Typical Communication Development Birth to 5

Question 1

What is games to words?

Answer 1

Children begin by demonstrating intentional gestures
Start to say first words by the end of this stage

Question 2

What is words to sentences?

Answer 2

Occurs at the toddler age
Start to combine words, 2 to 3 word phrases
Moving towards to conversations and stories but not there yet
Develop a lot of Brown’s Morphemes

Question 3

What is sentences to stories?

Answer 3

Mastered content-form-use and begin to use complex sentences to express meaning
Learned to use multi-utterance speaking turns and develop their ability to express narratives

Question 4

Bloom and Lahey’s model of language outlines which 3 aspects of language?

Answer 4

Content, form, use

Question 5

Content refers to …

Answer 5

Semantics, think of meaning

Question 6

Form refers to ….

Answer 6

Phonology
Morphology
Syntax

Question 7

Use refers to …

Answer 7

Pragmatics

Question 8

What does content (semantics) look like in children with DLD?

Answer 8

First words are delayed
Vocab is restricted and have problems finding the right word for known objects

Question 9

What does content (semantics) look like in culturally diverse children?

Answer 9

There could be differences based on what is taught on the home, influenced by what is deemed as important

Question 10

What does form (morphosyntax) look like in children with DLD?

Answer 10

Errors in speech production and poor phonological awareness
Errors in marking grammatical tense
Simplified grammatical structures, and errors in complex grammar

Question 11

What does form (morphosyntax) look like in culturally diverse children?

Answer 11

One language can influence morphosyntax in the other (this means that the child does not have DLD)
Example: using double negatives in English if the home language is Spanish

Question 12

Brown’s morphemes are an important part of …

Answer 12

Form (morphosyntax)

Question 13

What does use (pragmatics) look like in children with DLD?

Answer 13

Difficulties in understanding complex language, long conversations
Difficulties telling a long narrative
Difficulties understanding abstract and ambiguous language

Question 14

What does use (pragmatics) look like in culturally diverse children?

Answer 14

Differences in communication style between cultures
Example: are children seen not heard? Differences in what is considered polite

Question 15

Do form, content or use ever develop independently of each other?

Answer 15

Typically developing child: all develop together
ASD: may impact use
SSD: may impact form but not use or semantics
Wernicke’s aphasia: would also impact all 3
Difficulty in one area may lead to difficulty in other areas

Question 16

What does it mean to encode a message?

Answer 16

Actually saying the intended thing

Question 17

How do the steps of usage-based theory align with form, content and use?

(develop an intention > identify meanings > select syntactic frames > select lexical items > encode message)

Answer 17

Intention: use
Meaning: semantics
Syntax: Form

Question 18

What are the interactionist components of usage-based theory?

Answer 18

Intention reading: Child notices the intention of the communication partner; later knowshis own intention
Pattern finding: Child recognizes routines, and eventually schema (organizing thoughts and language)
Role reversal imitation: child starts doing things themselves
Event representations and scripts: early schema of their own