Module 2 CSD 464 Quiz 1

Who developed the communication stages

Kaderavek

Why did Kaderavek develop the communication stages

to help explain how children MOVE THROUGH the language domains

Kaderaveks development is an expansion of ___ and ____

Bloom and Lahey’s (1978) model

What kind of model is Kaderaveks?

a “sequential model”

What is Kaderaveks model used to help analyze

a child’s communication behaviors

How does Bloom and Laheys model of language describe the content area of language

What we say

Word meanings

Vocabulary

How does Bloom and Laheys model of language describe the form area of language

How we say it

sentence structure

grammar

word endings

How does Bloom and Laheys model of language describe the Use area of language

why we say it

conversation

social rules

matching language to the situation

What is difference in nature vs nurture

nature is what language capability someone is born with to use

nurture is how someone’s environment supports development of language

How do I determien the spoken language behviors to examine?

the child’s developmental stage

what is the most influential factor of language behaviors

the child’s developmental stage

what is as assessment framework to consider to determine developmental stage

Kaderavek’s language stages

what are the 5 stages of Kaderaveks language subdomains/stages

1. early pragmatic skills

2. vocabulary development

3. multiple-word combinations

4. morphosyntax development

5. advanced pragmatic and discourse development

When does the early pragmatic skills (communication stage 1) begin?

birth

Early pragmatic skills stage 1 is evident in children’s ?

pre-linguistic communication

Communication stage 1 is the foundation for

all later communication

If a practitioner identifies a weakness in the a child’s early pragmatic functions what becomes the focus of intervention

communication stage 1

What are some examples of Stage 1 early pragmatics skills you would see

Prelinguistic communication

join visual attention

early communicative functions (purpose,intent)

WHat are some exampels of prelinguistic communciation

• reflexive crying

• vicalizations and gestures

when does vocalizations and gestures emerge

6 months

when is joint visual attention JVA exhibited

between 10 and 12 months

what is an important communication milestone

joint visual attention JVA

When does early communicative functions (purpose/intent) of requestion objects or activities, protesting (refusal), commenting happen

8 and 15 months

When does early communicative functions (purpose/intent) of requesting information, answering questions, acknowledging a response happen

16 and 23 months

Children exhibit communicative __ when they exhibit a collection of behaviors

intent

Children exhibit communicative intent when they exhibit acollections of behaviors such as

• producing gestures, vocalizations, and/or ete contact to direct the attention and action of communications partners

• exhibiting JVA

• waiting after a communication attempt (expecting partner to response)

• persisting in a communication attempt that is not understood

What are some communication/ communicative purposes

• requesting

• protesting

• labeling

• asking

• answering

• accompanying

• greeting

• calling

• repeating/praciticing

How should we evaluate/assess the foundationsof communication

observation

What questions canna communication sample answer in communication stage 1

How does the child communicate (crying, vocals, gestures)?

✓ Does the child respond to the adult’s bid for JVA?

✓ Does the child initiate JVA?

✓ Based on contextual cues, what communicative functions are present?

✓ How does the child interact during joint action routines (play and familiar routines)?

✓ How does the caregiver encourage shared attention, communication, & interaction?

How long are children in stage 1 for

until they start to use words

When do children enter into communication stage 2 vocabulary devleopment

when they start to produce words (linguisitc level)

when do expressive and receptive vocabulary skills begin

toward the end of the first year

when are first words produced

10-16 months

At age 2 how many words to children typically produce and understand

produce 200 words and understand more

Semantics deficits are characteristics of many disabilities or disordes such as

• intellectual disability

• autism spectrum disorders ASD

• hearing impairment

• specific language impairment

Stgae 2 of vacabulary devleopment is all about what domain of langage

semantics

should you do a language sample at stage 2

no, words are not being put together yet tusch as to calcualte mlu

how can vocab diversity be measured (dif wrd classes)

