Module 6 Flashcards
Referral of Toddlers for Speech-Language and other services:
referral if
need of ?
what service?
not already identified earlier
evaluation if already in system, but not yet receiving services
child find
Establishing eligibility for toddlers through part C of IDEA:
children may receive services from birth-3 years of age under 2 premises
1.
2.
documented disability:
- at risk for developmental delay (birth anomaly, high risk situation)
delay established through eval.
-intervention services may be preventative during this stage
specifically working with families to build capacity and prevent potential delay/disability
Establishing eligibility for toddlers through private sector services
- guidelines less
- generally follow
- must fall ?
- …. guidelines
clear
ICD-10 and DSM-IV
outside of average range
ASHA
special considerations:
standard scores from norm-referenced assessments are only? additional info should be obtained through?
is functional communication? it is possible to have a? we should only intervene when?
is it a ? or a ? It may be difficult to determine in the toddler phase if a child is truly ?
always involve?
make appropriate ? If a child is an ELL it could be a ?
part of the assessment process is connecting families to ?
one piece of the puzzle/non-norm referenced assessments to give a wholistic picture of the comm. function
negatively impacted/below average score on a norm-referenced assessment and have functional comm./negative impact on child/family’s life
delay or disorder/ exhibiting a language disorder
family in assessment and eligibility decisions
accommodations and considerations for toddlers from diverse backgrounds/a language difference during toddler years
families to appropriate resources
Family-centered practice and transition planning
- … recommended practices
- resources form
DEC
ECTA
Planning for transition of services
transition from part B to C on ?
3rd bday
Language delay or late bloomer
small? with more?
-without verbs
receptive language is often ?
limited? play is primarily comprised of ? what is limited
social skills are ? and what may be present
-decreased
number of gestures used by late-talking children with ? can indicate? therefore,
age of diagnosis: the older the child
phonology skills are ? child has less ?
progress in language development: although a child may be slow in language development, he or she should still be doing ? children with a disorder often do not ?
expressive vocabulary/ general verbs (verbs that take a do rather than ones that do not take do) / children do not know enough words to create a variety of combinations
- impaired in language disorders, with a gap between production and comprehension
- play skills/manipulation of objects or grouping/ symbolic and combination play is limited
comparably low expressive language skills can indicate later language abilities/ less gestures often a sign of disorder
at time of diagnosis, less positive long term outcome
delayed/disordered/ vocalizations than expected with limited babbling, limited consonants/vowel errors, restricted syllable structure
new things with language at least every month if they are delayed/ make consistent progress or their progress does not occur in typical developmental order
additionally it is important to consider contributing factors, external to the child that may be influencing their language dev. and progression
- males are ?
- the presence of ? can delay language development, but once remedied
- children from low SES background, particularly those with ? may be presented as ? but with exposure to ?
more likely than females to have a disorder
otitis media/ language development often catches up
low maternal education/delayed/developmentally appropriate preschool and programs can make rapid progress
Screening and Models for comprehensive assessment of toddler development
screening toddlers to determine need for further assessment:
-early ?
-ages
-screens?
Battelle developmental inventory 2 -ages -what versions available -screens for leads to ?
screening profiles
- 2-6.11
- five major developmental areas
birth-7.11
- spanish and english
- five major developmental areas
- full scale eval. (BD-2 full assessment)
models for comprehensive eval. of development:
- multidisciplinary assessment
- in this assessment mode?
- for toddlers this will likely include ?
- while the assessment is completed? each professional is responsible for
two or more separate professionals complete a developmental assessment simultaneously
- an early childhood special educator , the SLP and other related service providers
- collaboratively/admin. of own assessment items
transdiciplinary assessment: similar to ? this involves
-the key difference is the ?
as an example, the SLP may present tasks related to
this model allows or a ? which is particularly helpful for children with
multidisciplinary assessment
- two or more professionals completing a dev. assessment simultaneously
- release of roles across team members
- fine motor skills
- holistic approach
- multiple developmental needs
arena assessment: arena assessments can either be ? here the difference is the presence of ?
multidisciplinary or transdisciplinary
-multiple toddlers and their families in one room rotating through a series of stations
play-based assessment: valid and appropriate model to observe a child’s?
rather than using ? materials specifically included to address ?
performance in more natural context that offers authentic info and much more descriptive of functional comm.
-contrived tasks and materials/address the emerging talents of young children at play will yield more authentic results
Areas of assessment for toddler language and considerations for ASD:
assessment of communicative intention: -use ? -observe with ? -ask about proto-imperatives: -request for -request for -... or... proto-declaratives: -showing or - -calling discourse ? -request for - - note .. and... consider
naturalistic contexts and across these contexts
- familiar persons
- functional comm.
requesting action of others
- objects
- action
- rejections or protests
statements or calling of attention
- pointing to object to establish joint attention
- comments
- calling attention to self
functions (reference to previous speech acts)
- information
- acknowledgements
- answers
frequency and form (gestures, words, combination)
-context and communicative partner
assessment of play: What test ? children with cognitive disabilities show less? -symbolic play will often be -children may be less likely to ? -children may engage in less? and more ? -play may be less
Communication and symbolic behavior scales (CSBS)
- combined play sequences
- delayed
- initiate play and more frequently engage in isolated toy directed behaviors
- social interactive play/non-play activities
- cognitively sophisticated
