childlanguage one

diagnostic model cause and effect

• illistrates that we can seperate the diagnostic process into two major halves, one concered with casual factors and the other with effects

steps of the diagnostic model—7

• constituent analysis

• clinical hypothosis

• clinican design

• clinical testing

• clinical data analysis

• clinical interpretation

• conclusions:patient management

constituent analysis

• analogus to the literature review that preceded a research project

• systematic analysis of each bit of information that has been made about the client

• your ability to perform this anaylsis is dependent on two primary sources of information

  • the client information you have availible from any source prior to actual client contact

  • your organized fund of knowlege about typical and atypical speech and language

• you should review client informaton from a number of sources

  • referal source

  • case history

    • medical records

clinical hypothesis

• formulated working clinical hypotheses expressing cause-and-effect relationships

  • Varying degrees of specificity and assurance

    • Doesn’t need to be a perfect match for client because you can rule it out if doesn’t work

  • Be cautious about making cause-and-effect hypotheses

  • The hypothesis is your tentative solution to the patients ssue

clinical design

• you plan the diagnostic session to test the clinical hypothesis

  • Gain information about the patients hypothesize speech and language disorder it causes

  • Select and develop tools

    • use appropriate tools

    • don’t just pick

      • research and find the best and most sensitive and specific assessments

    • plan testing strategy to optimize data collection

      • interviewing

        • asking uncomfortable questions

      • unstructured situations and observations of behavior

    • well-executed research studies come from well-designed research plans; successful diagnoses follow carefully conceived diagnostic plans

clinical testing

• face-to-face contact with patient and family

• major concern

  • control over the stimuli, responses, and reinforcements

    • ensure the child can see and understand what is happening

• adaptations of the tools and procedures

  • think AAC

• relate to each patient

• recording the data as it occirs

clinical data analysis

• score, categorize, and order information obtained in the interview and testing session

• Consider the validity, reliability, and completeness of the data

  • enough to make an informed decision

• objective scoring and ordering of the data, not an interpretive step

  • just reporting scores

clinical interpretation

• not a summary of data

  • diagnostician's ability to put the pieces together, an attempt to understand the whole

• use all available information, from all sources, to determine its meaning and significance

• state succinctly what the disorder may be and implicate probable causal factors; formulate, state, and support diagnosis

• gives clinician a chance to give a prognostic statement

  • statement of how much better the client will get

patient management

• must decide what is to be done and how it is to be done

• formulate a management protocol—>PICO

  • must know what management alternatives are appropriate for the disorder and its contributing factors

  • consider the best alternative considering age, family concerns, other factors, and probable prognosis

  • not an ideal plan, but must have practical knowledge of the options available to him in his community within the cost and time restrictions of the cleint

• communicate the findings of the diagnosis and recommended management plan

  • communicate to the patient, family, other professionals, referral source, etc.

Early Pragmatic Development

• 0-8 months

  • perlocutionary

    • caregivers attribute intent to child’s actions

• 8-12 months

  • illocutionary

    • expressed with gestures and vocalizations

    • requesting objects and actions

    • refusing

    • commenting

    • communicative games

• 12-18 months

  • locutionary

    • intents express the same functions with words that were expressed before by preverbal means

  • 18-24 months

    • frequency of word use increases over preverbal communication

      • new intents include

        • requesting information

        • answering questions

        • acknowledging

  • 
    

Early Semantic Development

• 8-12 months

  • understanding 3-50 words

  • first words used for names of familiar people and opbjects

  • communcative games and rotuines

  • talk about appearance, disappearance, and recurrence

• 12-18 months

  • average expressive vocabulary 50-100 words at 18 months

  • semantic roles expressed in one-word speech include

    • agent

    • actiob

    • object

    • location

    • possestion

    • rejection

    • disappearance

    • nonexiatance

    • denial

  • words are understood outside of routine games; still need contextual support for lexical comprehension

• 18-24 months

  • average expressive vocabulary size: 200-300 words at 24 months

  • understand single words for objects out of sight

  • understand two-word relations similar to those expressed

    • agent-action

    • ajent -object

    • action-object

    • action-location

    • entity-location

    • possessor-possession

    • demonstrative-entity

    • attribute-entity

early syntax development

• 18-24 months

  • Brown’s stage 1

    • basic semantic roles and relations

  • two-word utterances emerge

  • word order is consistent

  • utterances are “telegraphic,” with few grammatical markers

• =

Early Phonology Development

• 0-2 months

  • vegetative sounds

• 2-4 months

  • cooing

  • laughing

• 4-6 months

  • quasiresonant nuclei, vocal play

• 6-10 months

  • canonical babblng

  • reduplicated babbling

    • CV syllables

• 10-18 months

  • jargon babble with intonation contours of language being learned

  • first 50 words

    • most often have CV shape

    • use same consonants used in early babbling

    • use of reduplication, syllable deletion, assimilations, and final consonant deletion is common

    • words are selected or avoided for expression based on favored and avoided sounds

• 18-24 months

  • by 24 months, 9-10 initial and 5-6 final consonants are used

  • speech is 50% intelligible

  • 70% of consonants are correct

  • CVC and two-syllable words emerge

• 
  

What is IDEA?

