Language Impairements: Toddlers & Preschoolers with SLI Flashcards
Language Dely
language skills are slow to emerge or develop.
Language disorder
a deviance in the usual rate with which specific language skills emerge.
Indirect Intervention:
Get parents/caregivers involved.
•Create or enhance the child’s environment to facilitate change
•Responding within that environment in a manner that optimally facilitates language change
- Preschools:
- Make sure children are spending time in communicative situations
- Must train teachers to be more interactive and not directive
Direct Intervention
- Individual vs. Group
- Group leads to more interaction
- Normal vs. Disordered or combination
- Depends on individual needs of child and parent wishes
Normal Distribution
•Involves the use of mean and standard deviations.
•Range of normal: between -1 and +1 SD
•Typically based on mean of 100; sd = +/- 15
•10th percentile has been considered as a plausible cutoff for dx of language impairment – some school districts prefer 7%.
•Standard error of measurement: built into assessment to account for measurement error (with instrument or professional). Look at
confidence interval.
Prelinguistic
•Localization
•Joint Attention (Joint Reference)
•Mutual Gaze
•Joint Action and Routines
•Vocalizations: Reflexive, cooing, laughter,
vocal play, early babbling, reduplicative
babbling, nonreduplicative (variegated)
babbling, jargon, protowords.
Early Language Skills
•Communicative Intentions:
–Preverbal:Attention seeking, Requesting, Greetings, Transferring, Protesting/rejecting, Responding/
acknowledging, Informing
–Single-‐word: Naming, Commenting, Requesting object (present/absent), Requesting action, Requesting information, Responding, Protesting/rejecting, Attention-‐seeking, Greetings
•Nonsymbolic Play and Symbolic Play
•Initial Vocabulary (nominals, modifiers, action words, personal/social, functional)
