9/30 & 10/2 Normal Speech and Language Development (not on exam) Flashcards
For children birth to 3 years old, how is their expressive language?
- vocalizes when caregiver smiles and talks
- coos
- makes a sound other than crying or cooing (squeals, grunts, and raspberries)
- Has hunger cry
- repeats a syllable while crying
- produces 2 different vowels or consonants
- vocalizes to express pleasure
- cries to get attention
- make a sound at the back of the throat (k,g)
For children birth to 3 years old, how is their language comprehension?
- quiets to a familiar voice
- moves in response to a pleasant voice
- shows awareness of a speaker
- attends to other voices
- attends to speaker’s mouth
- discriminates between angry/friendly voices
For children birth to 3 years old, how is their pragmatics?
- child responds in response to holding, touching, or talking
- child seeks/searches for adult eye contact
- laughs at amusing activities
- shows interest in people, not objects
- cries to get attention
For children 3-6 months how is their language expression?
- vocalizes in response to singing
- vocalizes feelings (intonations)
- takes turns vocalizing
- laughs at toy or own activity
- babbles, produces duplicated sounds when alone
- vocalizes to express displeasure
- stops babbling when someone talks
- initiates “talking”
- demonstrates sound play when alone or with others
- whines with a manipulative purpose
- attempts to interact, searches for eye contact
- interrupts others vocalizations
For children 3-6 months how is their language comprehension?
Turns head toward voice
Searches for the speaker
Responds to sounds other than voices
Recognizes own name
Stops crying when spoken to
Responds to “No” 50% of the time
Discriminates between a threatening vs. friendly
voice
Anticipates feeding
Cries in response to anger
For children 3-6 months, how is their pragmatics?
Different cries for different reasons
Maintains eye contact
Vocalizes in response to vocalization
Imitates facial expressions
For children 6-9 months how is their language expression?
Vocalizes 4 different syllables
Vocalizes a 2 syllable combination “dada, baba”
Vocalizes in response to objects that move
Imitates duplicated syllables
Vocalizes during games (patty cake)
Sings along with a familiar song (melody)
Shouts or vocalizes to get attention
For children 6-9 months, how is their language comprehension?
Recognizes family members names
Responds with gesture to “come up”/”want up”
Attends to music
Responds to “No” most of the time
Maintains attention to the speaker for a long period
Responds to sounds when not visible
Stops when name is called
Attends to pictures briefly
Waves in response to “bye bye”
For children 6-9 months, how is their pragmatics?
Exchanges gestures with an adult
Uses gesture and vocalization to protest
Shouts or vocalizes to get attention
For children 6-9 months, how is their language expression?
Says “mama” or “dada” meaningfully
Imitates consonant vowel syllables
Imitates non-speech sounds (animal sounds)
Vocalizes with intent frequently
Uses a word to call a person, may be an approximation
Says 1-2 words spontaneously
Vocalizes a desire to change activities
Imitates the names of familiar objects
For children 9-12 months, how is their language comprehension?
Attends to new words
Gives objects on verbal request
Looks at person saying child’s name
Performs a routine activity on verbal request
Looks at familiar objects and people when named
Attends to objects mentioned during conversation
Follows simple commands occasionally
Understands simple questions without gesture
Verbalizes or vocalizes in response to verbal requests
Participates in speech routine games
Identifies 2 body parts on self
For children 9-12 months, how is their pragmatics?
Vocalizes to call others
Indicates a desire for activity change
Vocalizes when another person calls
For children 12-15 months, How is their language expression?
Uses 5-10 words consistently
Vocalizes with gestures and pointing
Uses a combination of jargon and words
Imitates new words spontaneously
Shakes head “No”
For children 12-15 months, how is their phonology?
Uses sentences like intonation (jargon)
Some echolalia is present
Uses most vowels and some consonants in jargon
Omits many final and some initial consonants
Basically unintelligible, except for a few words
Words usually have a CV structure (bo/boat)
More frequent usage of M,P,B,T,D,W,N,H
For children 12-15 months, how is their language comprehension?
Follows simple 1 step commands, e.g., “go get the ball”
Points to objects and wanted objects on request
Points to 1-3 large body/face parts on request
Begins to claim certain objects
Points to 2 action words in pictures on request
Understands some prepositions (in/on)
For children 12-15 months, how is their pragmatics?
