1
Q
What 3 early developing morphemes can we expect by 30 months and before 3 years?
A
- Progressive - ing (by 30 months)
- Plural -s (by 30 months)
- Possessive -s (Before 3 years)
2
Q
What 4 later developing morphemes can we expect by ~4 years and ~4 years and a couple of months?
A
- Regular 3rd person -s (by ~4 years)
- Regular past tense -ed (by ~4 years)
- Use of contractable forms (to be or auxiliary/helping verbs) (by ~4 years and a couple months)
- Irregular 3rd person (by ~4 years and a couple of months)
3
Q
When do we expect two-word semantic relationships and what are some examples?
A
~12 months - 2 years
Agent + action
Action + object
Action + locative
4
Q
When do we expect three-word semantic relationships and what are some examples?
A
~20 months - 2 years
Agent, action + object
Agent, action + locative
5
Q
What are 4 early, simple sentence structures and when do we expect them?
A
~2;6 - 3;0 years
- Negatives - “baby no cry”
- Yes/No questions - “can kitty go home?”
- Wh- questions - “where doggy is?”
- Uses imperative form - “pick me up!”
6
Q
What is a CLAUSE
A
a clause is a group of words containing a subject and a verb
7
Q
What is a PHRASE
A
a phrase does not have its own subject and verb (e.g., a prepositional phrase)
8
Q
At what age do we expect a child’s FIRST WORD?
A
12 months old
9
Q
At 12 months old, how many words should the child UNDERSTAND?
A
~22-40 words understood
10
Q
About what age does a child produce ~50 words (typical range 5-50)
A
18 months
11
Q
About how many words should a 18 month old UNDERSTAND?
A
~115-175 words
12
Q
When a child produces 50 words, what can we expect next?
A
2 word combinations (18 months old)
13
Q
At some point, vocabulary is NOT a reliable measure of language development. Why is this the case?
A
Variations in the child’s vocab comprehension and expression can be due to many factors:
Child is multilingual
Family’s culture a values - some families value more limited verbal output (respect)
Hearing loss/history of otitis media
Disabilities/diagnoses (e.g., Down syndrome)
14
Q
What are protowords?
How do protowords influence early words?
A
Protowords = a child’s own word that they use in place of an adult word
- must have a phonetic relationships
- must be used consistently
- must occur in the presence of a referent
First 50 words = ~30% protowords
Most protowords are nouns
As a child produces more words, the use of protowords goes down
15
Q
How do we measure morphosyntax?
A
- Language sample - 50-100 utterances
- Calculate MLU = total # morphemes / total # utterances
- Analyze each utterance for morphemes
16
Q
What examples might constitute 2 morphemes?
A
Possessive nouns = Gabe’s
Plural nouns = cookies
3rd person singular = walks
Regular past tense verbs = walked
Present progressive verbs = walking
17
Q
What examples might constitute 1 morpheme?
A
Compound words = Birthday
Proper names = Jimmy John’s
Ritualized reduplications = night-night
Reoccurrences of a word for emphasis = No! No!
Irregular past tense verbs = went
Diminutives = doggie
Auxiliary verbs = is, have, gonna
Irregular plurals = men, feet
18
Q
What examples could constitute 0 morphemes
A
Dysfluencies (except for the complete form) = c-c-c-c-candy
Fillers = uhm, uhhh, ahh
19
Q
What are pragmatics (social communication)?
A
The social use of language, communicative functions, discourse skills, and flexibility to modify language for an audience
20
Q
What does gesture look like for late language emergers?
A
21
Q
What does gesture look like in DLD?
A
- Toddlers with DLD used fewer gestures than peers; one year post-study, used fewer conventional gestures
- Gesture-Word combinations may be closely followed by two-
word combinations
22
Q
What is Late Language Emergence
A
-a delay in language onset with no other diagnosed disabilities or developmental delays in other cognitive or motor domains.
-LLE is diagnosed when language development trajectories are below age expectations
-children from 2 to 4 years of age
-old terminology “late talkers”
23
Q
How would you describe DLD to a parent?
A
DLD is a significant difficulty in learning, understanding, and using language.
You might see DLD affect your child’s speaking, listening, reading, and writing
24
Q
What is the difference between delay and disorder?
A
Delay = implies that language development is slow (overall) and that the child might catch up
Disorder = implies that language development is deviated in rate, sequence, synchrony
25
T/F: It is NOT important to check the hearing status of a child before making a DLD diagnosis
False
A child who has hearing impairments (e.g., otitis media) need advocation and/or referrals. Even though they may appear to have a language delay, it often clears once the otitis media has been resolved. It would be inappropriate to diagnose these individuals with DLD.
26
What are the 3 criteria for Late Language Emergence?
At 2 years (24 months):
1. Fewer than 50 words
2. Few or no word combinations
3. Little productive language
27
What are some risk factors (intrinsic and extrinsic) that may influence recommendations for intervention with LLE?
Intrinsic
- restricted phonemic inventory
- atypical social interaction
- difficulty with comprehension
- fewer types and numbers of verbs used
- fewer gestures
Extrinsic
- family history of language learning disability
28
What is a gesture?
When does it start?
Gesture = using one’s hands, arms, to express an idea or meaning
First milestone of intentional communication
Begins as early as 8-9 months
29
What are three types of gestures?
1. Deictic
2. Conventional
3. Iconic
30
What is a deictic gesture?
- gestures that indicate a specific instance of an object or event and/or static location (pointing, giving, showing)
- Pointing is the most frequently observed (as early as 8 months)
- Use of objects/body to gain attention
31
What is a conventional gesture?
Gestures that are meaningful within a cultural context and can usually be used without language (waving goodbye, finger over mouth for “hush”)
Frequent
Culturally bound
Repertoire grows as child grows
32
What is an iconic gesture?
Gestures that depict (and resemble) a referent (object or action)
Refers to a precise referent, has stable meaning
Seems to disappear as children learn the corresponding words
33
What might you say to a parent who does not want their child to use a gesture to communicate?
-Gesture may scaffold communication while receptivelanguage, speech motor, and phonological system are still developing
- Gesure Predicts Subsequent Language Milestones = singel gestures and gesture-word combinations at 16 months are significantly correlated with total veral production at 20 months of age
- Gesture does not mean replacing verbal communication
34
What are some assessments that take gesture in account?
Rossetti Infant-Toddler Language Scale (RITLS)
Communication and Symbolic Behavior Scale (CSBS)
MacArthur Bates Communicative Development Inventories (MCDI)
35
What might you say to a parent who says they are noticing signs of autism around 2 years of age when their child received their vaccines?
- No, vaccines do not cause autism
- sometimes, we don’t notice signs of autism until around 2 years of age
- because developmentally we see an increase in language demands at this age
- around 2 years, kids should have 50 spoken words, 2 word combos, and begin productive language
- So its not the vaccines, but rather the signs of autism are more apparent due to development and increasing language demands
36
ASD Etiology
- a neurobiological disorder of development thought to be present at birth
- most likely the result of multiple etiological factors
- comorbidity with other conditions (e.g., Down syndrome, Fragile X) can occur
- strong genetic influences
37
What are the 4 overall DSM-V Criteria for ASD diagnosis
1. Difficulties in SOCIAL COMMUNICATION and SOCIAL INTERACTION across contexts
2. Difficulties in BEHAVIOR
3. Difficulties noted in EARLY CHILDHOOD
4. Symptoms together LIMIT and IMPAIR everyday functioning
38
Under “social communication and interaction,” a child must demonstrate all 3 of what deficits?
1. Deficits in SOCIAL/EMOTIONAL RECIPROCITY
2. Deficits in NONVERBAL COMMUNICATION behaviors (eye contact, gesture)
3. Deficits in DEVELOPING and MAINTAINING RELATIONSHIPS
39
Under “behavior,” a child must show at least 2/4 of what deficits?
1. STEREOTYPED or REPETITIVE speech and/or motor movements, or use of objects
2. EXCESSIVE ADHERENCE to specific, nonfunctional ROUTINES or RITUALS
3. HIGHLY RESTRICTED, FIXATED INTERESTS that are abnormal in intensity or focus
4. HYPER- or HYPO-REACTIVITY to sensory input
40
What are 2 golden standard assessments for ASD diagnosis in childhood?
1. ADOS-2
2. ADI -R
41
What are some “red flags” of ASD in infancy/toddlerhood?
- child does not play pretend
- child does not look at what you are pointing to
- child does not use words to express needs/desires by 18 months (functional language)
- child does not use deictic gesture to point to something of interest that is not a request
- child does not seek out/initiate social interactions
42
List the range of intervention approaches for ASD population
Discrete Trial training
TEACCH
PECS
Pivotal Response Training
Video Modeling
Milieu Approaches
Early Start Denver Model (ESDM)
LEAP (Learning Experiences and Alternate Program)
43
What are 9 Recommended Strategies for ASD
1. Antecedent Package (prompting, time delay)
2. Behavioral Package (discrete Trial Training, Positive Behavior Interventions and Supports)
3. Joint attention
4. Modeling
5. Naturalistic Teaching Strategies
6. Peer training Package
7. Pivotal Response Treatments
8. Schedules (visual supports/pictures)
9. Augmentative and Alternative Communication (AAC)
44
Early Start Denver Model (ESDM)
- Behavioral therapy based on the methods of applied behavioral analysis (ABA)
- A behavioral therapy for children with autism between the ages of 12-48 months.
