Module 10 Flashcards
Intervention for early symbolic language
early symbolic language can go several directions including:
selecting
expanding range of
teaching symbols in different
combining ?
new symbols
intentions expressed by a child
semantic categories
single-symbol utterances into longer ones
Selecting New Symbols: FIRST WORDS
our decision made upon important characteristics
words or concepts that occur in
words that occur often in ? particularly when adult language is used to ?
contains ? that a child already produce with
words that child
objects or actions a child ?
daily routines
at home in adult language/ to address child
sounds and syllables that child can already produce easily
understands
has interest in
TD children phonemes first
p b g k w h
Considerations for children with minimal or no speech:
when stimulating speech productions a few techniques helpful:
use ? to build first words
use vocalizations already within child’s
focus on movement patterns across ? rather than?
use … to emphasize syllable shapes and structures
isolated speech sounds
repertoire
syllable structures rather than isolated sounds
prosody, exaggerated intonation, facial expression, and hands up gestures
first words come from .. and .. of child not list
interests and sound-making skills
Expanding range of intentions : symbols are often taught initially through ? but it is important to focus instead on how ?
often start with ? but don’t forget
children with ASD have limited use of ? and may limit their desire to
imitation/ symbols are used
requesting but don’t forget commenting
declaratives (commenting) communicate
teaching semantic categories:
a traditional way to building vocabulary is to teach words across ? more contemporary thinking is to work with mechanisms that focusw on stages of ?
semantic categories
combining words
Targeting word combination:
word combinstions: involves stringing together ? with no real
single words/ grammatical thought
Pivot Schemas: focused on using one word to drive the meaning of the ? then filling in the ?
examples:
want is the ? of the utterance and the object is used to ?
in this way “want” becomes the ?
utterance/ second word
want milk, want juice
driving meaning or intent / complete the utterance
want becomes the pivot word
Item-based constructions:
when we start to think about ? with construction
example:
internal grammar
action+object, agent+action etc…
Early intervention for symbolic language focuses on:
expanding child’s
combining new words into
producing words for a variety of ?
expressing ?
taking turns in ?
keeping the conversation?
expressive vocab
longer utterances
intentions and semantic functions
experiences
turns in conversation
keeping the conversation going
Remember we cannot make a child? instead our focus is on creating opportunities for children to produce ? which we can then ? in early language and comm. intervention
speak
spontaneous vocalizations or gestures / build upon
What do we target?
where/when: a child and family’s?
best time to intervene for single word production is when a child is
we then build from there
spontaneous, single word productions that can generalize across settings and comm. partners
daily routines and activities
attempting to comm.
spontaneous vocalizations and gestures
How do we teach first words:
general strategies:
provide? to promote single word use
expect single word productiosn to begin with ? but can also pair with? and eventually fade ?
time delay is one of the most ? to elicit spontaneous word production
provide ?
create ? to use the targeted single word in new ? in order to promote
declaratives can often be taught first through the use of ?
choices
imitation/nonverbal gestures to eventually fade verbal imitation
effective
feedback
opportunities / new contexts /generalization
answers to questions
sometimes all you need is ?
early itnervention for language disorders focuses on first words and word combinations can begin by thinking about giving children multiple ways in which to
this makes the word immediately ? and helps the child to
one word one word
multiple ways in which to use a word
useful/ generalize across lingustic contexts
Two-word combos
children with TD begin to combine words when they have approx. … words in their expressive vocabulary
50
how do we know they are ready for longer utterances:
they increase attempts at
they begin to put a sound ?
they begin too use ?
imitation of adult utterance
sound before or after word
supplementary gestures
no word should be chosen for production in a two word utterance until it is used reliably as a ?
otherwise you are attempting to teach 2 tasks: new .. and new… at one time
reliably as a spontaneous single-word utterance
two tasks - new form and new word at one time
What do we target?
children often maintain the intentions initiated in the single word phase, by increasing ? is a good place to start
some semantic categories are easier to learn as ? than others, because word order is ?
easy: word order follows the same ?
examples
harder (formula not as ? word order can ? )
example
semantic constructions
two-word combiantions/ because word order is predictable
word order follows same formula : negation, location, entity, attributio, possession, recurrence, state
formula not as stable, word order can change
action (action can come at beginning or end)
How do we teach word combos?
strategies/techniques to elicit two-word productions:
imitate child’s and ?
offer
point and look ? wait for child to
pivot schemes (carrier phrases) can be used with specific words that will quickly launch a child into ?
examples
utterance and ass word
offer choices
look puzzled/ wait for clarification
two word utterances
more…
lookit…
this/that…
want….
hi/bye…
no….
Longer utterances:
once two word combos begin to develop, children typically move quickly to even longer utterances for example:
mommy throw ball (..+..+..)
mommy sit chair (..+..+..)
targeting these longer utterances is important as well as beginning to integrate other ?
…phrases
…morphemes
….
agent+action+object
agent+action+location
grammatical structures
prepositional phrases
grammatical morphemes
pronouns
Shared book reading aka?
shared book reading offers opportunity to build symbolic language with ?? rather than ? as the target
offering opportunities to … and… pictures, ask ? respond to the child by ? and giving the child time to ? is important for language learning
initial books do not need ? …suffice
interactive rather than passive techniques
comment on and discuss pictures, ask questions, respond t child by adding a little more info, and giving child time to respond is important
plot/ pictures suffice
Language modeling: when we model language for children our sentences should contain all the ? even if we do not expect the children to ?
when parents use telegraphic speech:
spoken language has lower
using full grammatically correct sentence will help child build an accurate ?
linguistic input we provide to children should be .. and….
required grammatical elements / children to imitate those elements in their own productions
lexical diversity
accurate auditory image
complete and well formed
Langauge Modeling: basic strategies to teach parents/caregivers
include ? and ? these may alert children to grammatical word ? and underlying
at minimum the adult’s langauge model should be slightly more ?
increase ? increased? and a slower ? has been shown to facilitate ?
consider that it may actually be that… something is said is more important than … is said
words and inflections/classes and underlying meaning
advanced than the child’s production
pitch variability, increased loudness, and slower rate/ facilitate comprehension in children with language impairment
how / what