Points, shows, gives objects to adults
Solicits another’s attention, with words or physically
Teases, scolds, warns others
Imitates other children
Initiates turn taking
Uses words to protest
For children 15-18 months, how is their language expression?
Says “All gone”
Answers “What’s this?”
Asks for more
Imitates 3 animal sounds
Calls caregiver when waking
Sings independently
Begins 1-2 word phrases
Uses early modifiers (pretty, hot, dirty)
Verbalizes to have needs met, e.g., juice
50% of all utterances are nouns
Mean length of utterance is 1-2 words
For children 15-18 months, how is their language comprehension?
Receptively identifies 2 or more objects or pictures from a group
Comprehends simple questions
Carries out 2 consecutive directions, e.g., “Get your coat and bring it to me”
Remembers and associates new words by categories
Finds familiar objects not in sight
understands 50 words
For children 15-18 months, how is their phonology?
Uses sentence-like intonation patterns (jargon)
Some echolalia is present
Uses most vowels and some consonants in jargon
Omits many final and some initial consonants
Basically unintelligible, except for a few words
Words usually have a CV structure (bo/boat)
More frequent usage of M,P,B,T,D,W,N,H
For children 15-18 months, how is their pragmatics?
Points, shows, gives objects to adults
Solicits another’s attention, with words or physically
Teases, scolds, warns others
Imitates other children
Initiates turn taking
Uses words to protest
For children 18-21 months, how is their language expression?
Imitates animal sounds and names
Begins to spontaneously produce animal sounds and names
Uses 10-20 words consistently and spontaneously
Verbalizes needs
Adjective (ADJ) and verb usage begins
Imitates 2-3 word phrases/sentences (Noun +
Verb, Noun + ADJ)
Uses 2 word phrases/sentences frequently and spontaneously
Says “No”
For children 18-21 months, how is their phonology?
Jargon is almost extinguished
Uses rising intonation for questions
65 % intelligible by 2 years
Uses words with CVC construction
Uses sentence like intonation patterns
For children 18-21 months, how is their language comprehension?
Points to 5 body parts, common objects and/or clothing pieces on person and in pictures
Understands action words
Listens as pictures are named and identifies pictures when named
Listens to simple stories
Understands some personal pronouns, e.g., “Give it to her/me”
Responds accurately to simple yes/no questions
Understands “Sit down” and “Come here”
For children 18-21 months, how is their pragmatics?
Expresses intentions
Much verbal turn-taking
Engages in adult-like dialogue
Uses words during pretend play
For children 21-24 months, how is their language expression?
Uses 3 word phrases occasionally
Refers to self by name
Begins to use some pronouns
Says own name on request
Verbalizes immediate experiences
Uses 50 recognizable words
33% of all utterances are nouns
MLU is 1.8 words
For children 21-24 months, how is their phonology?
Jargon is almost extinguished
Uses rising intonation for questions
65 % intelligible by 2 years
Uses words with CVC construction
Uses sentence like intonation patterns
For children 21-24 months, how is their language comprehension?
Comprehends 300 words
Object permanence is fully acquired
Follows directions using 1 or 2 spatial
prepositions/concepts
Follows a series of 2-3 simple, related commands, e.g., “Pick up the ball and roll it to me”
Selects 1 item from a field of 5
Follows novel commands
Understands most complex sentences, e.g., “When we get to the store, I’ll buy you an ice
cream cone”
For children 21-24 months, how is their pragmatics?
Expresses intentions
Much verbal turn-taking
Uses Adult-like dialogue
Uses words during pretend play
For Children 24-27 months, how is their language expression?
Uses personal pronouns often (I, you, he, it, she, me, etc)
Uses 2-3 word sentences easily
Imitates 2 numbers or unrelated words on request
Uses many action words
Asks basic questions, e.g., “Daddy gone?”
For Children 24-27 months, how is their phonology?
Child is approximately 70% intelligible
The child may:
1) omit final consonants 2) Reduce consonant blends i. e. top/stop 3) Substitute one consonant for another
For Children 24-27 months, how is their Language comprehension?
Listens to a 5-10 minute story
Identifies actions in pictures
Understands the concepts of “one” and “all”
Points to smaller body parts
Understands size concepts
For Children 24-27 months, how is their pragmatics?
