05 FE

The letter/sound "s". Why is it difficult for kids with hearing loss?

1. High frequency sound
2. low intensity
3. Complexity of sibilant sounds
This impact understanding. Misses identification of plurals, possessives.

Acoustic highlighting

adding extra emphasis on a specific word. Once child has a specific word, drop acoustic highlighting.

Recast

Stating utterance in syntactically correct format

Expansion

Continues conversation by adding more information., a comment, or even a question. Often adds details.

Build from the known

Introducing new vocab words by using what child already knows, new, to known, to new

key word

receptive skill- being able to identify if kid understood what you were saying

holophrastic phrase

A holophrastic word, also known as a one-word sentence or holophrase, is a single word used by a young child to convey a complete thought, idea, or request. During the early stages of language development, infants and toddlers often use holophrastic words as a way to communicate before they have fully developed the ability to use more complex sentences and phrases.
Holophrases can be quite powerful and meaningful despite their simplicity because they rely on the context and the child's intonation or gestures to convey their intended message. For example, a child might say "milk" to express that they want a glass of milk or "up" to indicate that they want to be lifted up.

Semantic Relations (CASLLS Pre-sentence Linguistic Meaning 21-24 months)

1. agent + action = dog run
2. action + object = roll ball
3. action + recipient = roll daddy
4. entity + location = book floor
5. attribute + entity = big dog
6. possessive + entity = my book
7. negative + x = no
8. introducer + x (look car)
9. what + this/that?
10. Question (go home?)
11. demonstrative + entity = this/that dinosaur

What is the process for choosing language targets?

1. Sampling - gather a spontaneous language sample
2. Analyzing - find gaps in sample
3. Targeting - target those gaps
4. Modeling - show/provide example to elicit
5. Production - they show!

Erber's Levels of Auditory Functioning

1. Detection: being able to hear/having access
2. Discrimination: Identifying different sounds (high vs low sounds)

3. Identification: Pairing word with object
4. Comprehension: use hearing to discern meaning; incidental learning

How does each model of language disorders relate to kids who are deaf/HH?

1. Categorical model: diagnosing (IDEA Part B)
2. Specific disabilities model: accommodations/modifications for specific disability
3. Descriptive-Developmental Model: Following typical progression of development
4. Systems model: changing the environment

Define proto-declarative and give example

Proto-declarative communication refers to the behavior of an infant when they use gestures, vocalizations, or eye contact to direct the attention of others to an object or event.
Ex: the car is red, the car rolls, the car has wheels

Define proto-imperative and give example

Proto-imperative communication, on the other hand, involves the infant using gestures, vocalizations, or eye contact to make requests or demands from others.
Ex: Roll the car to mommy/daddy

List various approaches to developing two word utterances using toys.

1. Modeling: As the caregiver or educator, demonstrate two-word utterances while playing with toys. For example, if you have toy animals, you can say, "Dog run" or "Cat jump." Model different combinations of two words and encourage the child to imitate you.
2. Expanding: When a child uses a single-word utterance, expand on their language by adding another word to create a two-word utterance. For instance, if the child says "ball," you can say, "Big ball" or "Red ball."
3. Questioning: Use open-ended questions while playing with toys to encourage the child to respond using two-word phrases. For example, you can ask, "What's that?" or "What does the cow say?" and prompt the child to reply with two-word answers like "Cow says moo."
Pairing Actions with Objects: Focus on linking actions with toys to encourage two-word combinations. For example, when playing with toy vehicles, say, "Car go" or "Truck stop."

Why can't standardized measures provide us with therapy goals?

Standardized measures can provide valuable information about a person's skills, abilities, and areas of difficulty, but they have certain limitations that make them insufficient for generating therapy goals on their own. Here are some reasons why standardized measures alone may not be enough for developing therapy goals:
Narrow Focus: Standardized measures typically assess specific skills or domains, such as language, motor skills, or cognitive abilities. While they provide detailed information about these particular areas, they may not capture the full complexity of an individual's needs, especially if the person has multiple challenges or comorbidities.
Individual Differences: People are unique, and their abilities and challenges can vary significantly. Standardized measures are designed to provide normative comparisons based on the performance of a larger group of individuals. As a result, they may not account for individual strengths, weaknesses, and personal circumstances that can influence therapy goals.
Context and Environment: Standardized measures are often administered in controlled testing environments, which may not reflect real-life situations or the challenges a person faces in their everyday life. Therapy goals need to be relevant and functional in the person's natural environment, which standardized measures may not fully capture.
Long-Term Progress: Standardized measures are snapshots of a person's abilities at a specific point in time. They may not track the person's progress over time or capture changes in skills and behaviors that occur during therapy. Therapy goals should be dynamic and adaptable as the individual makes progress.
Holistic Approach: Effective therapy goals require a comprehensive understanding of the individual's strengths, weaknesses, interests, and overall context. This holistic perspective goes beyond what standardized measures can offer, as they typically focus on isolated areas of assessment.
Communication and Social Skills: Some therapy goals involve communication, social interaction, and other interpersonal skills. While standardized measures may provide insights into certain aspects of communication, they may not fully address the complexities of social interaction

