5 - ELD Toddlers (12-24m) Flashcards
2
Q
Why we need to know about milestones in all areas
A
• 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.
3
Q
First words - when does it appear? What period is it?
A
appears around 12 months of age; however could be 8-16mos Locutionary period
3
Q
What qualifies a true word?
A
• 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
3
Q
Phonemes in first words are….
A
Front consonants: /p, b, d, t, m, n/ most common • pretty, bright days tickle my neck Simple syllable patterns (CV, VC, CVCV)
3
Q
Rapid vocabulary growth how and by what age
A
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
3
Q
Gleason & Ratner 2009
A
• 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)
3
Q
Therapy implication (for ch w/out growth spurt)
A
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
3
Q
• 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
A
.
3
Q
Referential level
A
word refers to a particular object, even, or relationship (eg “dog” refers to the family pet, Cocoa)
4
Q
Extended level
A
word extends to other examples (eg “dog” refers to cocoa and also the other dogs in the neighborhod)
5
Q
Relational level
A
How words go together in a context; producing several words related (eg “doggy bark” or “daddy eat”)
6
Q
Categorical level
A
understanding categories (eg dogs are animals, a strawberry is a fruit)
7
Q
Metalinguistic level
A
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)
8
Q
Classes of first words
A
• 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)
9
Q
Reflexive relations **
A
See page 237, table 6-3 • Early words that indicate the state of objects (Disappearance, recurrence, existence, nonexistence)
10
Q
Disappearance (reflexive relation)
A
object that was present disappears (eg: calling dog when it runs out of the house into the yard)
11
Q
Recurrence
A
reoccurrence of items or actions like the preceding one (“more!” “again!”)
12
Q
Existence
A
“this” “That” “whats that”
13
Q
Nonexistence
A
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.
14
Q
Three types of relational words
A
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
15
Q
Combining words is significant because….
A
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.
16
Q
Characteristics of true 2-word utterances
A
- 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
17
Q
Semantic-Syntactic Considerations
A
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.
18
Q
Agent + Action
A
Daddy Wash
19
Action + object
Wash car
20
Agent + object
Daddy car
21
Demonstrative + entity
That soap
22
Entity + locative
Soap car
23
Action + locative
put car
24
Possessor + possession
Mark toy
25
Attribute + entity
Yummy snack
26
Primitive Speech Act
distinctive vocalization or word, often accompanied by a gesture, to communicate intentions
27
Dore's Primitive Speech Acts
Labeling Greeting calling repeating requesting action requesting answer answering protesting
28
Labeling
giving a name • "Rice Krispies" when cereal box is taken out
29
Greeting
addressing people when they appear (Hi Aunt Mary)
30
Calling
gaining another's attention (child shouts 'mommy' from his swing)
31
Repeating
reproducing part or all of an utterance (echoes mom's \*&^# when she stubs her toe)
32
Requesting action
asking somebody to do something (uppy to be picked up)
33
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
34
Answering
responding to others' questions
35
Protesting
expressing dislike or rejection (don't want comb hair)
36
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.
36
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
37
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
38
Conversations with toddlers
Develop out of things they have just engaged their attention • "Drive car!" -- followed by dialogue
39
Selective Imitation
Portions of caregivers' previous utterances are repeated within toddlers' next several utterances • mostly, toddlers imitate words currently entering their vocab
40
Interrogative utterances
• Request for appropriate word • "what's that?"
41
Hypothesis testing
Toddlers attempt a word, produce it with rising question intonation. "Kwerl??" means "is that a squirrel?" • Question intonation invites feedback from caregiver
42
Types of prompts
Open-ended questions Wh-constituent questions Fill-In prompts Elicited imitations Confirmational yes/no questions
43
Open-ended questions
"what happens if we don't fee the dog?"
44
Wh-constituent questions
requires toddler to recall associated information from their experience and formulate a specific response "What does a policeman do?"
45
Fill-In Prompts
"people who wear uniforms and keep us safe are called \_\_\_\_\_\_"
46
Elicited imitations
"Say thank you" "say goodbye"
47
Confirmational yes/no
"do policemen keep us safe?" "does grandma love you?"