Engages in short dialogues
Introduces and changes topic
Expresses emotion
Uses language imaginatively
Clarifies & requests clarification
For children 27-30 months, how is their language expression?
Uses 200 intelligible words spontaneously
Uses articles “a, the”
Uses the present progressive verb tense “ing”
Regular plurals are emerging, e.g., cat/cats
Irregular past tense is emerging, e.g., run/ran
Uses some contractions in memorized form only (don’t, can’t)
Names 1 color
Refers to self by pronoun
Uses 2 sentence types (declarative & question)
25% of utterances are nouns, 25% are verbs
Uses 3-4 word sentences (subject + verb + object)
MLU is 3.1 words
For children 27-30 months, how is their phonology?
Child is approximately 70% intelligible The child may: 1) omit final consonants 2) Reduce consonant blends, i.e. top/stop 3) Substitute one consonant for another
For children 27-30 months, how is their language comprehension?
Associates words (nouns) with function; will answer “What do you eat with?”
Responds accurately to simple questions (what, where, who)
Understands location phrases (in the kitchen)
Recognizes the names of most common objects
Comprehends approximately 500 words
For children 27-30 months, how is their pragmatics?
Engages in short dialogues
Introduces and changes topic
Expresses emotion
Uses language imaginatively
Clarifies & requests clarification
For children 30-33 months, how is their Language expression?
Answers yes/no questions accurately
Imitates a series of 3 numbers or unrelated words
Uses plurals
Uses prepositions
States gender when asked
States first and last names
Answers 6-7 agent/action questions (what runs) accurately
Answers wh-questions and how many
Asks simple questions
Repeats sentences of 6-7 syllables in length
Uses the auxiliary “is/am + verb +ing”
Uses all pronouns
“Not” is emerging
For children 30-33 months, how is their phonology?
Consonant substitutions/distortions remain
P,M,B,W,H,N are mastered
Child is 80% intelligible
For children 30-33 months, how is their language comprehension?
Points to 10 objects described by use
Listens to a 20 minute story
Knows in/on/under
Knows big/little
Matches color
Completes 3 piece form board, matches shapes
Understands all common verbs
Understands long and complex sentences
Understands most common adjectives
Understands “one” and “all”
Answers yes/no questions accurately
For children 33-36 months, how is their language expression?
Beginning to use yes/no questions (Is this a _______?)
Answers “What do you do when…..?”
Uses “is + ADJ”, e.g., is blue
Uses regular past tense, e.g., walk/walked Uses possession (‘s)
Uses contracted “is”, e.g., He’s running
Adverbs of locations (here, there) are emerging
Begins to use can/do/will (future tense)
Beginning to use infinitive complements, e.g., I want to play
Relates experiences from recent past
Converses in 3-5 word sentences
Counts to 3
Uses 500 intelligible words
20% nouns, 25% verbs
MLU 3.4 words
For children 33-36 months, how is their phonology?
Consonant substitutions/distortions remain
P,M,B,W,H,N are mastered
Child is 80% intelligible
For children 33-36 months, how is their language comprehension?
Knows own sex and the difference
Is cautious of common dangers, e.g., stairs
Has complicated, daily sequences, for example: at bedtime
Understands “est” ADJ marker
Understands third person (he, she, it)
Shows interest in explanation of “why” things are and “how” things function
Completes 3 verbal commands
Understands in/on/under/in front/behind
Points to parts of objects
Responds to wh-questions
Follows commands with 2 familiar attributes, e.g., “Get the big red block”
Understands 900 words
For children 3-4 years, how is their language expression?
Talks in sentences of 4 or more words
Relates experiences (i.e. what he did in preschool that day) easily and fluently with very few repetitions of syllables or words
People outside the family can understand him
Answers questions logically
Answers what when and where questions
for children 3-4 years, how is their language comprehension?
Understands descriptive concepts
Identifies colors
Compares and groups objects
Makes inferences
Understands negation (not + location and not + verbing)
Identifies pictures when named
For children 4-5 years, how is their language expression?
Uses Prepositions
Uses regular and irregular forms of past tense
Defines words
Responds to why questions
Describes a procedure
Names categories
For children 4-5 years, how is their language comprehension?
Understands spatial concepts
Understands complex directions
Understands time concepts
Understands quantity concepts
Compares objects
For children 5-6 years, how is their language expression?
Uses adjectives to describe people and objects
Converses in sentences
Defines words
Use words that express quantity
For children 5-6 years, how is their language comprehension?
Understands “er” ending as “one who . . .”
Understands time/sequence concepts
Understands quantity concepts
Understands noun + two modifying adjectives (i.e. furry white dog)
what speech sounds should a child acquire at age 3?
m, n, p, h, w, b
what speech sounds should a child acquire at age 4?
f, d, k, g
what speech sounds should a child acquire at age 5?
y, n, g, t
what speech sounds should a child acquire at age 6?
l, sh, ch, v r
what speech sounds should a child acquire at age 7?
s, z, j, zh, th
What are the Phonological Processes?
- syllable structure (cooing, babbling)
- phoneme acquisition
- weak syllable deletion
- final consonant deletion
- initial consonant deletion
- consonant cluster reduction
- metathesis
- reduplication
- consonant assimilation
- stopping
- gliding
- substitutions
What is normal disfluency?
short phrase or entire word repetition if not accompanied by “sticky” positions or obvious tension
What is stuttering?
broken word or individual sound in a word, repetition, prolongation, and tension
What should we note about stuttering with some preschool children?
-there are preschool children whose speech is marked by two or more stuttering behaviors lasting several weeks then in between these episodes their speech is fluent
What are some voice disorders?
- denasality
- hypernasality
- hoarse quality
- monotonous voice quality
What are some causes of speech and language delays?
- history of frequent ear infections
- hearing loss
- medical/structural issues
- prematurity
- genetics
- developmental delay
- neglect/environmental factors
- PDD/Autism Spectrum Disorders
- Sensory processing dysfunction
- normally developing
What are some red flags for speech and language problems, from 0-3 months?
-does not listen to speech or does not make sounds repeatedly by cooing or going
What are some red flags for speech and language problems, from 4-6 months?
does not notice noisy toys, look for the source of sounds like the vacuum cleaner, or attend to parent’s “no”
What are some red flags for speech and language problems, from 7-12 months?
-does not babble either long or short groups of sounds and does not say a word or two, even unclearly. Does not respond to his name.
What are some red flags for speech and language problems, from 1-2 years?
does not use one-or-two word questions, put two words together, or listen to simple stories, rhymes, and songs
What are some red flags for speech and language problems, from 2-3 years?
Does not have a word for almost everything or use two-to-three word “sentences” to talk about and ask for things. Can’t understand differences in meaning or follow two requests. Doesn’t notice environmental noises like a doorbell
What are some red flags for speech and language problems, from 3-4 years?
does not hear when you call from another room, or understand simple who, what, and where questions. cannot be understood by people outside the family.
What are some general communication tips?
- do not assume that receptive language is adequate
- provide information in brief, clear, positive, statements. Tell the child what you want the child to do rather than what you do not want him to do.
- use visuals when possible
- use sign language or universal signs to facilitate better comprehension
- lower speech volume when speaking
- prepare the child by communicating hat you are about to do and provide information as you interact. This not only maintains calmness but also “teaches” language
- provide time for response
- use a “singsong” voice or exaggerated inflection to gain a child’s attention
- do not engage in excessive “talk” when a child is upset
- avoid sarcasm, innuendos, double meanings, and unclear statements
- expand communication expressions
- there are times when less information is better; if the child is mono-channel, decrease communication while he engages in a challenging task.
- interact and relate every time you work with a child
- remember that echolalic speech may convey meaning.
What are some don’ts when it comes to Fluency tips?
- DON’T use the word stuttering or stammering
- DON’T tell the child to sow down or stop and think before speaking
- DON’T look at the child anxiously
- DON’T ask your child to speak if he wants to engage in another activity
- DON’T discourage the child from speaking on any occasion the child wishes to talk
What are some “do’s” when it comes to fluency tips?
- establish a tranquil home environment
- listen to the child with full attention and patience
- speak to the child in a calm unhurried manner
- keep your child in the best possible physical condition
- expect tat the child may have a greater urge to speak than to say anything in particular
- if the child starts something he can’t finish, smile pleasantly and take the child off the hook only when absolutely needed
- if the child appears to be groping for a word, or a phrase to complete a thought, wait a decent time for the word/phrase to come
- do all you can do to make speaking more pleasurable
- reassure your child when he expresses frustration of his dysfluency
- contact a SLP for further suggestions/direction