Brown's Mean Length of Utterance (MLU). How do you compute this?

total # of morphemes / total # of utterances

What is Brown's Mean Length of Utterance (MLU)?

Brown's Mean Length of Utterance (MLU) is a measure used to assess language development in young children. It is a moderately reliable predictor of complexity especially clausal complexity of English speaking children. highest level is 4.0 and the crude measure is sensitive only to developments that increase length.

Family-Centered Assessment

The primary focus of family-centered assessment is to recognize that a person's well-being and development are influenced by the family's dynamics, culture, values, and resources. It emphasizes collaboration and partnership between professionals and the family to create a holistic and personalized plan of care or intervention.

Strengths-Based Approach: Family-centered assessment identifies and builds upon the strengths and resources of the family. Instead of solely focusing on deficits or challenges, it acknowledges the family's existing abilities and resilience.
Individualized and Goal-Oriented: The assessment process aims to identify the individual's and family's specific needs and goals. It helps create a tailored intervention or care plan that addresses the unique needs of the family.

Provide an example of entity + locative

book floor, mom inside

Provide an example of action + locative

go outside

Provide an example of recurrence

More , "More juice"

Provide an example of non-existence, denial, rejection:

"No"

Provide an example of disappearance

"all gone"

NP =

noun phrase

VP=

verb phrase

Early intentions/Illocutionary Functions

Control: protesting; requesting action. "Help" "no"
Representational: requesting answer; labeling answering a question
Social: greetings; hi and bye
Tutorial: practice and repeating
Procedural: calling parent's name

Illocutionary: causes listener to act intentions

Gestural Development: What are the three levels? Provide definition

Deictic: pointing to something
Symbolic: using an object for something else; Using a banana as a phone
Representational: not using an object ex. arms out pretending to be a plane

What are the three aspects of language?

Form (syntax, phonology, morphology)
Content (semantics)
Use (pragmatics)

Apply the aspects of language for the phrase: "Big doggie"

Form: syntax- adjective + noun
phonology- they know the b, d g sound
morphology- 2 free morphemes

Content: Semantics- understands big and doggie

Use: pragmatics- could be a statement pointing out what is observed. Requesting to pet the dog.

Communicative Acts:

Behaviors must be present:
1. joint attention
2. convey meaning/intention
3. persistent

What are the levels of linguistic intervention?

Break things down gradually. Start at the highest level and work down. Trying to figure out all the steps in the middle without making it super easy. We want kids to think through things. Ensuring the child is given enough information for them to get an answer, but not giving them the answer directly or too easily. Providing them with clues and semantic information

What are the three tiers of vocabulary?

Tier 1- basic vocabulary; rarely requires direct instruction & typically have only one meaning; sight words ex. book, girl, sad
Tier 2- High frequency/multiple meanings; important for reading comprehension, multiple meanings; characteristic of mature language users Ex: mad as in mad about you, masterpiece, measure
Tier 3: Low frequency context-specific words such as economics or photosynthesis

Compare and contrast the CASLLS and standardized assessments?

CASLLS: developmental checklist of typical development; provides language samples, knit pick language, all aspects of language.
Standardized assessment: norm-references, overall performance, qualifies for services, broad language goals

What is the difference between the CASLLS Presentence and Preverbal?

Preverbal - one word utterances
Presentence - two word utterances
Preverbal building up to first word
Presentence is working on word combos

Provide an example of modal words

Modal words, also known as modal verbs or modal auxiliary verbs, are a specific category of verbs in English that express a range of attitudes, moods, possibility, necessity, and permission. "I can help you with your homework."
In this sentence, "can" is the modal word. It is used to express the speaker's ability or capability to assist with the listener's homework.

What is parentese? Provide characteristics

Parentese is a way in which caretakers speak to their infants using a higher pitch, exaggerates speech, slow and long pauses and limited semantic range.
Characteristics:
Paralinguistic: slow speed, high pitch
Lexical: uses fewer words, restricted vocab
Semantic: limited range of semantic functions
Syntactic: no complex sentences, imperatives and questions
Conversational: fewer utterances (+ emphasis, repetition) + affect/happy

Informative Principle

The most salient thing a child is paying attention to

Performative

Word that accompanies an action (boo!) or (Uh-Oh!)