Type-Token ratio (TTR)

what word classes are in TTR

• nouns

• verbs

• pronouns

• prepositions

• wh words

• adjectives

• adverbs

• negatvies/affirmatives

• conjusctions

• articles

what are some clinical implaicationsf or stage 2 vocab devlepment

• evaluate/ assess the child’s lexicon

how can you evaulate/assess the child’s lexicon

• observe the child with a familiar communication partner (partners)

• tkae language samples

• complete MacArthur-bates communicative development inventories

• administer Early Communication Indicator ECI of the Infant and Toddler IGDIs

• possible administer a receptive language test (poitning tasks)

WHat questions could a language sample asnwer stage 2

✓ Does the child imitate and __spontaneously __________ use words?

✓ How many words did the child produce?

✓ What words classes (nouns, verbs, pronouns, adjectives, etc.) were represented?

✓ Determine rate per minute (words/minutes)

✓ What pragmatic functions were expressed?

is imitating an expressive vocab knowledge

no, child has to use it on their own for it to be expressive

what is stage 3

Multiple word combinations

word combinations are based on

semantic relationships

At how mnay individual words does word combinations begin ot emerge

50 individual words

at what age does word combiantions emerge

18 months

at the early word combination level, children are not governed by ___

adult syntax rules and do not use morphological forms (bound morphemes)

what are some early word combinations

• stating the actions that objexcts or people perform (car+ go, go+car)

• describing an object’s or person’s characteristics (dirty +show)

• describing who wons or possesses an object ( my+doll, mommy+sock)

• using location terms (go+outside)

how can you assess clinical implicatioms for stage 3 this

• take a language sample

• observe the child during play or admisnter a play-based assessment

• caregiver complete MacArthur-Bates communicative developemnt inventories MB CDI

• administer a receptive language test

During what stage do children begin to demosntrate sybtax strucurre and mirpholivcal devleopmtn

stage 4, morphosyntax development

when does stage 4 begin

between 24 and 36 motnhs for childrenw ith typical development

when do children generally use complex syntax, including use of embedded phrases and clauses

age 5

what are some of the early morpehems in stage 4

• ing verbs (running)

• plural s (shoes)

• prepoisitons in,on (in car)

• irregular past tense verbs (went bye-bye)

• possessive’s (mommy’s sock)

What are some clinical implications of stage 4 mprhosyntax devleopemtn

conduct a thorough language anyaliss

how can you conduct a thorough language analysis

• language sample collection and analysis

• conduct norm-referenced and/or curriculum-based measures of language development

• observe the child’s interaction with peers

In a language sample collection how many permissible utterances should there be

100

what may a lanuage collection/analyis measure

mlu, ttr, pragnatuc functions, discourse ratio

how should you identifies a child’s language stage

brown’s stages of language development

what is stage 5

advances pragmatic and discourse development

when do children develop and refin their social skills

between 3 and 7

Pragmatic skills include the ability to sue language to

o reflect on past experiences

o predict events (future)

o interact with peers through conversational exchanges (discourse)

o express empathy

o use and understand sarcasm

o use politeness forms

o code switch based on communication partners and contexts

o share stories (narratives)

o repair communication breakdowns

what are you looking for in disocurse anaylsis

✓Vocabulary (Tier 3 words – academic words) (high vocab words,e x reptile)

✓Sentence structure (clauses, cohesion, “and”

✓Pragmatic skills

✓Figurative language (understanding humor)

✓Literacy development (phonological awareness, phonics)

What is looked at in anrrative anaylsis

microstructure and amcrostrucutre

what is microstructure

looking at vocab child uses while telling a story, sentence complexity, specific units within narrative

what is macrostrucuture

narrative composition, provide context, who,what,when,where,logical sequence of event

what are some conversation abilties

• entering a conversation

• conversational repair

• turn taking

• topic (initiation,maintence,duration)

• referential skills ( making references)

• presupposition (think through what others knows and what do else do I need to say)

communication subdomeain 3 is the same as which browns stage

1

communciation subdomain 4 is the same as which brown stage

2-5

16 ___ by 16 ___

gestures, months