48
Turnabouts
Comments or questions that follow toddlers' utterances to maintain interaction
49
Expansions
caregiver adds grammatical info in response to toddler's grammatically incorrect utterances. eg: • Mark: Cocoa eat dog chow • Mom: Yes, Cocoa eats her dog chow
50
Extensions
caregiver adds grammatical and semantic info eg: • Mark: Cocoa eat dog chow • Mom: Yes, Cocoa eats her dog chow so she can be strong and healthy
51
To increase expressive language skills....
• Talking with the child as much as possible is very helpful • Extensions are quite powerful • Child: "kitty!" • Adult: "Yes, there is a black kitty sitting on the sidewalk."
52
Roberts & Kaiser 2011 August (American Journal of Speech-Language Pathology) "The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis"
• Working with parents as little as once a week can provide benefits • Extensions are very useful; easily taught to parents and they increase the child's morphosyntactic skills
53
Intervention with Language delayed toddlers
• Direct intervention: child is seen by SLP • Indirect intervention: we train caregivers such as parents and preschool teachers to stimulate children's language development
54
Incidental teaching
adult carefully observes child, takes advantage of spontaneous teachable moments • If child points to a cat, adult can say "Look, there is a grey cat. I wonder why she looks so funny?"
55
Specific Techniques
• ask open-ended questions • when child says something, respond in a topic-continuing way
56
Communicative temptations
Elicitation tasks that increase likelihood that child will use language to get what she wants • eg: if a child usually points for what he wants, adult can set a very attractive toy or snack a little out of reach. To get to it, child must say something, not just point.
57
Paul & Norbury, 2012 - Suggestions for communicative temptaions:
• Eat desirable food in front of child and don't offer any • Demo a wind up toy, then offer to child --?? • give blocks or small toys for children to drop into a can --?? • throw a ball to a child, wait for her to roll or throw back • Put desired toy or food into a plastic container the child can't open • turn away during a game or activity so they will use words to get your attention back \*\*\* things kids want but can't have unless they vocalize \*\*\*
58
# reverse
• 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.
Why we need to know about milestones in all areas
59
# reverse
appears around 12 months of age; however could be 8-16mos Locutionary period
First words - when does it appear? What period is it?
60
# reverse
• 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
What qualifies a true word?
61
# reverse
Front consonants: /p, b, d, t, m, n/ most common • pretty, bright days tickle my neck Simple syllable patterns (CV, VC, CVCV)
Phonemes in first words are....
62
# reverse
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
Rapid vocabulary growth how and by what age
63
# reverse
• 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)
Gleason & Ratner 2009
64
# reverse
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
Therapy implication (for ch w/out growth spurt)
65
# reverse
.
• 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
66
# reverse
word refers to a particular object, even, or relationship (eg "dog" refers to the family pet, Cocoa)
Referential level
67
# reverse
word extends to other examples (eg "dog" refers to cocoa and also the other dogs in the neighborhod)
Extended level
68
# reverse
How words go together in a context; producing several words related (eg "doggy bark" or "daddy eat")
Relational level
69
# reverse
understanding categories (eg dogs are animals, a strawberry is a fruit)
Categorical level
70
# reverse
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)
Metalinguistic level
71
# reverse
• 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)
Classes of first words
72
# reverse
See page 237, table 6-3 • Early words that indicate the state of objects (Disappearance, recurrence, existence, nonexistence)
Reflexive relations \*\*
73
# reverse
object that was present disappears (eg: calling dog when it runs out of the house into the yard)
Disappearance (reflexive relation)
74
# reverse
reoccurrence of items or actions like the preceding one ("more!" "again!")
Recurrence
75
# reverse
"this" "That" "whats that"
Existence
76
# reverse
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.
Nonexistence
77
# reverse
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
Three types of relational words
78
# reverse
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.
Combining words is significant because....
79
# reverse
1. 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
Characteristics of true 2-word utterances
80
# reverse
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.