What is auditory sandwich?

1. Tell - give directions using only words
2. Wait - Count 7-10 seconds, looking at them expectantly
3. Show - point, make a gesture, or show the thing you are talking about
4. Tell- give direction again using only words

Reciprocity & Anticipatory Set

Reciprocity: serve and return -> peek-a-boo: I cover my eyes, kid covers eyes
Anticipatory: routines or actions -> peekaboo = child pushes parents hand down from eyes

May need to build foundation in reciprocity and anticipatory sets if not demonstrating appropriate use of objects/symbolic play and gestures

Activities
Peek-a-boo
Patty cake
Uh oh

Contextualized vs decontextualized language

Contextualized - occurs in therapy / testing situation
Decontextualized - able to understand or produce outside of therapy session

Pragmatic Skills

Social vs non social = Number of utterances directed to listener vs myself
Topic initiation = + of times change topic
Topic appropriateness = keeping on same convo/ knowing rules of conversation
Turns/Topic: go back and forth
Discourse management - how many times they interrupt
Contingent responses - appropriate and relevant

What is a contingent response?

Relates semantically to previous speaker's utterance

You are working with a toddler and parent. The child has selected the toy assigned to you. Describe how you will model proto-declarative and proto-imperative utterances with the child.
What will you do to encourage the child to initiate an intent/vocalization?
How would you counsel parents regarding play/therapy at home?

Proto-declarative - kinda/sorta statement
Proto-imperative - kinda/sorta command

How to do at home? Tell parent to comment then wait (OWL) and then reward the child

Child as agent strategy. What is this?

The child is performing the action. Because they are performing it, they understand it. Ex. lining up for hallway transitions/ PB&J making

Probable Event Strategy. What is this?

Using familiar routines to determine agent + action + recipient.
Ex. potty before bed/ bedtime routine

The "child as agent/probable event" strategy is a linguistic and cognitive development stage observed in young children during their language acquisition process. It is a part of the broader theory of language development proposed by Jean Berko Gleason, known as the Wug Test.
The "child as agent" aspect of the strategy refers to the child's tendency to use verbs or verb forms in a sentence to describe actions carried out by the child or someone/something similar to them. In other words, the child uses the verb as if they are the "agent" or doer of the action. For example:
Child: "I run." (meaning "I am running.") Child: "She jump." (meaning "She is jumping.")
The "probable event" aspect of the strategy relates to the child's ability to use context and knowledge about the world to make predictions or generalizations about verb forms in different situations. For example:
Child: "He runned." (instead of "He ran" or "He runs.") Child: "The dog eaten." (instead of "The dog ate" or "The dog eats.")
In both cases, the child is applying grammatical rules they have learned to produce verb forms that make sense based on their understanding of how verbs should be used in different contexts. The "child as agent/probable event" strategy shows the child's progress in understanding and applying the rules of verb tense and agreement, even if they have not mastered all the complexities of verb conjugation in the language yet.

What are Illocutionary Functions

C= control = protesting or demanding - "no"
R= Representational = labeling or requesting - "horsie" for "whats that?" question
E= Expressive = protoberbs - "wee! Uh-oh!" if picked up expresssing a state
S=Social= greetings "hi and bye'
T=Tutorial=Practicing/repetition - "cookie cookie!"
P=Procedural=Routine calling- what do I say to get someone to come? Say dad! he comes.

Child as agent/ Probable event strategy for the phrase "eat apple"

The "child as agent/probable event" strategy applied to the phrase "eat apple" would typically involve a young child using the verb "eat" in a way that indicates they or someone/something similar to them is performing the action. Additionally, the "probable event" aspect would come into play when the child uses a simple verb form that makes sense in the context of the sentence.
For example, a child might say:
Child: "I eat apple."
In this case, the child is using the "child as agent" strategy by using the pronoun "I" to indicate themselves as the doer of the action. They are stating that they are the one who performs the action of eating the apple.
The "probable event" aspect is demonstrated by the use of the simple present tense form of the verb "eat" (eat) to describe the action. The child has likely learned that "eat" is the appropriate form of the verb to use when talking about a habitual action, such as eating an apple, in the present tense.
This example illustrates how young children apply their understanding of grammar and language rules to construct sentences that convey meaning based on their developing knowledge of verb usage and sentence structure. As they continue to learn and acquire more language input, they refine their language skills and move beyond this early stage of language development.