Lecture 1 Flashcards
What happens in the developing language stage?
Children move from telegraphic utterances (semantic relations) to mastery of basic sentence structures
What is an Individualized Educational Program?
Provides skeleton of intervention- guides overall direction. Focus is on the child, and not the family.
What role does family take in IEP’s? What must they do?
Still considered central members of IEP team. Must be notified of meetings, meetings must be convenient for them, and they have a right to accept or reject IEP’s and request modifications. They must approve plans before initiation.
What are the intervention settings?
Kids start school at age 3 versus receiving services in home.
What does family centered practice mean?
Respect family’s wishes about the extent to which they want to be involved, respect preferences about intervention goals and methods, and have meaningful and serious discussions about diagnostic findings.
What are goals for children with developing language?
Help the child acquire intelligible, grammatical, flexible forms of expression, give the child tools to make communication effective/rewarding, and provide oral language basis for success in literacy.
What are intervention goals for phonology? When is treatment warranted? How can we prevent literacy difficulties? What should be checked out in an unintelligible chlild?
Treatment is warranted if child is seriously unintelligible- as it could result in behavioral issues and social disvalue. Long term goal is to increase overall intelligibility. Phonological awareness activities may prevent literacy difficulties. Unintelligible kids should be assessed for syntactic and semantic skills to make sure you don’t miss deficits masked by speech problems.
How do we assess semantic and syntactic skills in unintelligible children?
Provide ILS, focused stimulation and auditory bombardment. Make sure to control language targets for pronounceability.
What do children with developmental disorders struggle with in semantics? What benefits them?
May need to hear a new word twice as many times to comprehend and produce it. Have difficulty with words to talk about cognitive states, verb vocab, use of particles. Less able to ID semantic features. Broad difficulties with receptive vocabulary, not just reduced ability to acquire labels. Enriched input may be beneficial- repeated opp to see connections between words and referents.
What are intervention goals for semantics? What is semantics hard to separate from?
Expose children to rare words, help children broaden range of ideas they can talk about. Difficult to separate from syntax- make sure syntax encodes meaning child can express in a simpler way- control for syntactic complexity.
What are intervention goals for syntax and morphology? When are they appropriate?
Always appropriate for this period. Do not ignore other areas of concern, but focus on grammatical deficits such as bound morphemes, auxiliary verbs, articles, pronouns…
What are intervention goals for comprehension vs. production? What can be used?
Guided production activities facilitate comprehension and production of new meanings/forms. Auditory bombardment, ILS, and focused stimulation are used in combination.
What are intervention goals for pragmatics?
Provide real communicative contexts, select contexts based on data (what is a difficult area?), and incorporate pragmatic contexts into intervention for every objective but not every activity.
What is pragmatics? What is it’s central role?
The study of how language is used in the context of communication. It’s central role is how we get things done in the real world.
What are intervention goals for play and thinking?
Encourage child to use new language to structure pretend play, explore, solve. Play in context where problem solving/exploration take place. New language can provide more imaginative play. Use language to achieve new levels of symbolic/conceptual development.
