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Early Intervention > Final Learning Objectives > Flashcards

Final Learning Objectives Flashcards

1
Q

Identify characteristics that are shown by children who are born addicted to opioids

A
  1. Gastrointestinal disturbances (excessive sucking, uncoordinated sucking, vomitting, watery stools)
  2. Central nervous system symptoms (i.e., seizures, hyperactive reflexes, tumors, decreased sleep length after feeding)
  3. Metabolic, vasomotor, and respiratory symptoms (i.e., sweather, hyperthermia, lots of yawning, marble discoloration, nasal flaring, increased respiratory rate)
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2
Q

Describe strategies that should be used when working with babies/toddlers/children who were born addicted to opioids and the strategies that should be used with the family.

A
  1. Pharmacological Treatment- Gradually wean the infant from these drugs as symptoms dissipate
  2. Support mother (counseling, access to community resources, education)
  3. Methadone treatment is Standard care for opiate addiction during pregnancy
  4. Breastfeeding decreases NAS severity
  5. Soothing strategies- promote a calm sleep state or bring to alert state for interaction
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3
Q

Identify and define the theoretical models upon which PMT is based.

A
  1. Operant theory- communication temptations and rewarding
  2. Social interactionist- children learn from social interactions
  3. Transactional model- bidirectional, reciprical interactions between adults and children promote learning
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4
Q

Identify, define,the 5 PMT principles

A
  1. environmental arrangement (positioning proximity, communication temptations)
  2. follow childs lead (parallel play and parallel talk)
  3. Prompts (time delay, nonlinguistic prompts, linguistic prompts)
  4. Models (gestural, motor, vocal demonstration of communication acts)
  5. Natural consequences (linguistic mapping and recasts, or access to desired item)
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5
Q

Identify child characteristics for children who are most appropriate for PMT.

A

-chronological age 12 to 54 months
-prelinguistic stage (intellectural and language disabiltiies)
-Low frequency of communicating (less than 5 spontaneous referential signed or spoken words & 0 intentional communication, 1 behavioral regulation)

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6
Q

Identify and define the theoretical models upon which EMT is based.

A
  1. ABC sequence
  2. Operant learning theory (reinforcements)
  3. Developmental theory
  4. Social interactionist
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7
Q

Identify, define, and be able to model each of the EMT strategies.

A
  1. Milieu prompting (model, mand-model, time delay, incidental teaching)
  2. Environmental arrangement (selecting motivating items, arrangment of materials (communication tempttation), manage materials (inadequate portion))
  3. Prompts (mand-model, questions, time delay, binary choice, visual choice)
  4. Language modeling
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8
Q

Identify and define each of the stages in the Teach-Model-Coach-Review procedures and be able to describe how you would apply it to one of the EMT strategies.

A
  1. explicit teaching of strategy
  2. Review two target strategies
    -discuss how to play with toys (include 2 examples of target strategies and at least 2 routines)
    -review target and give examples
    -review definitions
    -practice
    -coaching plan
    -check understanding
  3. Model target
  4. Coach parent with positive or corrective feedback, scaffold for success
  5. Review everything (how to implement at home and how it benefits kids)
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9
Q

Identify child characteristics for children who are most appropriate for EMT.

A

Children 12 to 54 months
MLU of 1 to 3.5
At least 10 spontanious words
Verbal imitation skills (AAC device, ASL, speech generating device is ok)

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10
Q

Define and be able to role play examples of conversational recasting that targets specific T/A markers.

A

Targeting 3s:
Clinician: what is he doing?
Child: jump
Clinician: He jumps!

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11
Q

Explain the role that variability plays in child language learning.

A

-Learners focus on frequently reoccuring elements. (elements that frequently repeat become salient because of their relative stability)
-Vary the condition, but specifically targeting language targets (like specific grammatical morphemes) rather than global recasts
(lots of different examples of different verb stems, dont keep repeating the same examples. the actual grammatical morpheme is held consistent)

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12
Q

Be able to define and role play examples of Toy Talk strategies.

