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slp1506: child language 2 > lecture 4: hanen + late talkers > Flashcards

lecture 4: hanen + late talkers Flashcards

1
Q

what is the hanen centre’s approach? name + define

A
  • family-centred approach
  • working with and thru parents / helping them become the best language facilitator for their child
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2
Q

how might hanen result in greater generalization?

A

since most therapy is parent-led in natural contexts, skills may generalize more easily

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3
Q

T or F: decades of research support the fact that family involvement = greater success

A

true

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4
Q

which population is each hanen program geared towards:

a) It Takes Two to Talk
b) More Than Words
c) TalkAbility

A

a) parents of children w language delays
b) parents of autistic children who may need social communication support
c) parents of autistic children who speak in sentences + convos

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5
Q

what is the role of the parent vs SLP in parent-implemented intervention?

A
  • parent: interventionist
  • SLP: parent’s coach
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6
Q

T or F: It Takes Two to Talk is a parent-centred approach program

A

false – child-centred

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7
Q

what does It Takes Two to Talk focus on first, responsive interaction or language input?

A

responsive interaction

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8
Q

what is social-interactionist theory and how does it relate to It Takes Two to Talk?

A
  • theory: children process language input more easily when adults are responsive
  • parent is taught to be prompt, contingent, and encouraging
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9
Q

what are 3 things parents learn to do thru It Takes Two to Talk?

A
  1. encourage child to start interactions
  2. respond contingently to child
  3. facilitate enjoyable, extended interactions
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10
Q

what are some characteristics of child-directed speech? (5)

A
  • shorter/less complex utterances
  • less utterances in general
  • slower speech/exaggerated intonation
  • frequent repetition
  • warm and enthusiastic
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11
Q

T or F: goals are set for the parent by the SLP

A

false – goals are set WITH the parent

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12
Q

what are the 4 STAGES of communication?

A
  1. discoverer (pre-intentional)
  2. communicator (intentional, using looks, gestures, and/or sounds)
  3. first words user (single spoken/signed words)
  4. combiner (2+ spoken/signed combos)
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13
Q

how might a parent support intentionality during the discoverer stage?

A

attribute intentionality to the child’s vocalizations and actions

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14
Q

at which stage of communication are “what” and “where” questions asked?

A

combiner stage

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15
Q

at which stage of communication do children talk about the future or past?

A

combiner stage

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16
Q

what are the 4 STYLES of communication?

A
  1. reluctant (rarely starts, often responds)
  2. passive (rarely starts, rarely responds)
  3. sociable (often starts, often responds)
  4. own agenda (often starts to request, rarely responds)
17
Q

name the 5 roles of the parent we discussed

A
  1. director
  2. mover
  3. tester
  4. entertainer
  5. tuned-in
18
Q

which parent role is most important? why?

A
  • tuned-in role
  • supports child to take first turn and more turns later bc they are motivated by the child-led interaction
19
Q

what are the 3 steps of collaborative goal-setting?

A
  1. parent and SLP confirm child’s communication stage
  2. SLP asks parents about goals for their child
  3. SLP guides parent to set It Takes Two to Talk goals for child
20
Q

what are the 4 types of goals in It Takes Two to Talk?

A
  1. first turns
  2. more turns
  3. have fun
  4. communication (specific types of turns)
21
Q

what can help facilitate the goal of first turns? (2)

A
  1. face-to-face
  2. observe, wait, listen (OWL)
22
Q

what can help facilitate the goal of more turns? (3)

A
  1. follow child’s lead
  2. use routines
  3. book-reading
23
Q

what can help facilitate the goal of communication? (5)

A
  1. highlight words (say less, stress, show, slow)
  2. repeat important words
  3. use variety of word types
  4. expand on child’s message
  5. add language to +understanding
24
Q

what is the hanen teaching-learning cycle? (4)

A
  1. hook learner
  2. provide info
  3. practice + reflect
  4. plan for home
25
Q

what are the SLP’s goals during video-feedback? (2)

A
  1. increase parent awareness of parent and child’s interactive behaviour
  2. facilitate parent’s consistent use of strategies
26
Q

late talkers:

a) what age group does this label refer to?
b) what are main caregiver concerns?
c) are there predictive markers for catching up?

A

a) < 3 years (18-38 months)
b) not producing a lot of words or sounds, not making sentences
c) no

27
Q

T or F: late talkers may have cognitive/neurological differences as well as possible motor speech issues

A

false – NO cognitive/neurological differences, but possible motor speech issues

28
Q

the definition for late talkers is murky but one common frame of reference is “fewer than __ words and no word combinations by __ months

A
  • 50 words
  • 24 months
29
Q

components of ax for late talkers? (5)

A
  1. rule out underlying causes (ASD, hearing loss etc)
  2. recommend referrals
  3. counsel caregivers
  4. watch caregiver-child interaction in play
  5. identify goals
30
Q

describe late talker profile 1 (3)

A
  1. limited words
  2. limited verbal imitation
  3. possible motor speech/CAS
31
Q

describe late talker profile 2 (3)

A
  1. mostly uses single words
  2. limited verbs/modifiers
  3. not combining
32
Q

describe late talker profile 3 (3)

A
  1. mostly uses short sentences
  2. difficulties w articles/pronouns/plurals
  3. non-specific vocab
33
Q

when creating goals, what’s a more effective way to measure sentence complexity than sentence-length?

A

syntax structure of sentences (ex: article-noun)

34
Q

if child not imitating or using single words, coach caregivers to: (6)

A
  1. be face to face in play
  2. pause in songs
  3. model single words / sounds
  4. pair gestures with words
  5. interpret child’s communication with words
  6. pause between models to give child a communicative turn
35
Q

what are iconic gestures? why are they beneficial?

A
  • gestures that look like what they mean
  • beneficial bc help highlight word features + represent semantic info
36
Q

T or F: iconic gestures can include some signs

A

true

37
Q

if child is not combining words, coach caregivers to: (4)

A
  1. be face to face in play
  2. expand on child’s utterances
  3. comment w 2-3 word grammatical phrases
  4. pause between models to give child a communicative turn
38
Q

if child is combining but is missing grammatical markers, coach caregivers to: (6)

A
  1. be face to face in play
  2. recast
  3. expand 1-2 words to their utterances
  4. provide specific home practice
  5. focused stimulation – repeat the target 3 times in slightly diff sentence
  6. elicited production
39
Q

feedback to parents should always be… (2)

A
  1. positive + constructive
  2. normalizing

slp1506: child language 2 (6 decks)

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