Semantic-Syntactic Considerations
81
# reverse
Daddy Wash
Agent + Action
82
# reverse
Wash car
Action + object
83
# reverse
Daddy car
Agent + object
84
# reverse
That soap
Demonstrative + entity
85
# reverse
Soap car
Entity + locative
86
# reverse
put car
Action + locative
87
# reverse
Mark toy
Possessor + possession
88
# reverse
Yummy snack
Attribute + entity
89
# reverse
distinctive vocalization or word, often accompanied by a gesture, to communicate intentions
Primitive Speech Act
90
# reverse
Labeling Greeting calling repeating requesting action requesting answer answering protesting
Dore's Primitive Speech Acts
91
# reverse
giving a name • "Rice Krispies" when cereal box is taken out
Labeling
92
# reverse
addressing people when they appear (Hi Aunt Mary)
Greeting
93
# reverse
gaining another's attention (child shouts 'mommy' from his swing)
Calling
94
# reverse
reproducing part or all of an utterance (echoes mom's \*&^# when she stubs her toe)
Repeating
95
# reverse
asking somebody to do something (uppy to be picked up)
Requesting action
96
# reverse
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
Requesting answer
97
# reverse
responding to others' questions
Answering
98
# reverse
expressing dislike or rejection (don't want comb hair)
Protesting
99
# reverse
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.
Presupposition
100
# reverse
• 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
Turn-Taking
101
# reverse
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
Topic initiation
102
# reverse
Develop out of things they have just engaged their attention • "Drive car!" -- followed by dialogue
Conversations with toddlers
103
# reverse
Portions of caregivers' previous utterances are repeated within toddlers' next several utterances • mostly, toddlers imitate words currently entering their vocab
Selective Imitation
104
# reverse
• Request for appropriate word • "what's that?"
Interrogative utterances
105
# reverse
Toddlers attempt a word, produce it with rising question intonation. "Kwerl??" means "is that a squirrel?" • Question intonation invites feedback from caregiver
Hypothesis testing
106
# reverse
Open-ended questions Wh-constituent questions Fill-In prompts Elicited imitations Confirmational yes/no questions
Types of prompts
107
# reverse
"what happens if we don't fee the dog?"
Open-ended questions
108
# reverse
requires toddler to recall associated information from their experience and formulate a specific response "What does a policeman do?"
Wh-constituent questions
109
# reverse
"people who wear uniforms and keep us safe are called \_\_\_\_\_\_"
Fill-In Prompts
110
# reverse
"Say thank you" "say goodbye"
Elicited imitations
111
# reverse
"do policemen keep us safe?" "does grandma love you?"
Confirmational yes/no
112
# reverse
Comments or questions that follow toddlers' utterances to maintain interaction
Turnabouts
113
# reverse
caregiver adds grammatical info in response to toddler's grammatically incorrect utterances. eg: • Mark: Cocoa eat dog chow • Mom: Yes, Cocoa eats her dog chow
Expansions
114
# reverse
caregiver adds grammatical and semantic info eg: • Mark: Cocoa eat dog chow • Mom: Yes, Cocoa eats her dog chow so she can be strong and healthy
Extensions
115
# reverse
• Talking with the child as much as possible is very helpful • Extensions are quite powerful • Child: "kitty!" • Adult: "Yes, there is a black kitty sitting on the sidewalk."
To increase expressive language skills....
116
# reverse
• Working with parents as little as once a week can provide benefits • Extensions are very useful; easily taught to parents and they increase the child's morphosyntactic skills
Roberts & Kaiser 2011 August (American Journal of Speech-Language Pathology) "The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis"
117
# reverse
• Direct intervention: child is seen by SLP • Indirect intervention: we train caregivers such as parents and preschool teachers to stimulate children's language development
Intervention with Language delayed toddlers
118
# reverse
adult carefully observes child, takes advantage of spontaneous teachable moments • If child points to a cat, adult can say "Look, there is a grey cat. I wonder why she looks so funny?"
Incidental teaching
119
# reverse
• ask open-ended questions • when child says something, respond in a topic-continuing way
Specific Techniques
120
# reverse
Elicitation tasks that increase likelihood that child will use language to get what she wants • eg: if a child usually points for what he wants, adult can set a very attractive toy or snack a little out of reach. To get to it, child must say something, not just point.
Communicative temptations
121
# reverse
• Eat desirable food in front of child and don't offer any • Demo a wind up toy, then offer to child --?? • give blocks or small toys for children to drop into a can --?? • throw a ball to a child, wait for her to roll or throw back • Put desired toy or food into a plastic container the child can't open • turn away during a game or activity so they will use words to get your attention back \*\*\* things kids want but can't have unless they vocalize \*\*\*
Paul & Norbury, 2012 - Suggestions for communicative temptaions:
