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63 Cards in this Set
- Front
- Back
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Components of Language (Bloom & Lahey) (5)
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Phonology
Syntax Morphology Pragmatics Semantics |
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Form consists of...
(Components of Language) |
Syntax, morphology, Phonology
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Content consists of...
(Components of Language) |
Semantics
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Use consists of...
(Components of Language) |
Pragmatics
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Syntax
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sentence structure (the order of language)
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Morphology
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the acquisition of the smallest meaningful units of language
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Semantics
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the meanings of words and word combinations
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Pragmatics
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social use of language
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Language (Owens, 2005)
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Socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols.
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Proto-words
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early word-like forms that seem to be partially symbolic and consistent. (May not sound like the adult word.)
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True words
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later adult forms of words that are consistent and symbolic
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Behavioral Language Theory
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language is learned from the environment (typically the parents/caregivers).
-May see external rewards used. |
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Developmental Language Theory
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The child comes with a pre-determined package that unfolds that results in their language development.
-Focuses on the intrinsic reward involved in successful communication. |
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Who is eligible for Early Intervention?
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1. They can have an existing delay or disability.
2. They can be at risk for a delay or a disability due to environmental factors or medical conditions. |
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State/Federal Level requirements (2)
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1. Early ID- finding children with a potential delay.
2. Early Intervention- doing something about it |
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How does Early ID get started?
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Initiated by parental concern.
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Play Based Assessment
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A set of activities/ meant to elicit behaviors/ across developmental domains/ so the intervention team/ can determine specific areas of delay.
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Multi-disciplinary
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More than one individual (a team) performs evaluations of child.
-(Federal guidlelines mandate an intake eval to be at least this level.) |
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Inter-disciplinary
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between professions
-requires a requirement that various disciplines talk to one another, although they may perform individual assessments. |
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Trans-disciplinary
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multiple disciplines communicating with one another including a sharing or assessment activities.
-results in "flexibility of roles" |
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Familiar immediate imitation
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(Behavior X)
-Child does X -Adult imitates X -Child imitates X *Child already has this behavior in his/her repetoire |
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Familiar deferred imitation
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(Behavior X)
-Child does X -Adult does X an hour later -Child imitates X *Child already has this behavior in his/her repetoire but wasn't doing it at the time |
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Unfamiliar imitation
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(Behavior X)
-Adult does X -Child does X *Child did not have this behavior in his/her repetoire |
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Trans-disciplinary Play-Based Assessment (TPBA)
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Through play children are assessed in areas of:
-cognition -social-emotional communication -language -sensorimotor. |
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Advantages of TPBA
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-Natural setting
-Functional skills and underlying processes -Examines child's learning style -Looks at all domains simultaneously -Looks at different communicative partners -Basis for further testing -Determine child's developmental status -Provides info for developing Tx plan |
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Role of Parent in TPBA (3)
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-Observer
-Play facilitator -Interpreter |
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Cognitive Assessment Categories (TPBA)
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-Categories of play
-Attention span -Early object use -Representational play -Imitation -Problem-solving approaches -Discrimination skills -One-to-one correspondence -Sequencing ability -Drawing ability |
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Social-Emotional Assessment Categories (TPBA)
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-Temperaments
-Mastery motivation (persistences/goal orientation) -Social interaction with parents -Social interaction with facilitator -Social interaction with peer -Characteristics of dramatic play -Humor and social conventions |
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Language and Communication Assessment (TPBA)
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-Communication modalities
-Pragmatic stages -range of meaning/functions -Discourse skills -Semantic and syntactic understanding -Comprehension of language -Oral motor skills -Phonology -Hearing |
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Sensorimotor Development Assessment (TPBA)
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-General appearance of movement
-Muscle tone/strength/endurance -Reactivity to sensory input -Stationary play positions -Mobility in play -Other developmental accomplishments -Fine motor -Motor planning |
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Facilitation Strategies in TPBA
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-Establish rapport and trust
-Play on the child's level -Encourage higher levels of behavior -Imitate the child -Provide wait time -Follow the child's lead -Make actions into games -Wait for the child to give a cue -Read cues as communication -Encourage turn-taking -Prompt higher level behaviors |
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Phases of Play Session in TPBA (6)
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1. Unstructured facilitated time (child moves freely from activity to activity)
2. Structures facilitated time (transitioning the child between activities) 3. Parent/child play 4. Play with peer 5. Unstructured and structured gross motor activities 6. Snack |
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"Family centered and family controlled"
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-Parents decide on areas needing improvement
-Parents are final authority -Parents make decisions about priorities |
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Individualize Family Services Plan (IFSP)
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*A document and a process
-Documentation of the assessment/therapy process -Centered around helping entire family meet its needs |
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"Conversations about ___." (IFSP)
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-"For my family, I am concerned about:"
-"For my child, I am interested in:" -"I would like more information about:" -"Changes/transitions that are coming:" |
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"Outcomes Categories" (IFSP)
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Goals.
