Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Child Language Disorders: Birth to 5 > Key Treatment Principles > Flashcards

Key Treatment Principles Flashcards

1
Q

attuned, safe relationships with caregivers

A
  • trauma significantly impacts development
  • 1 in 7 children in the US experience maltreatment, abuse, or neglect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

trauma significantly impacts development

A
  • pervasive effects on the brain
  • toxic stress derails healthy development
  • (severe) neglect impacts language development more than abuse
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

statistics

A
  • 1 in 100 children have had a TBI
  • 1 in 44 children are autistic
  • 1 in 13 children have developmental language disorder
  • 1 in 11 children have ADHD
  • 1 in 7 children have experience maltreatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

trauma-informed therapist

A
  • have greater awareness and understandinng of the potential signs of traumatic stress in the people around them
  • have a deeper understanding of their own past adverse experiences, and how they have impacted their thoughts and interpersonal interactions in life
  • gain skills that allow them to thoughtfully respond to trauma in others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what we can do

A
  1. mandated reporters
  2. strengthen child/caregiver interactions and attachment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

attachment styles

A
  • secure
  • ambivalent-anxious
  • avoidant
  • disorganized
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

secure attachment style: positive model of others with low avoidance, positive model of self with low anxiety

A
  • healthy communication and emotional awareness
  • asks for help when needed
  • able to self-regulate
  • may have a history of caregivers who are responsive, but allow for exploration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

ambivalent-anxious attachment style: positive model of others with low avoidance, negative model of self, high anxiety

A
  • needs frequent reassurance and close relationships
  • has fears of abandonment
  • asks for help indirectly or not at all
  • struggles with anxiety or jealousy
  • may have a history of caregivers who were inconsistently responsive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

avoidant attachment style: negative model of others with high avoidance, positive model of self with low anxiety

A
  • difficulty expressing feelings
  • withdraws emotionally to regulate
  • struggles to ask for help
  • very self-reliant
  • may have a history of absent or emotionally neglectful caregivers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

disorganized attachment style: negative model of others with high avoidance, negative model of self with high anxiety

A
  • has qualifies of both the avoidant and the ambivalent-anxious styles
  • afraid of rejection, but doesn’t trust easily
  • unpredictable behavior, alternating between acting out, and pulling people in
  • may have a history of abuse or childhood trauma
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

responsiveness, engaging interactions

A
  • kids learn best when they’re actively engaged in activities that they enjoy
  • “serve and return” interaction aka: communication catch
  • reduces cognitive and processing demands by not asking them to switch their attention to align with ours
  • follow child’s lead
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

reduces cognitive and processing demands by not asking them to switch their attention to align with ours

A

allows them to better absorb information, like new vocab!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

follow child’s lead: notice what a child is interested in, and use that to provide opportunities for communication

A
  • if you child likes to skip pages, that is okay; follow your child’s lead and enjoy your time together
  • allow babies to play with board books, bang them, and chew on them
  • rather than expecting your child to listen quietly, talk about the story, pictures, characters, and whatever your child is interested in
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

5 steps

A
  1. notice the serve and share the child’s focus attention
  2. return the serve by supporting and encouraging
  3. give it a name
  4. take turns and wait
  5. practice endings and beginnings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

contextual variety

A
  • variety of words
  • variety of sentences and settings
  • components of a routine
  • family guided routines
  • first steps in building routines and outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

variety of sentences and settings

A
  • daily activities/routines: things we do often that can happen over and over again the same way
  • functional: get dressed, brush teeth
  • social: peek-a-boo, singing songs
17
Q

components of a routine

A
  • beginning and ending
  • outcome oriented
  • meaningful
  • predictable
  • sequential or systematic
  • repetitious
18
Q

family guided routines

A
  • match the child and family interests
  • promote positive interactions
  • embed functional targets into meaningful outcomes
  • are flexible and adaptable
  • change with the child and family
19
Q

first steps in building routines and outcomes

A
  • identify and explain the value of preferred activities and routines
  • learn about child’s preferences and family expectations
  • observe caregivers in routines with child
  • identify outcomes appropriate for routine
  • specify strategies and sequence
  • gather feedback, monitor progress
20
Q

routine: getting dressed

A
  • repetition
  • beginning and ending
  • logical sequence
  • meaningful use of family objects, child’s toys, family words
  • functional outcomes
21
Q

getting dressed: repetition

A
  • turns within routine: different clothing items (underwear, shirt, pants, socks, coat, etc.)
  • multiple times each day: dressed for school/play at home, dressed for bed
22
Q

getting dressed: beginning and ending

A
  • “it’s time to get dressed for ___.”
  • choosing clothing -> get dressed “all done. you ready for ___.”
  • put dirty clothes away
23
Q

getting dressed: logical sequence

A

choose clothes, undress, put on clothes (shirt first, pants, socks, shoes), and put away dirty clothes

24
Q

getting dressed: meaningful use of family objects, child’s toys, family words

A

child’s clothing, “Sponge Bob” shirt, “squeaky” shoes

25
Q

getting dressed: functional outcomes

A

child is dressed, match goals to IFSP (labeling, following directions, expressing needs, etc.)

26
Q

story time: repetition

A
  • turns within routine: turning pages, labeling pictures
  • multiple times each day: same or different stories throughout the day, bedtime, quiet time
27
Q

story time: beginning and ending

A
  • choose a book or ask, “do you want to read a story?”
  • finish book “the end!”
28
Q

story time: logical sequence

A

choose the book, name it, turn pages, label picture, and put it away

29
Q

story time: meaningful use of family objects, child’s toys, family words

A

child’s favorite books, catalogs, magazines, photo albums

30
Q

story time: functional outcomes

A

points at pictures, labels words, sounds, looks at pictures, turns pages

31
Q

play

A
  • how to use play expansions
  • when your child is playing, join in, imitate and describe
  • then expand your play and describe like this
32
Q

then expand your play and describe like this

A
  • add objects
  • use the toy in a different way
  • do something to the toy
  • make toys interact with each other
33
Q

before book reading

A
  • say the title and author: “this book is called ___ and is written by ___.”
  • ask a question to build interest: “what do you think this book is about?”
34
Q

during book reading

A
  • make encouraging statements: “I like how you’re sitting so nicely with me!” “good job turning the page.”
  • use nonverbal and verbal means to focus the child’s attention: point to a picture and say, “look! it’s a gorilla!”

Child Language Disorders: Birth to 5 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions