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Child Language Acquisition II > Final 2 (Weeks 4 - 6) > Flashcards

Final 2 (Weeks 4 - 6) Flashcards

1
Q

Progression of development of the symbolic dimension of play

A
  • no manipulation of objects
  • manipulation (exploration of toys)
  • Functional (conventional use of toys)
  • symbolic/pretend play (pretending to do something or be someone)
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2
Q

Progression of development of the social dimension of play

A
  • isolate (seemingly not aware of others)
  • orientation (child looks at peers, turns body towards others)
  • parallel play (child plays among other children in the same play space)
  • common focus/interactive play (turn-taking, giving, receiving, sharing materials)
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3
Q

Where do we start with teaching play and social skill targets?

A
  • inventory of preferred items and activities, unique interests
  • observation of child’s social and play behaviour
  • consider hierarchy of difficulty
  • behavioural objectives
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4
Q

Do-Watch-Listen-Say: Non-verbal social interaction

A
  • social attention
  • reciprocal interaction
  • social regulation (are they able to point to the thing they want)
  • shared attention (idea of “we are both looking at something)
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5
Q

Do-Watch-Listen-Say: Imitation

A
  • motor

- verbal

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6
Q

Do-Watch-Listen-Say: Organization

A

making choices, attending to activity, toys in designated location, recognizes mine/yours, independent with familiar activities

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7
Q

Do-Watch-Listen-Say: Social Skills (Play)

A
  • solitary (wander from station to station)

- social

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8
Q

Do-Watch-Listen-Say: Social Skills (Group Skills)

A
  • attending
  • waiting
  • turn-taking
  • following group directions
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9
Q

Do-Watch-Listen-Say: Social Skills (Community Social Skills)

A

how to behave in a restaurant, grocery store, hair salon, etc.

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10
Q

Do-Watch-Listen-Say: Communication (Communicative Functions)

A
  • requesting items/activities
  • responding
  • commenting
  • requesting information
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11
Q

Do-Watch-Listen-Say: Communication (Social-Emotional Skills)

A
  • express feelings

- pro-social statements

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12
Q

Do-Watch-Listen-Say: Communication (Basic Conversational Skills)

A
  • verbal

- non-verbal

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13
Q

Teaching social skills

A
  • complete a task analysis to determine:
    • who is involved
    • how complex is the play instruction
    • how much language is involved
    • how much waiting is involved
    • how many rules are involved
    • how motivating is the activity
    • how many materials are involved and who controls them
    • how predictable is the interaction
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14
Q

Teaching Strategies (Modelling)

A
  • video modelling and in Vivo modelling

- reciprocal imitation

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15
Q

When should video and/or in Vivo modelling be used?

A
  • independent play
  • pretend play
  • peer play
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16
Q

What is reciprocal imitation?

A

clinician imitates the actions of the child

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17
Q

Teaching Strategies (Prompting)

A
  • scripts
  • picture schedules
  • Social Stories
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18
Q

Are Social Stories meant to change behaviour?

A

No, they help to explain a complex situation or circumstance

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19
Q

Teaching Strategies (Shaping)

A

differential reinforcement of closer approximations of target play behaviour

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20
Q

Teaching Strategies (Chaining)

A
  • backward chaining

- forward chaining

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21
Q

Teaching Strategies (Pivotal Response Training)

A
  • clear instructions
  • child chooses the materials
  • intersperse known easy tasks with new (harder) tasks
  • reinforcement of attempts
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22
Q

Teaching Strategies (Self-Management)

A

teach:

    • what desirable behaviour is
    • if the behaviour did/did not occur
    • use some for of tracking behaviour
    • self-administer reinforcement
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23
Q

What if…child is only interested in playing with one item?

A
  • take note of what is reinforcing
  • find something similar
  • keep exposing child to other toy, and make reinforcement contingent on engagement with new toy
  • stimulus-stimulus pairing: use that singular interest as the reinforcement
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24
Q

What if…child is engaging in stereotypy?