- Symbolic and interpersonal communication are encouraged (symbolic communication = PECS, sign, etc.)
- Coordinated interactive social relations are established
- Intensive teaching fills in the learning deficits (specific forms or areas are taught and repeated until mastery)
- Social skills are experiences and are supported
45
LEAP (Learning Experiences and Alternate Program for preschoolers and their parents)
- Systematic teaching results in daily social and communicative engagement of PEERS
- Behaviors are analyzed and communicative-based strategies are taught to replace behaviors
-Skills are taught one-on-one and then are generalized (with peers, parents, others)
What this looks like in a preschool classroom:
- 1/2 classroom are children with autism
- 1/2 classroom neurotypical children and are trained to scaffold
46
TEACCH (Treatment and Education of Autistic and Communications Handicapped Children)
- Emphasizes individual assessment to understand exact level of functioning - for planning purposes
- Structured teaching provides an organizational structure to the physical environment
- Includes work baskets, schedules, clear and explicit expectations, and use of visual materials
- Room layout is very structured - tape on desk to scaffold left to right, assistant sits on one side for some prompting if necessary, overall goal is to promote independence with tasks
- Usually 3 tasks are provided in organized work baskets and visual instructions, where 2 tasks are familiar and one is unfamiliar
- Not just for students with autism - Fragile X, William’s syndrome, Intellectual disability,
Work beside the student - low stimulation, walls not busy with artwork, task oriented, goal of independence, gradually fade cuing, reinforce as necessary
47
Picture Schedules
- Picture schedules are not PECS
- They are visuals for showing the steps of an activity or for visualizing the schedule for the day
-Example: Getting ready - pictures for clothes, bathroom, toothbrush, etc.
48
Picture Exchange Communication System (PECS)
- Based on a behavioral approach, very systematic
- Unique and simple augmentative communication system that teaches initiation, imitation, and communicative intent
- Teaches students to use a picture to request a desired object. Student exchanges pictures with teacher/parent who immediately honors their request. Generalize to peers
- Can be used to communicate sentences.
- PECS becomes more natural over time
- Can be used with a number of populations: Down syndrome, autism, Fragile X, Cerebral palsy, Apraxia of speech
49
Developmental, Individual Difference, Relationship Based (DIR)
- Natural language or milieu (“the way”) approaches (naturalistic approach)
- Capitalizes on social interaction in a nurturing environment to foster communication
- Considers child’s developmental level (e.g., following the child’s lead)
- PLAY AND PROMPT - natural reinforcement
- Floor time strategy refers to activities in which the adult opens and closes circles of communication with the child
- Follows the lead of the child
- Embeds natural communication opportunities
50
Antecedent Package
Antecedent = before
- events or things to be modified or arranged in the environment so learning can occur
- actions of people (prompts) that precede behavior
Prompting = (cues, supports, hints) given to a child which assists the child in performing (demonstrating) a skill
- includes verbal assistance, modeling and gestures, physical assistance (not forceful)
Verbal prompt = An adult help the child complete the target skill by telling them what to do or how to do it
Model prompt = an adult demonstrates or shows the child the correct sequence or action of the skill by completing the action or skill themselves
Gestural prompt = an adult provides a visual cue (pointing) for the child to complete a skill
Physical assistance = an adult helps the child complete the actions of the skill by touching and physically guiding the child to complete the target skill
Time Delay
51
Behavioral Intervention Package
Discrete Trial Training
- distinct, repetitive responses following a specific stimulus that results in reinforcement
- a discrete trial is a single cycle of instruction that many be repeated several times until a skill is mastered
- a highly structured behavioral approach (a component of ABA)
- five parts: an initial instruction, a prompt/cue, response from the child, an appropriate consequence, a pause between consecutive trials
Positive Behavioral Interventions and Supports
- a values-based and empirically-valid approach for resolving problem behaviors and helping people lead enhanced lifestyles by simultaneously impacting the targeted behaviors and teaching the child new replacement behaviors
