and expressive language

-incorporate evidence-based interventions

-FCP

-consider communiactive functions of echolalia

ways to address echolalia

-third person model

-mitigated echolalia

-script therapy

third-person model

The adult models appropriate language use

mitigated echolalia

involves modifying repeated phrases into more meaningful communication

Script Therapy

helps children with ASD build more flexible language use by practicing familiar phrases in different contexts

modifying assessments for older clients in emerging language stage

-accommodate for motor limitations

-examine maladaptive behaviors for communicative intent

-consider concreteness of pictures in assessing comprehension skills

intervention for older clients in emerging language stage

-include gesture and play

-increase frequency, range, and adaptiveness of expression of comm. intention (speech and AAC)

-use functional comm. training to replace maladaptive behavior w/ comm.

-use indirect and aided language stimulation to increase comprehension

-choose appropriate mix of AAC and vocal comm.

-provide emergent literacy opportunities