• individuals with disabilies education act

• 2004

• free appropriate public education and specialized support services to eligible children with disabilities from birth through age 21.

Describe the Indivdual Famiy service plan? Requried Elements? How is used to provide family services to handicapped families?

• birth to three

  • early intervention

• sets to maximize the development of the child and optimize the family’s capacity to care for the child and their needs

• requirements by law under 2004 reautorization

  • information about the childs present level of physical, congitive, soical,emotional, communcative and adaptive developement based on crietera

  • statements of fmailies resources, proirites, and concerns

  • statement of major outcomse to be acheidved, and the creitera, proceduees, and timeslines used to determine progress

    • ]=

Uses and Dangers of family assessment

Communication Strategies that can be used in family centered practice

Why is an SLP needed on the team that plans serivces for at risk infants

Prenatal facots that can place a child at risk for developmental and communcative disorders

how does prematurity incluence communcicative development

name and describe four genetic conditions that palce an nfant at risk for communication disorders

dicuss the formal and informal methods availible for assessing feed and oral-motor develpment

pros and cons of of three mahor tpes of non oral feeding used in the nicu

three ways the SLP can facilitate oral feeding in at-risk newborns

what insturments can be used to assess feeding skills

how and why should the SLP promote hearing conservation in the NICU

what is the purpsoe of assessment of infNT BEHAVIOR AND DEVELOPMENT

what information can the SLP gather in the NICU to assess infant development

what are some of the ways the SLP can contribute to the infanct development in the NICU

When is a newborn ready to take advantage of interaction

signs of rediness

how can we help families recognize them

discuss methods for improving feeding skills in a 6 months old baby

desrcibe how you would use the assessment of vocal behavior to evaluate an 8 month old baby

what could be done to enhance vocal production during the first year of life for a baby showing poor vocal skills

list several insturments that can be used to assess infant development

what nstruments are availible for assessing early ocmminicative development

how can the SLP work to coordinate serivces for infants and their families

how can assessment of parent-child communication ve made family centered

three areas in which the SLP can work to enhance parent-infant communication

name several interactive beahviors the slp can encourage parernets to use with their babies

to what cultural issues must the slp be senstive in teaching baby games to parents

how do the infancts communicative need change on the last quarter of the first year of life

how can play assessments be used to evaluate the congitive level in the prelinguistic infant

discuss the term uping the ante

how does it apply to intervention for the prelinguistic infant

how and when should communicaton temptations be used

how is language comprehension fostered in the prelinguistic infant

what parent traiing programs are avalible for the slp to use in fostering parent-infant communication

describe technques that can be helpful n developing feeding skills in prelinguislc clients—ASD

how do communication ssues relate to feeding

give strategie examples

asd

how are thedevelopment of feeding and speech related-asd

describe five methods used to assess feeding skills in infants or older prelingusitic clients

how can maladaptive forms of communication be adressed

how can we find out whether a cleint is ready to move from a prelinguistic to verbal communication

decribe PECS and talk about cleint for whom it might be appropriate

discuss several approaches to communication interventiosn that are appropriate specifically for prelinguisic children with ASD

what pivotal skills for communciatopn development in prelinguistic children with asd

feeding development

• 0-4 months

  • liquid

• 4-6 months

  • purees

• 6-9 months

  • soft chewable foods

• 9-12 months

  • lumpy textures

• 12-18 months

  • all textures

• 18-24 months

  • more chewable foods

• 24 months

  • tougher solids

oral motor development

• 0-4 months

  • Suckle on nipple

• 4-6 months

  • Suckle off spoon

  • Progress to sucking

• 6-9months

  • vertical munching

  • sippy cup drinking

  • limited lateral tongue movements

• 9-12 months

  • limited lateral tongue movements

  • independent sippy cup drinking

• 12-18 months

  • lateral tongue action

  • straw drinking

• 18-24

  • rotary chewing

• 24

• mature chewing

food and oral motor development skills

• 0-4 months

  • head control aquired

• 4-6

  • sitting hands to midline

• 6-9

  • hand to mouth reach and grasp

  • finger feeding assist with spoon

• 9-12

  • pincer grasp

  • grasps spoon

• 12-18

  • scoops food into mouth

  • increased independence in feeding

• 18-24

  • independent walking

    • can obtain food/nonfood objects on own

• 24

  • total self feeding

  • use of fork and open cup

milestones in literact development 0-2 years

• literacy socialization

  • Enjoys joint book reading

  • learns to hold a book right side up

  • learns to turn pages

  • answers questions about picture/characcters

• phonological awareness

  • exposure to rhyme initiates rhyme awareness

• print knowlege

  • learns to distinguish pictures

• reading

  • may pretend to read when others are reading

• writing

  • learns to hold crayon/scribble