Module 9 Flashcards
Presymbolic =
before conventional signs, words, and or symbol use
If child is not giving clear signal of communication at all…
job is to coach parents to ascribe ?
and reinforce them as ?
with time and modeling those potentially comm. acts will become
comm. intent to their child’s attempts (as long as they aren’t maladaptive)
potentially communicative
true forms of intentional communication
The goal in developing comm. intent is to help children understand the idea that my behavior ?
-calls these?
makes things happens
stimulus-response bands
In the preintentional, presymbolic stage of lang. development, we:
first increase
then focus on increasing
the sophistication of the ?
freq. of comm. attempts
range of intentions expressed
forms used
Strategies to Develop Communicative Intent:
communication temptations and context manipulations
we create situations in which the child is motivated to communicate using:
temptations: create ?
manipulations:
minor challenges to what child expects to occur in familiar situation
arrange environment in unexpected way
In using communication temptations and environmental manipulations, our goals are to:
give the child practice at ?
give the child experience with being ?
initiating intentional behaviors (not being passive)
positively rewarded by his/her attempts (focus on FREQUENCY FIRST then FORM)
When child initiates we:
responding contingently regardless of?
shape the communicative act to a more? or shaping ?
what form
sophistiated production of that form / combinations of communicative acts (combining gaze with gesture)
Behavior Chain Interruption:
this is a technique to try to accomplish initial ? which is stopped or interrupted until a ?
the key to BCI is to find an activity truly ?
identify ?
interrupt?
wait for ?
prompt a more ?
response: wait for child to ?
generalize: try ?
intentional comm. utilizing favorite activity
comm. signal is given to continue
enjoyable activity for child
behavior chain - thing child LOVES
it- stop and wait
child to produce signal: could be something unconventional
sophisticated signal - want something conventional and something that can be generalized
imitate then continue
same request with other object/activity
Teaching gesture has 2 goals:
enhance comm with new?
and establish intentions that can be used to ?
mode of interaction
facilitate acquisition of speech or sign language
Types of gestures:
proximal:
examples
distal:
examples
make contact gestures
-touching, given, reaching for objects
no contact
-head shaking, pointing, waving
How to Teach Gestures:
use early ? to facilitate ?
use proximal gestures to facilitate ?
utilize enhanced natural gestures to facilitate ?
focus on gestures to accomplish communicative intentions such as ?
back and forth games / proximal gestures such as touching, reaching
distal gestures such as head shaking, pointing
interaction such as reaching, body positioning, pushing objects away
requesting(easiest to teach), rejecting, choice making
The goals of intervention for developing vocalizations and speech sounds productions for childrne in presymbolic stages of lang. dev. are:
increase
increase
consonant inventory
range of syllables shapes
Teach vocal ?
developing speech sounds begins by encouraging child to ?
vocal turn taking is all about establishing:
child makes a ?
adult ? in ?
if nothing happens: adult
if child makes sound:
reward … attempt
over time we introduce a new consonant based on ?
vocalize
back and forth routine (serve and return)
sound
imitate the child’s vocalizations in contingent imitation
makes sound again
adult repeats
any attempt
order of acquisition in TD
Teach Sound Imitation:
strategies for teaching sounds via imitation
target sounds that the child previously has produced ?
model sound-making during ?
follow a ? when introducing new target sound
-target early developing …
repeat ?
always ?
keep ? record both … produced spontaneously and in imitation
spontaneously and repeatedly
meaningful, motivating activities
developmental model when introducing new target sound
- consonants first (labial before back consonants)
sound in play
up the ante
data/ sounds and syllable structures
For young children not focus on ?
correcting errors of articulation - still using variety of phonological processes to simplify speech and that is OK