-What will we do to get there? -Who will do it? -When will we start? -How are we doing? |
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Intentional Communication Def'n:
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-Gesture, vocalization, verbalization, or combination
-directed toward someone -serves a communicative purpose |
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NOT Intentional Communication
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-Speaking
-Pictures -Symbols -An AAC Device |
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Communication and Symbolic Behavior Scales (CSBS)
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Can use to evaluate intentional communication
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Importance of Intentional Communication
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-Relationship shown between rate of intentional communication and increased communication "sophistication"
-Children w/ higher rates of intentional communication demonstrated earlier language development -Individuals who demonstrated intentionality were more likely to acquire a greater number of graphic symbols than those who did not. |
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Considerations in Intentional Communication
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-Not always easy to identify
-# of opportunities -Contexts -Responsivity of other interactors in the environment -Ongoing communication strategies |
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Consonant Inventory
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-informal idea about what stage of babbling
-Rate of vocalization -Single:Multi-syllable ratio -C:V ratio |
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Babbling
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Pre-meaningful speech-like vocalizations
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Babbling Stage 1: PHONATION
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-Quasi-resonant nuclei
-No consonants |
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Babbling Stage 2: PRIMITIVE ARTICULATION
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-1-4mo
-open vowels -closants -vocants -tongue movement -quasi-resonant nuclei |
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Closant
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consonant like utterance
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Vocant
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vowel like utterance
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Babbling Stage 3: EXPANSION STAGE
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-3-8mo
-open vowels -squeals and growls -raspberries -rhythmic sterotypies -closants |
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Babbling Stage 4: CANONICAL BABBLING
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-5-10mo
-Adult-like affect -Reduplicated babbling -Variegated babbling |
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Babbling Stage 5: INTEGRATIVE BABBLING
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-Meaningful speech or mix of meaningful speech and babbling
-jargon |
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Language Comprehension strategies
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1. Act on the object indicated
2. Do what you would normally do |
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Language Comprehension : 8-12 Months
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-Understand a few words in context
-Look at objects mother looks at -Act on objects at hand -Imitate ongoing action |
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Language Comprehension: 12-18 Months
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-Understands single words for objects in immediate environment
-will get an object if told to when object is in view -know names of familiar people |
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Receptive Vocabulary
1. 12 mo 2. 15 mo 3. 18 mo |
1. 3 words
2. 50 words 3. 100-150 words |
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Language Comprehension: 18-24 Months
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-Lexical comprehension but context determines sentence meaning
-Understand two word combinations -Understand words for things out of view -No three-word relations |
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Language Comprehension: 24-42 Months
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- Context influenced comprehension
-Understands 3-word relations -Understands wh- questions -Receptive vocab size: 300-1000 words |
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Comprehension Assessment
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-Familiar routines
-Joint reference activity -Object and person names -Action words -Words for absent persons and objects -Two-word semantic relations -Turn-taking and discourse |
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Greenspan and Wieder "DIR"
1. 0-3mo 2. 3-6mo 3. 6-9mo |
1. Capacity for regulation and shared attention
2. Engagement with warmth, trust, and intimacy 3. Two-way purposeful communication between child and caregivers |
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Greenspan and Wieder "DIR"
4. 12-18mo 5. 24-30mo 6. 36-48mo |
4. Interactive problem solving and sequencing actions
5. Functional use of ideas, creating ideas (pretend play) 6. Build bridges between ideas, connect ideas, think logically |
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-D (DIR)
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Child's developmental level of emotional and intellectual functioning
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-I (DIR)
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Individual way of reacting to and comprehending movement, sounds, sights, and other sensations.
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-R (DIR)
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Learning relationships and interactions.
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Developmentally Appropriate Practice
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1. Make goals challenging and achievable.
2. Teaching should be appropriate to children's age, developmental status, and social/cultural context. 3. Based in research. |
