Preschool general Flashcards
language impairment
an impairment in comprehension and/or use of spoken, write, and or other symbol system which may involve the form, content, or function of language in any combination
2 theories/criterion of dx
- normativist – perspective is relative to environmental expectations, such as parent, teacher, and community, and has adaptive consequences
Neutralist – perspective is relative to objective measures such as standardized tests
how low is lang disordered on standardized tests
**Tomblin suggest child should be below the 10% tile or greater than 1.25 SD below mean
risk factors for infants include
- prenatal factors
- prematurity (38 weeks or under 5 lbs)
- genetic and congenital disorders
form, content, and use
**Bloom & Lahey
form: includes syntax, morphology, and phonology
content: semantic components of lang, vocabulary knowledge, and knowledge of objects and events
use: pragmatics
what do you need for treatment plan
***Paul & Norbury
…as important as etiology is for understanding a child’s condition, we need something in addition to develop an intervention program…which is a detailed description of the child’s current language function
procedural memory systems
important for rule based learning (grammar)
declarative memory systems
important for knowledge based learning (i.e. vocabulary)
reading requires both _____ and _____
***Hoover & Gough
reading requires both reading accuracy (the ability to decode single words) and reading comprehension (understanding connected text)
DLD places children at risk for ____
**Catts et al.,
DLD places children at a greatly increased risk for reading impairments, contributing to lower educational attainments
prelinguistic communication age range
9-18 mo
in this stage infants move from being participants in interactions to being intentional communicators ….they express intentions through signals to other but do not yet use conventional language
prelinguistic milieu training
**Warren &Yoder
used to help make transition to intentional behavior — arrange environment so a kid has to initiate a behavior or ask for it
book reading
waiting for the child to initiate interest in something in the book or looking or pointing, be face-t0-face during book reading, ask questions, verbally inviting child to interact
communication temptations
Wetherby & Prizant***
creating situations in which child is strongly motivated to try ti get a message across to an adult and then responding swiftly and positively when child attempts to communicate
emerging language state age
18-36 months
–period where lang delays will most be noted
when are kids combining words into simple 2-word sentences?
18 to 24 mo
by age 18 children will produce and average of _____ communicative acts per min
at 24 mo_____
18 mo: avg 2
24: avg 5 to 7
avg expressive vocab at 18 mo
24mo?
***Paul & Shiffer
18mo: 110 words
24: 312 words
why are gestures important
because they are another aspect of symbolic behavior, and are highly related to language in early development
why do a play assessment/?
provides a nonlinguistic comparison against which to gauge a child’s language performance
what can gestures predict?
gestures are important because they are another aspect of symbolic behavior, and are highly related to language in early development — may be an important prognostic indicator for children with delayed language
3 types of gestures
- deictic – showing, giving, pointing
- symbolic – recognition gestures (holding telephone to ear)
- symbolic play – feeding self from empty spoon
why assess comprehension? –why imp & who
***Bernhart et al
very important to evaluate because understanding words in the 2nd year of life is predictive of both expressive and receptive language development as much as 2.5 years later
comprehension guidelines:
12-18mo:
18-24mo:
24-36 mo:
**Bernhart et al
12-18mo: understand words without support of nonlinguistic cues
18-24 mo: understanding of 2-word instructions
24-36 mo: understanding of 3 instructions (but likely to rely on probable event strategy)
relationship between expressive language and phonetic inventory
**Mirak & Rescorla
kids with small expressive vocabularies also show small phonetic inventories of consonants and a restricted number of syllable shapes
—-for treatment for these kids make sure you introduce new words that contain sounds that are already in their reperotire
the ability to combine words syntactically to produce new semantic relations is an important development during what range?
18-36 mo
why use gestures?
***McGregor
encourage parents to use gestures as they talk with their toddlers, both to indicate referents for words and to serve as accompaniments to words can enhance children’s word learning
what treatment —
if cognitive and social development are immature and nonverbal intentional communicative skills are not present or just emerging?
