Lang development Birth-Early Childhood Comps study guide

IDEA Part C

Legislation covering early intervention for infants and toddlers

Brown's stages I, II, and III

Developmental stages of language acquisition

MLU

Mean Length of Utterance, a measure of language complexity

Clinician Centered Treatment

Intervention directed by the therapist, less naturalistic.

Examples: modeling, drills, discrete trial training

discrete trial training

place stimulus, ask questions, provide correct model while waiting for child to imitate, reinforce correct imitation, give feedback, repeat the steps

Child Centered Treatment

Intervention following the child's lead, more naturalistic

examples: self talk, parallel play, recast, correct speech by expanding

recasting

repeating the child's statement in a different grammatical form

self talk

clinician talks about their own activity/action as tehy play with the child

parallel talk

play w/ child & describe/comment on what the child is doing and what the child is playing with "you are putting the blue block on the tower"

milieu therapy

teaches functional communication through verbal interactions that are natural in a natural setting (incidental teaching). The adult waits for child to initiate verbal response.

Hybrid intervention

focused stimulation, vertical structuring, expansion using child's language to target response, Milieu therapy, script therapy

Developmental Language Disorders

Four models: Medical, Descriptive-Developmental, Systems, Categorical

Medical/Deficit Model

A STANDARD against which the child with communication challenges is measured. Used by medical profession

Assumptions: -Individual has a "deficit" -Language comes from "within" a person -Can "cure" the problem and make the person normal

Descriptive- developmental model

In-depth DESCRIPTION of the child's current language skill. Compare it to the sequence of typical development

Assumptions: -Start where child is functioning -Follows a typical sequence of language development

Systems model

Emphasizes the INTERCONNECTION between systems in language disorder. Systems= family, school, child

Assumptions: -Not all communication problems are within a child -Behavior & learning is a dynamic interaction between person environment -Modify any aspect of a child's environment changes the child's behavior

Categorical Model

Language disorder classified on a KNOWN medical condition they accompany. Identify similarities among children with similar diagnoses. Implies that the diagnostic categories used play a causal or etiological, role in the language disorder

Assumptions: -Assumes there is a "deficit" in the child -Quickly summarizes how a child is different from other children

Early Intervention

Intervening to support children's development at a young age

Early Childhood Screening

Assessment to identify developmental concerns in young children

Case History

Information about a child's background and development (Medical, sensory, pharmacological, parent perspective, when the perceived problem began, questions about feeding)

Norm-referenced Tool

Assessment comparing a child's performance to peers. Developmental norms of receptive and expressive (PLS CASL)

Criterion-referenced Assessments

Evaluation based on specific criteria or standards. Compare to an expectation

SMART Goals

Specific, Measurable, Attainable, Relevant, Time-based objectives

attainable (smart goals)

can be determined by talking to caregivers, or is in child's repertoire but infrequently observed, find the ZPD (zone of proximal development)

relevant (Smart goals)

functional and important to the client

Prelinguistic Stage

Developmental period before language emergence. Birth to 18 months

building prelinguistic language

Let child see you have what they want

Play games, social games/people games

Gentle sabotage

Bit by bit

Choices

Communication temptations (Eat snack in front of them)

Emerging Langauge

18-36 months (1.5-3 years)

Single words

Combining words into two-word utterances

Simple sentences

Brown's stages I, II and III

~50

Children combine words after having ____ words in their vocabulary

Two word semantic relationships (Emerging language)

Agent + action - ex. Mommy come

Action + object - ex. Throw ball

Action + locative - ex. Sit chair

Entity + locative - ex. Doggy floor

Possessor + possession - ex. Mommy coat

Attribute + entity - ex. Silly mommy

Demonstrative + entity - ex. This kitty

Three word semantic relationships (emerging language)

Agent + action + object - ex. Jason eat cookie

Agent + action + locative - ex. Daddy sit chair

Agent + action + locative - ex. Katie ball floor

Action + object + locative - ex. Pull wagon grass

developing language

36-60 months (3-5)

Explosive language learning

Brown's stages II - V

MLU of 2-5

role of storybooks in langauge assessment and intervention

narrative sample probe both macrostructure and microstructure

narrative assessment microstructure

vocabulary and syntax

narrative assessment macrostructure

theme and organization

Brown Stage 1

MLU = 1.0 to 1.5 morphemes

-age range = 12 to 26 months

-focus is on semantic roles

-noun phrase development

Brown Stage 2

Syntactic development- children use 2-2.5 MLUs at this stage, start using morphemes like -ing

Brown stage 3

Age = 31-34 months

MLU = 2.5 - 3.0

increases in length due to auxiliaries, increase use of "wh" questions and use interrogative reversals

Brown Stage 4

Age = 35-40 months

-MLU = 3.0 - 3.75 morphemes

Use object-noun phrase complements, uses indirect or embedded "Wh" questions

browns stage 5

41-46 months

MLU: 3.75-4.5

coordinates simple sentences

uses locatives (up, down)

uses and as main conjuction

Family Centered Practice

Approach involving coaching parents in interventions.

TIPS:

Take turns: coach parents on serve and return

imitate: coach families to play copycat by mirroring infants actions or sounds

Point things out: coach families to engage in joint attention routines

set the stage: coach parents to establish anticipatory sets by repeating simple games and songs the child likes

signs of feeding issues

Does it take longer than 30 minutes to feed the child?

Are mealtimes stressful for the child or parent?

Is your child gaining weight?

Are there signs of respiratory problems?

Semantic-Syntactic Production

Combining words to express meaning

Non-language Areas of Assessment

Evaluating play, gestures, social skills, and communication

Role of Play in Language Development

Play and language skills reinforcing each other

If a child has met their play milestones but not language, it will be easier for them to learn language.

Picture Storybooks in Language Intervention

Using narratives to assess and intervene in language development

Pre-literacy Skills

Foundational skills before formal reading and writing

use and understand a variety of nouns and verbs in simple sentences, follow simple directions, answer simple "Wh" questions, identify and name objects and actions when looking at pictures in books