- five components: establishing a team, conducting functional assessment, developing the intervention plan, implementation, evaluation
52
53
Joint Attention
- Parent and child engage in mutual interest or showing attention to the same object, activity, or experience
- Joint attention supports linguistic development but it is not a requirement
Example: child is looking at an item (ball), shifting gaze to a person, and then back to the item (ball)
54
Modeling
- Adult or peer provides a demonstration of the target behavior
- usually combined with prompting and reinforcement
55
Naturalistic Teaching
(Milieu)
- Present learning opportunities in the child’s natural environment
- Utilize child selected materials/activities
- Utilize the child’s natural motivation and reinforcers
- Expand on individual’s use of language
- Incorporate use of commenting about a child’s behavior
- Focus on teachable moments
Incidental teaching
56
Peer Training Package
* Similar to LEAP
-Necessitates the presence of typical peers
-Instruction on social skills provided to typical peers
-Addition focus on key components of social interactions: 4 turns in a social interaction, reciprocity
-Thoughtful planning of social situations: use of social toys and materials
57
Pivotal Response Treatment (PRT)
58
Visual Schedules and Supports
59
Augmentative and Alternative Communication
60
Neurodiversity
- Differences in brain structure, functioning, or ways of thinking (ASD, ADHD, learning disabilities) is viewed as a normal human variation
- These variations should be both acknowledged and celebrated
- Embraces the identity of an individual that is inclusive of their disabilities
61
BICS
Basic Interpersonal Communication Skills
When learning a language, it encompasses anything under “Social Language”
- Retelling events, describing experiences, narrating activities, personal opinions
- Not specialized language
- Cognitively undemanding
- Not related to academic achievement
* Proficiency in BICS is often mistaken as full proficiency in English
62
CALP
Cognitive Academic Language Proficiency
- Proficiency needed to function in academic settings
- Related to literacy skills
- Decontextualized: understanding content area language/vocabulary. Comparing, classifying, synthesizing, evaluating, inferring.
- It is cognitively demanding
63
How long do BICS and CALP take to develop?
BICS ~ 2 years
CALP can take 5-10 years
64
What is important about a child who has a gap in BICS and CALP?
- can lead to the false assumption that the student has a language or learning disability
65
Name 4 language enhancement programs
1. Responsivity Education/ Prelinguistic Milieu Training (RE/PMT)
2. Hanen
3. Enhanced Milieu Training (EMT)
4. Focused Stimulation
66
Phonological Awareness
- awareness of the sound structure of spoken words
67
Phonemic awareness
- ability to hear, identify, and manipulate sounds
*phonemes are the smallest units of sound in spoken words
*phonemic awareness is an auditory skill
68
Phonics
- matching the sounds of a spoken language with graphemes (individual letters or groups of letters)
69
List, in order, the recommended Phonemic Awareness tasks
1. Phoneme isolation
2. Blending
3. Segmentation
4. Addition
5. Deletion
6. Substitution
70
Give an example of “Phoneme Isolation”
- say the word /kæt/
- what is the first sound in /kæt/
- what is the last sound in /kæt/
71
Give an exmaple of “blending”
“I’ll say it slowly, you say it fast: /k/ /æ/ /t/“
72
Give an examle of “segmentation”
“Say the word /kæt/“
“Now say the sounds in /kæt/“ (can use fingers, blocks, Elkonin boxes, etc.)
73
Give an example of “addition”
“Say the word /kæt/“
“Add /s/ to the end of /kæt/“
74
Give an example for “deletion”
“Say the word /kæt/“
“Take away the /t/“
75
Give an example for “substitution”
“Say the word /kæt/“
“Change the /k/ to a /m/“
76
Print Knowledge
- Includes awareness of printed letters, words, and general book conventions
Children develop print awareness when they:
- make a distinction between print and pictures
- understand that print carries meaning
- understand how to hold a book, turn pages, and read from left to right
77
You are in charge of a shared book reading activity. What elements or strategies would you include to support emergent literacy?
UWYO Class Review
flashcards
Decks in class (18)
# Cards
-
Early Language Intervention77
-
Phonological Assessment and Treatment63
-
Voice Disorders116
-
Aphasia & Cognitive Communication Disorders62
-
APHASIA - TERMINOLOGY12
-
APHASIA - TREATMENT22
-
Cognitive Communication Disorders - Treatment2
-
Adolescent Language Intervention0
-
Craniofacial29
-
AAC4
-
Dysphagia - Adults2
-
Dysphagia Peds - Etiologies45
-
Motor Speech Disorders38
-
Motor Speech Disorders - Treatment26
-
Motor Speech Disorders - Etiologies9
-
ORAL COMPS PROMPTS13
