Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
15 Cards in this Set
- Front
- Back
What are we looking for when an SL-P or a CDA does a screening for preschool language skills? What about assessments?
|
- in screenings, looking to see if theres a problem and whther or not a client needs an assessment
- 5-10 minutes, informal - in assessments, we are concerned with diagnosing and defining the problem |
|
Some assessment tools for preschoolers...
|
* preschool language scale (PLS-4)
* clinical evaluatino of Language Fundamentals - Preschool (CELF-P) (expressive and receptive) * Expressive one-word picture vocab test - revised (EOWPVT-R) * recetive one-word picture vocab test - revised (ROWPVT-R) * peabody picture vocab test - revised (PPVT-R) |
|
What is the PLS-4?
|
- start at a level 1 year earlier than the child
- 'show me what you cut paper with' - point to scissors (receptive task) - must get certain # wrong before you go to a lower level -- need to find out at what level the child is functioning at - for expressive...ask' what is this?'..if he uses 'nana' instead of banana you would mark it correct because its a language test, not a speech test - goes over past tense, describing procedures, namiing animals (given 1 minute, haev to name at least 6 for the point), comparative & superlative ' the lamp is bright but the sun is even ___ ' |
|
What are 4 types of service delivery models?
|
1) clinical (1:1, group)
2) language based classroom (schools or daycare centres) 3) collaborative or consultative 4) mediator training (training other professionals) |
|
What are 5 Intervention Approaches??
|
1) clinician-directed approaches
2) child-oriented approaches 3) hybrid approaches 4) family centred therapy 5) parent based approahc |
|
Describe the clinician-directed approach.
|
* drill (ex:flashcards)
* drill play (still drilling but combine with play) * clinician directed modeling * there are also naturalistic modifications of this approach * structured...clinician runs the show |
|
Child Oriented Approaches
|
- indirect language stimulation (ex: pretend play)
- following the child's needs; not honing in on goals all the time - whole language (ex: play contexts, themes ex: transportation) - combines everything we know about language rather than focusing on particular goals |
|
Hybrid approach
|
- best approach - used in most settings
- combines variety of approaches |
|
Family Centred Therapy
|
- includes fmaily (ex: parents, siblings, grandparents) in the therapy
|
|
Parent Based Approach
|
* parents sit in on session and carry thru on activities and goals through the week
|
|
What could be some possible language goals that your S-LP may want to target for kids ages birth to 2 years?
|
- putting 2 words together
- increase vocab - for a 6 month old... *give parents info on joint referencing, babbling, eye gazing, imitation of vocalization...by the parents - to increase sound awareness - pointing or reaching for objects (ex: presenting with 2 choices and letting them point) - with kids with a diagnosis, start teaching baby sign language (ex: w/ downs syndrome) - cause and effect (this is a big one...babies need to know that they can predict your behavior and change it...ex: peekaboo, or child throws thing and they learn mom will bring it back) - for 9 month olds > turntaking (must have attention first) - give ball, take it back, they take it back from you |
|
Language goals for the one-year old...
|
- increasing vocab
- putting sounds together - increasing sound repertoire (p,b,m,w) - modelling intonation to show its a question - symbolic play - increasing mly to 2 words by 2 years (maybe even 3) - adding 'no' 'more' to other words - 'match plus one' (add another word to what child says..ex: 'juice' -> 'more juice'...use easy, functional words' - following directions (1 and 2 step) - teaching semantics (word meaning, so receptive goal) |
|
What Language Goals mightb e targeted fro children 3-5 yrs old?
|
- may need to work on birth-2 goals
- receptive lang for very delayed kids...check hearing and oral motor (SLI) - increasing vocab (using different themes) - increasing mlu...to 3, or 4-5 - increase sequencing - increase lablling of objects - imporve sentence structure (ex: increase use of S-V-O, increase use of verbs or nouns or conjuctions) - pronouns - brown's morphemes |
|
Pragmatic goals for 3-5 yr olds
|
- 'increase use of pragmatic skills'
- turntaking - greetings - manners - requesting - responding - eye contact - social skills - increasing tolerance to adult interference |
|
More language goals for 3-5 yr olds
|
- verbs -> auxiliary verbs [primary (have, do), and secondary (may, will)]
- work on colors, numbers (not necessarily on their own) - following directions (receptive only) - increasing listening skills - increasing memory skills (auditory or visual) - negation (no, not, dont) - interogative language forms (wh-questions, yes/no questions) - conjunctions (and, but, because, or) - comparatives/superlatives - active vs passive sentences - increasing awareness of environmental sounds |