5 - ELD Toddlers (12-24m) Flashcards
Why we need to know about milestones in all areas
• Often the SLP is the first professional to see a young child with a delay or challenge. • We need to know basics in all areas - cognitive, social, motor • If we see problems, we can immediately refer to appropriate professional for early intervention.
First words - when does it appear? What period is it?
appears around 12 months of age; however could be 8-16mos Locutionary period
What qualifies a true word?
• Needs to occur consistently in a given context • Should be produced consistently in the presence of the same person, object or event • Some phonetic resemblance to a conventional word
Phonemes in first words are….
Front consonants: /p, b, d, t, m, n/ most common • pretty, bright days tickle my neck Simple syllable patterns (CV, VC, CVCV)
Rapid vocabulary growth how and by what age
by 18 months, they should have 50 words and begin putting two words together. Children do not use two word combos until they can say 50 words
Gleason & Ratner 2009
• 2nd year of life: children start learning 1 word per week • As 3rd bday approaches, learning 1 new word per day • No major growth spurt - possible language delay (clinically significant)
Therapy implication (for ch w/out growth spurt)
Don’t try to teach kids 2 word combos if they don’t have 50 words yet. Train them to say 50 words, then start on combos
• Toddlers’ receptive vocab grows faster than expressive vocab (they understand more than they say) • Vocab growth is dependent in part on exposure and experience • New words are related to familiar objects, events, relationships
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Referential level
word refers to a particular object, even, or relationship (eg “dog” refers to the family pet, Cocoa)
Extended level
word extends to other examples (eg “dog” refers to cocoa and also the other dogs in the neighborhod)
Relational level
How words go together in a context; producing several words related (eg “doggy bark” or “daddy eat”)
Categorical level
understanding categories (eg dogs are animals, a strawberry is a fruit)
Metalinguistic level
Children evaluate each word as a stimulus apart from its referent (eg: strawberry has 3 syllables, starts with /s/ and is longer than the word grape)
Classes of first words
• Nouns are prominent; may be 50% or more of toddler’s lexicon • Usually nouns have been frequently involved in toddler’s interactions and activities (family pet, park, squirrel, grandma, grandpa, bath, juice)
Reflexive relations **
See page 237, table 6-3 • Early words that indicate the state of objects (Disappearance, recurrence, existence, nonexistence)
Disappearance (reflexive relation)
object that was present disappears (eg: calling dog when it runs out of the house into the yard)
Recurrence
reoccurrence of items or actions like the preceding one (“more!” “again!”)
Existence
“this” “That” “whats that”
Nonexistence
object not present where it was anticipated to be (calling for the dog when its not in its doghouse) • Different from disappearance in that the dog was there and now its not.
Three types of relational words
Attribution: individual characteristics (tall, big, hot, funny) Action: actions associated with objects (eat, throw, kiss) Location: words that occur in response to the locations or objects or directions of their movement (up, outside, in) • location difficult because its abstract
Combining words is significant because….
it indicates that toddlers have the cognitive ability to perceive and respond to relationships between objects and events and that they have enough oral motor coordination to produce longer and more complex syllable strings.
Characteristics of true 2-word utterances
- Production of 2 true words (Doggy bark) 2. No distinct pauses between the 2 words 3. A single intonation contour that envelopes both words (“see ya!” “i know!” “I do” “all gone”) • inflection in the right place
Semantic-Syntactic Considerations
Semantic-Syntactic rules emphasize that meaning PRECEDES and influences form. The meaning most frequently expressed by toddlers in two word utterances increasingly shifts to action.
Agent + Action
Daddy Wash
Action + object
Wash car
Agent + object
Daddy car
Demonstrative + entity
That soap
Entity + locative
Soap car
Action + locative
put car
Possessor + possession
Mark toy
Attribute + entity
Yummy snack
Primitive Speech Act
distinctive vocalization or word, often accompanied by a gesture, to communicate intentions
Dore’s Primitive Speech Acts
Labeling Greeting calling repeating requesting action requesting answer answering protesting
Labeling
giving a name • “Rice Krispies” when cereal box is taken out
Greeting
addressing people when they appear (Hi Aunt Mary)
Calling
gaining another’s attention (child shouts ‘mommy’ from his swing)
Repeating
reproducing part or all of an utterance (echoes mom’s *&^# when she stubs her toe)
Requesting action
asking somebody to do something (uppy to be picked up)
Requesting answer
asking for information (do snakes kiss? does god have skin?) • if caregiver is too busy to answer, the child will stop asking. This affects language and cognition skills and can greatly affect self esteem
Answering
responding to others’ questions
Protesting
expressing dislike or rejection (don’t want comb hair)
Presupposition
refers to speaker’s ability to judge how much their listeners might know about the subject being introduced and to adapt their utterances accordingly. ** most conversations between toddlers and caregivers are about the here-and-now, so presuppositional skills are not much needed.
Turn-Taking
• Conversational skill that requires appropriate role switching between speaker and listener. • each turn should contribute something new • In America, listeners are expected to politely wait until the other person is done before taking their turn (not always the case in other cultures) • By 24 months, most toddlers still don’t have a lot of turn taking skills; conversations are brief
Topic initiation
Establishing a subject for conversation a speaker is about to begin “hey, guess what” “by the way” “did you know…” Then, introduce subject and then add new info
Conversations with toddlers
Develop out of things they have just engaged their attention • “Drive car!” – followed by dialogue
Selective Imitation
Portions of caregivers’ previous utterances are repeated within toddlers’ next several utterances • mostly, toddlers imitate words currently entering their vocab
Interrogative utterances
• Request for appropriate word • “what’s that?”
Hypothesis testing
Toddlers attempt a word, produce it with rising question intonation. “Kwerl??” means “is that a squirrel?” • Question intonation invites feedback from caregiver
Types of prompts
Open-ended questions Wh-constituent questions Fill-In prompts Elicited imitations Confirmational yes/no questions
Open-ended questions
“what happens if we don’t fee the dog?”
Wh-constituent questions
requires toddler to recall associated information from their experience and formulate a specific response “What does a policeman do?”