—increase nonverbal communication and the development of social and cognitive precursors (joint attention, turn taking, imitation, anticipatory sets)
what treatment —
if nonverbal intention communicative skills are present but frequency and range are limited?
**using old means, new functions
facilitate the child’s communication of early intentions such as requests, comments, greeting, and protests using differeientied vocalizations, showing, giving, pointing, and eye contact
what treatment —
if child is ready to use words to express communicative intentions?
facilitate the development of early vocab to code relational and substantive knowledge to express early communicative functions that the child already has in his/her repertoire including requests, comments, protest, greetings
what treatment—
if child is using words and gestures for communication?
facilitate the production of 2 word combinations to express early semantic relations such as agent-action, demonstrative-entity, action-object, nonexistence, reoccurrence,etc
if language comprehension skills are below those expected for the level of communication demonstrated
foster receptive language skills by facilitating comprehension of
- -a small repertoire of early words phases
- -words for objects that out of view
- -2 word combinations
- -single step/multi-step commands
- -location relations
Communication temptations
***Wetherby & Prizant
a hybrid method of intervention that does not require a specific response; clinician structures the situation and provides multiple opportunities and models for the child
prelinguistic milieu teaching
**Warren & Yodder
arranging the environment to elicit child communication, focusing on and following the child’s attentional lead, embedding instruction in ongoing interaction, focusing on specific target behaviors, and using prompts and reinforcement to elicit and maintain communication behaviors
script therapy
***Olswang & Bain
–embeded language training into the context of familiar routines
—play provides the background, but the focus is using the target language forms and functions — clinician takes a stronger leadership role in the activity, modeling what the child is to say and requesting that the child say the target forms
—**can service as frames for developing vocal, morphosyntax, and pragmatics
different treatment methods for using intentional communication
communication temptations
prelinguistic milieu teaching
scrpit therapy
Developmental Social-Pragmatic Model (DSPM)
**Gerber
- -language is never learned without the child’s engagement
- language acquisition requires effort as the young child’s cognitive resources compete for the many aspects of developmental she/he is engaged in
- -the child plays an active role in his language development
- -language is learned in natural contexts and familiar schema
- teach lang while communicating real messages
- -teach language by providing concentrated, salient examples of a single pattern
- -teach language and then “up the ante”
treatment for semantics
increase range of ideas the child can talk about
- increase vocal size and appropriate noun us
- develop underlying semantic representations
- increase interconnections between vocabulary items
- enhance underlying phonological representations (recognize and produce rhymes, segment sentences into words, segment words into syllables)
- increase range of semantic relations expressed between clauses (sequential, causal, temporal, adversative, conditional)
indirect language stimulation/facilitated play
***Junker & Stockman
- contingent feedback (saying something relates to what the child said/did)
- balanced turn-taking (letting the child lead and then responding, rather than using extensive questions and initiations to get the child to talk)
- extension of the child’s topic (saying something that gives more information about what the child just did/said
18 mo PLAY (5)
**Westby Play Scales
- uses one realistic object at time
- familair everyday activiyies in which child is active participant (eating and sleeping)
- short, isolated pretend actions
- autosymbolic pretend (ex: child feeds self pretend food)
- language used to get and maintain toys and seeks assistance operating toys (“baby, mine, toys”
PLAY 22 mo (5)
***WESTBY
- uses 2 realistic objects at a time
- familair everyday activities that caregivers do (e.g. cooking, reading)
- combines 2 related toys or performs actions on two people (e.g. uses spoon to eat from play or feeds the mother and then the doll)
- child acts on dolls and others
- uses word combinations to comment on toy or action; uses word for intents, needs, feelings
PLAY 30 mo (3)
***WESTBY
- common but less frequently experienced or especially traumatic experiences (shopping, doctor)
- emerging limited doll actions (e.g. doll cries)
- talking to doll and commenting on dolls actions increase in frequency; uses
PLAY 3 yrs (4)
WESTBY**
- observed, but not personal experienced activities (police, firefighter); compensatory play — reenacts experienced events, but modifies original outcomes
- temporal sequences of multi scheme events (e.g., prepare food, set table, eat food, clear table, wash dishes)
- child talks to doll in response to doll’s actions (“don’t cry now)” and brief complementary role with peers (e.g., mother and child)
- use complete sentence with past tense and future aspect; children may comment on what they have just completed or what they will do next (dolly at the cake, I am going to wash dishes)
PLAY by 24 mo
***WESTBY
- use several realistic objects
- multischeme combinations of steps (e.g. put doll in tub, apply soap, and remove baby)
- talks to doll briefly; describes some of the doll’s actions (e.g. baby sleeping)
PLAY 3 1/2 years
**WESTBY
- miniatrure props, small figures, and object substitutions
- attributes emotions and desires to dolls: recprorcal role taking with dolls (child treats doll as partner – talks for doll and as caregiver)
- use dialogue for rolls and metalinguistic markers (“he said”) – use words to refer to emotions and thoughts
PLAY 4 years
***WESTBY
- imaginary props (language and gesture help set the scene)
- familair fantasy themes (e.g. batman); violent themes common
- planned play events with cause-effect sequences (e.g., child decides to play a birthday party and gathers necessary props and assigns roles)
- child or doll has multiple roles -
- child can handle 2 or more rolls in complementary rolls (dolls are doctors and pts)
- attributes thoughts and plans to doll
- use lang to plan and narrate the story line; use of connecting words (so, because)
PLAY 6 years
**WESTBY
- langauge and gesture can carry the play without props
- create novel fantasy characters and plots
- multiple planned sequences (plans for self and other players)
- more than one role per dolls (doll is mother, wife, doctor)
- elaboraton of planning and narrative story line; uses sentences with temporal markers, then, when, while, before, first, etc.
Brown’s stage 1
18-24 mo
- Basic semantic roles and relations
- 2 word utterances emerge
- word order is consistent
- Utterances are “telegraphic” with few grammatical markers
Brown’s stage 2
24-30 mo
- Grammatical Morphemes
- early emerging acquisition -ing, in, on, plural /s/
- use of no, not, can’t, don’t
- questions formed with rising intonation only
- sentences with semi-auxilliaries “gonna”, “wanna” “hafta”
Brown’s stage 3
30-36 mo
- modulation of simple sentences
- present tense auxiliaries appear (can, will)
- be verbs used incositently
- overgeneralized past-tense forms appear
Brown’s stage 4
36-42 mo
- emergence of embedded sentences
- fist complex sentence forms appear
- auxillary verbs are placed correctly in questions and negatives
- ireegular past tense, articles, and possessives aquired
Brown’s stage late 4-Early 5
-42-48 mo
- early emerging complex sentence types, including the following:
- full prepositional clauses
- wh- clauses
- simple infinities
- conjoined
Brown’s stage 5
48 - 60 mo
- later developing morphemes a quires such as:
- be verbs
- regular past tense
- third person /s/
- past tense auxiliaries used:
- reflexive clauses (right branching)
- infinitive clauses with different subjects
- wh-infinitve clasues
-basic sentence forms acquire
Synax use what??
BROWN’s stages!!!
Semantics 12-18 mo
average size vocab ______
& semantic roles _____
Average size vocal = 50 -100 words at 18 mo
semantic roles expressed in 1 word speech:
- agent
- action
- object
- location
- rejection
- denial
- nonexistence
**words are understood outside of routine games; still need contextual support for lexical comprehension
Semantics –
Average vocab at 18-24 mo
Understand _____ word relations
average vocab = 200-300 words at 24 mo
- undertsnads single words for objects out of sight
- understands 2-word relations similar to those expressed
-agent-action
-agent-object
-action-object
-action-location
entity-location
-demonstrative-entitiy
Semantics at 24-30 mo
understanding and use of questions about object (what?), people (Who?), and basic events (what X doing? Where X going?