A
  • interrupt and re-direct: be careful with this as you can create a larger problem for yourself
  • use as reinforcement
  • work into play action
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25
Q

What if…child is not able to play independently?

A

use visual supports (e.g. visual picture schedule)

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26
Q

What if…child only plays with adult play partner?

A

bring in peers

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27
Q

Integrated Play Group Model

A
  • social development
  • symbolic development
  • social-communication skills
  • diversity of play interests
  • reciprocal relationships with typical peers
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28
Q

Vygotsky’s Zone of Proximal Development

A

difference between what a learner can do alone vs. with the teacher/communication partner’s assistance

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29
Q

Mission of Integrated Play Group Model

A

“to provide a haven for children with diverse abilities to create genuine play worlds together where they may reach their social and imaginative potential, as well as have fun and make friends”

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30
Q

Three levels of scaffolding

A
  • modelling play action, physically directing child
  • visual cueing and verbal guidance
  • minimum support, only stepping in in needed
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31
Q

Social communication guidance

A
  • teaching peers what to say/do

- focus on the participation of the novice user

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32
Q

Structure of Integrated Play Group Model

A
  • opening ritual
  • play
  • closing ritual
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33
Q

Integrated Play Group Model Groups

A
  • small groups (3 -5 children)

- more expert than novice players

34
Q

What if the novice player is engaging in unusual play behaviour?

A

it is welcomes and incorporated into play

35
Q

Social Pragmatic Approach to MTW

A

uses everyday interactions between caregivers and children to promote communication

36
Q

Natural Language Paradigm to MTW

A

arranges the environment to increase the children’s opportunities to use language

37
Q

Interactionism with MTW

A
  • language input helps drive language learning process

- social interaction is key to language learning (social interactionist view)

38
Q

Conceptual Bases of Hanen More Than Words (MTW)

A
  • social pragmatic
  • natural language paradigm
  • interactionism
39
Q

Core principle of MTW

A

social interaction

40
Q

Social Interaction in MTW

A
  • parents play critical role in their child’s development
    • focus on teaching parents to become responsive communication partners
    • responding contingently to child’s communicative attempts – responding to child focus
41
Q

MTW strategies are aimed at

A
  • promoting child initiation
  • promoting interaction
  • promoting receptive and expressive language
42
Q

The 4 stages of communication

A
  • own agenda
  • requester
  • early communicator
  • partner
43
Q

Own Agenda

A

pre-intentional communicator

44
Q

Requester

A
  • intentional communication for purpose of requesting

- use of non-symbolic communication (e.g. hand-leading)

45
Q

Early Communicator

A

symbolic communication (e.g. gestures, pointing, etc.)

46
Q

Partner

A
  • simple conversations

- echolalia, scripting, Theory of Mind issues

47
Q

Hanen It Takes Two to Talk (ITTT)

A
  • what a parent does and says makes a different
  • increase parents’ awareness of their own interaction style and roles
  • increase parents’ awareness of child’s communication
  • child-centred approach
48
Q

Goal of ITTT

A

responsive partner that is tuned-in to the child

49
Q

Parent interaction styles/roles

A
  • director
  • entertainer
  • tester
  • helper
  • mover
  • watcher
50
Q

Stages of communication development

A
  • discoverer
  • communicator
  • first words user
  • combiner
51
Q

Discoverer

A
  • pre-intentional
  • facial expressions
  • moving to things they like
  • some sounds
  • some imitations
  • no/limited verbal comprehension
52
Q

Communicator

A
  • intentional
  • pointing to desired items
  • combining eye gaze/vocal/gestures
  • some words or word approximations
53
Q

First Words User

A

use of single words and two (or more) word combinations

54
Q

Combiner

A

combining words into sentences

55
Q

Hanen Talkability

A

for children ages 3-6 with social communication difficulties

56
Q

Medical Model of Hearing Loss

A
  • hearing impaired
  • deaf
  • disabled
57
Q

Social Model of Hearing Loss

A
  • hard of hearing
  • deaf/deafened
  • people with hearing loss
58
Q

Cultural Model of Hearing Loss

A
  • Deaf

- Deaf-gain

59
Q

1-3-6 Rule (Infant Hearing Screening)