A

Two primary strategies:
1. Talk about the toys the child is playing with
2. Give the object its name (i.e., the cup fell instead of it fell)

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13
Q

Identify how parent use of Toy Talk strategies influences child language development (Hadley et al., 2017).

A

Parents were able to learn and use toy talk
When implemented lexical NP subject types predicted child sentence diversity 3x greater

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14
Q

Define and be able to role play examples of conversational recasting that targets specific T/A markers.

A

-s
Clinician: What does the girl have?
Child: 3 book
Clinician: she has 3 books

-ing
Clinician: what is the girl doing?
Child: she run
Clinician: she is running

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15
Q

Explain how high variability and low variability stimuli can be organized within therapy sessions. Be able to produce an example that can be used in therapy.

A

You can use high variability by picking what specific language target will be focued on (specific grammatical marker: third person -s) and varying the verb stem used but keeping the grammatical target the same

runs
leaps
hides
hits
walks
helps
eats

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16
Q

Explain the theoretical principle upon which variability sets motivated the Plante et al. (2014) intervention study and Toy Talk (Hadley et al., 2017).

A

Verb lexicon measures were better predictors of grammatical outcomes than noun lexicon measures,

Measures of verb lexicon size and diversity should be included as part of early language assessment to guide clinical decision making with young children at risk for language impairment.”

17
Q

Identify who would be appropriate for the System for Augmenting Language (SAL) program.

A
  1. < 10 intelligible words or word approximations
  2. Primitive intentional communication skills
  3. Gross pointing skills
18
Q

Describe why it is important to consider input and output when incorporating AAC.

A

Input: Best clinical practice is to not include or eliminate vocabulary based on categorization of words as “core” or “fringe” but rather to strike a balance between the two that best reflects natural language development and vocabulary acquisition
Think about what is developmentally appropriate, what would fit in the child’s daily life, and what will be meaningful

We want input and output that is:
1. useful across multiple contexts (not limited to certain activities)
2. Developmentally relavant and useful for a longer period of time
3. We want to build social interactions and communications
4. Age of acquisition of words/grammatical forms,early vocal
5. We want routine words, nouns, person speech
6. developmentally appropriate (want words other children are using around this age)

These factors should be considered because we want to promote word combinations, thinking about the context theyll communicate in (the children, dialects used at home/school/peers), health and safety words since theyre at higher risk for abuse, multiple langues spoken by family

19
Q

Describe the outcomes that have been found in studies using the SAL program.

A

Children who use Augmented device are more likely to produce spoken word than children receiving other forms of intervention (2.7 times more likely for those who received augmented input; 4.5 times more likely for those who did augmented output)
The AAC serves as a language teaching tool as well as allowing the child to communicate

20
Q

Describe and be able to model language facilitation strategies that parents and clinicians can use while incorporating AAC devices (modeling, break-down and build-up).

A

the instructor first pointed to and labeled two symbols (i.e., a breakdown)
then provided a grammatically complete utterance (i.e., a build-up).
- demonstrate in variety of ways
- provide models incorporating AAC use
-Increase symmetry between the linguistic input and output

21
Q

Define the 5 key components of SAL

A
  1. Speech-Generating Devices
  2. Ind chosen visual-graphic symbols (Symbols and the Lexicon)
  3. Natural communicative exchanges (use in everyday environments, encouraging but not requiring production of symbols)
  4. Communication partners use of the device (model symbol use; coach use of device)
  5. Monitoring ongoing use (ongoing resource aand feedback)
22
Q

Identify and describe the 4 types of AAC goals that should be identified for a client.

A
  1. language goals (syntax, grammar, pragmatics)
  2. operational (maintenance, powering on/off, chargign device)
  3. Strategic (repair strategies “need a minute to respond” self advocacy)
  4. social participation
23
Q

Be able to identify key aspects that should be considered when programing an AAC device for an activity that will promote language learning.

A
  1. selection of vocabulary (developmentally appropriate, age of acquisiton, routine words)
  2. feature matching (accessability needs)
  3. language representations (organization, apps, communication goals)
  4. symbol set
  5. message formations/page layout
  6. voice
24
Q

Describe how to adapt at least two EMT strategies for a child who is an AAC-user.

A

EMTs modeling and expanding: Respond to child communication acts by using the child’s mode of communication and the target words and add a symbol/word.
Ensure that the device has appropriate vocabulary to allow for word/symbol combinations.

EMTs environmental arrangement: Choose EA strategies that will allow the adult to still be able to use his/her hands to use the SGD.

EMTs balanced turn taking: Respond to child communication acts by using the child’s mode of communication and the target words
Make the AAC device available to the child
Have task-appropriate symbols on the device

EMTS: mirror and mapping: Mirror child actions and map language using AAC device
Ensure that the AAC device is accessible to the child

25
Q

What are soothing strategies?

A

-Dimly lit, quiet room with slow gentle handing
-rocking/swaying
-holding (swaddling or kangaroo care)
-Easy access to pacifier and hands for self-soothing when necessary

26
Q

5 main goals of PMT

A
  1. Establish routines that lead to communication acts
  2. Increase frequency of nonverbal vocalizations
  3. Increase frequency & spontanety of coordinated eye gaze
  4. Increase frequency, spontaneity and range of conventional and nonconventional gestures
  5. Combine components of intentional communication acts (to increase complexity)
27
Q

Components of intentional communication acts?

A
  1. eye contact with partner
  2. vocalization
  3. gesture
28
Q

PMT strategies

A
  1. Imitate child’s vocalizations
  2. Time delay (routine, pause for child to engage)
  3. Recast childs nonverbal vocalizations with a word (linguistic mapping)
  4. Model sounds within child’s sound reperatore
  5. Verbally prompt for eye gaze (call name/look at me)
  6. Model eye gaze using poximity prompts
  7. intersection of eye gaze
  8. rewards contingent on target behavior
  9. model gestures
  10. sabotage- pretend to not understand
  11. verbal/nonverbal prompts (hand over hand, wh- questions)
29
Q

PMT strategies adapted for children with HL

A
  1. visual strategies (sit face to face, use gestures in line of sight)
  2. Interactive strategies ((mirror childs action and map target language onto it), follow childs lead)
  3. Responsive strategies (respond to communication attempts, balanced turns)
  4. Linguistically stimulating strategies (expand childs communication)
30
Q

Is PMT effective for children with HL

A

Yes, when adapted, showed 17% increase to speech prelinguistic skills

31
Q

WHat are the 3 EMT components?

A
  1. connecting- social connection between adult and child, build the foundation for conversational language learning
  2. supporting- provide appropriate linguistic and environmental supports
  3. teaching- new language skills
32
Q

EMT strategies to promote social connection

A
  1. follow childs lead
  2. environmental arrangement to connect
  3. mirror and mapping
  4. matched turns
33
Q

EMT strategies to provide support (linguistic and environmental supports)

A
  1. language responsiveness
  2. limit questions and instructions
  3. expansions
34
Q

EMT strategies to teach new language skills

A
  1. model child’s target level
  2. environmental arrangement for request
  3. prompting strategies (mand-model, questions, time delay)
35
Q

3 ways to arrange the environment

A
  1. Selecting materials- choose highly motivating items
  2. Arranging materials- materials are in different areas of the room
  3. Managing materials- withholding some materials to limit distractions
36
Q

WHat does matched turns in EMT mean

A

Balanced turn taking
Give child space to communicate

37
Q

Children have a noun bias, so this should be the focus of intervention, right?

A

Children do have a noun bias, but verbs are predictive of language.
Intervention should look at verb use and target this.
“Verb lexicon measures were better predictors of grammatical outcomes than noun lexicon measures”

Early Intervention (4 decks)

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