Semantics 30-36 mo
use and understanding of “why” questions
-understanding and use of basic spatial terms (in, on, under)
Semantics 36-42
- semantics relations between adjacent and conjoined sentences include the following:
- additive
- temporal
- causal
- contrastive
- underrstands basic color words
- understanding basic kinship terms
Semantics 42-48 mo
use and understanding of “when” and “how”
- understanding of words for basic shapes
- use and understanding of basic size vocabulary
- begin to conjoin sentences with “and” and “because”
semantics 48-60 mo
- knowledge of letter names and sound emerge
- knowledge of numbers and counting emerges
- use of conjunctions when, so, because, if emerge
joint book reading threpy
***Kirchner
joint book reading provides excellent opportunities for adults to scaffold the child’s contribution to the interaction
—faciliate production within the child’s zone of proximal development
integrating narrative contexts into language intervention using story re-enactments
***Culatta
-narrative provides a fertile ground for addressing all aspects of language including vocab, syntax, morphonologu, and narrative structure
—talk about the elements and over time the child will begin to internalize story grammar structure
-maybe have the child act out the story; then have clinician act out the story and child is narrator
when does present progressive come in?
19 to 28 mo “she running”
when does in (prep) come in?
“milk in cup” 27-30 mo
when does on (prep) come in?
Doggie on chair 27-30 mo
When does regular plural come in?
“girls playing” 27-33 mo
when does possessive come in?
“daddy’s book” 26-40 mo
figurative language —
- metaphors?
- idioms?
use and understand non-literal language
- metaphors understood by 5 years and can understand by 10 years
- idioms (literal interpretation) - reliably undertsood by 12 to 13 years
when does reg past tense come in?
“mommy looked” 26-48 mo
peer models
**Paul
supports that peer models are effective for social and conversational skills
what is the purpose of intervention?
**Olswang & Bain
- change or eliminate the problem
- change the disorder
- teach compensatory/metacognitive strategies
- change the system
ZPD
***VYGOTSKY
zone of proximal development
an achievable challenge–target forms & functions the child uses in 10-50% of required contexts — do not target the forms that the child does not use or understand
always include _______ when working with preschoolers
visual supports
conversation treatment
***Brinton & Fujiki
-clinician guides conversation and supports targeted skills, focusing on assertive and responsive conversational behaviors
MLU 27-30 mo
2-2.5
MLU 31-34 mo
2.5 - 3.0
MLU 35-40 mo
3-3.75
MLU 41-46 mo
3.75 - 4.5
MLU 47+
4.5
5 main tx principles when working with children with apraxia
PRISM
- phoneme sequencing
- repetitive practice
- intentisty of treatment
- Selection of target utterances
- Multisensory of cues and feedback
CAS treatment should focus on ______ instead of individual phonemes
establishing increasingly complex sequenced articulatory movements
in CAS ______ should be addressed early on and throughout the tx process to establish ________
prosody
…to establish appropriate syllable and sentence level stress patterns
new forms old functions
***SLOBIN
when choosing targets for intervention, we must be careful to require that the child do only one new thing at a time
child with LD needs many more ____- than typically developing peers
many more exposures before acquiring language forms and concepts
***** Camarata & Nelson
new forms express old functions
***SLOBIN
the child can only do 1 new thing at a time
drill play
***Shirberg & Kwiatoski
child-centered treatment
***FEY
clinician arranges the activity so that opportunities for the client to provide target responses occur as a natural part of play and interactions
milieu communction training
***HANCOCK & KIESSER
–clinician uses imitation, prompting, and cueing during the course of naturalistic activities
-external reinforcements are used
EI is effective…who??
***CALMILLI et al
what is the most effective thing to focus on in treatment for children at risk for later reading problem?
***Dickenson et al.
—-focus on oral language instruction in preschool and kindergarden — include explicit teaching of phonemic awareness, letter-sound relationship, vocab, and language comprehension
grestures and laguage
Campone & McGreggor
over two…gestures are used to compensate for lack of language (because they are delayed)