A
  • 1 month: initial hearing screening
  • 3 months: confirmation of hearing loss
  • 6 months: early intervention
60
Q

Implications of hearing loss

A
  • language development
  • speech production
  • academic skills (reading and writing)
  • social-emotional development
  • cognitive development
61
Q

Language Learning Approaches

A
  • sign language
  • simultaneous communication
  • spoken language
62
Q

Sign Language

A
  • manual language
  • language development within the family or vis special programs
  • input: visual
63
Q

Simultaneous Language

A
  • sign systems (e.g. signed English) represents spoken language
  • bi-modal communication
  • input: visual and auditory
64
Q

Spoken Language

A
  • oral language
  • teaching listening and speech-language production
  • input: auditory
65
Q

Goals of Spoken Language Approach

A
  • provide sound

- teach listening

66
Q

4 stages of listening

A
  • detection
  • discrimination
  • identification
  • comprehension
67
Q

Variable that impact success of implants/devices

A
  • age at diagnosis
  • age at implant/hearing aid fitting (child’s listening age) - hearing aid correctly fitted
  • how much is hearing aid worn, implant used
  • maintenance of hearing aids
  • co-morbidities
  • insufficient parent involvement or buy-in
  • poor listening conditions in the home (signal/noise ratio)
68
Q

10 Principles of LSLS - AVT

A
  1. Early diagnosis
  2. Hearing technology (auditory stimulation)
  3. Parent training: Hearing as primary modality
  4. Parents as primary change agents
  5. Parents create opportunities within daily activities
  6. Parents learn to integrate listening and speaking in all aspects of child’s life
  7. Parents follow natural developmental milestones (audition, speech, language, cognition, communication)
  8. Parent help their child develop self-monitoring
  9. Ongoing formal and informal assessments
  10. Promote education in regular schools
69
Q

10 Principles of LSLS - AVEd

A
  1. Early diagnosis
  2. Hearing technology (auditory stimulation)
  3. Ensure acoustic environment is set up so listening and talking is supported
  4. Parents as important supporters and facilitators
  5. Teaching in different settings: schools, homes, hospitals
  6. Individualized instruction for, maximizing speaking and listening
  7. Collaborate with parents and other professionals
  8. Promote self-monitoring spoken language through listening
  9. Ongoing assessments to monitor progress and evaluate teaching
  10. Promote education in regular schools
70
Q

Techniques used in AVT

A
  • acoustic highlighting
  • asking “what did you hear?”
  • pausing
  • repeating
  • waiting
  • rephrasing
  • providing a visual clue and putting the stimulus back into hearing
  • moving closer to child
  • direct the child to listen closely
71
Q

Why are hearing aids/cochlear implants not enough?

A
  • to compensate for lost time and reduced access

- to develop auditory dominance

72
Q

What does the saying “eyes open, ears on” mean?

A

the child should be wearing their hearing aids at all waking hours

73
Q

What does an AVT session look like?

A
  • auditory-based activities
  • play-based activities
  • parent involvement in activities
74
Q

What are the Ling 6 sounds?

A
  • mm
  • ah
  • oo
  • eee
  • sh
  • sss
75
Q

Ling 6 Detection

A
  • detection

- play

76
Q

Ling 6 Identification

A
  • selection

- imitation

77
Q

Detection

A

the ability to respond to the presence or absence of sound

78
Q

Discrimination

A

the ability to perceive similarities and differences between two or more speech stimuli

79
Q

Identification

A

the ability to label by repeating, pointing to, or writing the speech stimulus heard

80
Q

Comprehension

A

the ability to understand the meaning of speech by answering questions, following an instruction, paraphrasing, or participating in a conversation

81
Q

Acoustic Highlighting

A

techniques used to enhance the audibility of a spoken message

82
Q

What is listening age determined?

A

the age at which the child receives their cochlear implant(s) and/or hearing aid(s)

Child Language Acquisition II (2 decks)

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