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What is an example of underextension in early lexical acquisition?
Which factor is NOT part of the SICI Continuum related to word acquisition?
When does the vocabulary 'spurt' typically occur in early lexical development?
Which of the following best describes fast-mapping in language acquisition?
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What is characteristic of the early lexicon in terms of word types?
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Which speech act involves prompting someone to take a specific action?
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What semantic role describes the doer of an action in a sentence?
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Which of the following represents a semantic relation where an action is linked to a location?
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In the context of converging evidence, what does the term refer to?
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Which of the following does NOT describe a semantic role?
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What characteristic distinguishes the MacArthur Bates evaluation tool for the developmental group of 8-18 months?
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Which statement about direct intervention is true?
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What is the primary focus of indirect intervention?
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How does caregiver coaching impact caregivers according to the mentioned content?
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What is a key aspect of Enhanced Milieu Teaching (EMT)?
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Which of the following is NOT a characteristic of standardized tests for communication evaluation in young children?
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What is the recommended approach for providing effective language intervention to toddlers?
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What is the goal of the Enhanced Milieu Teaching (EMT) approach?
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What should be considered when making a diagnosis in language assessment?
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Which of the following is NOT a part of the intervention recommendations?
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What do SMART goals emphasize in language intervention planning?
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How does family-centered practice manifest in early intervention settings?
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What role do caregivers play in the preschool team during transitions out of early intervention?
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What is a critical factor to include when making a prognosis for a young child?
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Which assessment method would provide insights into a child's natural language use?
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In a clinic setting, what is an important step after gathering all information about a child?
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What is the primary goal of Enhanced Milieu Teaching (EMT)?
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Which procedure involves giving a cue and waiting for the child to respond verbally?
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What does the strategy of environmental arrangement entail in the context of EMT?
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Which strategy focuses on expanding a child's utterance into a longer sentence?
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In the context of EMT, what does 'reciprocity' emphasize?
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How does the strategy known as 'focused stimulation' function?
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Which group is specifically associated with needing Total Communication Approach (TCA)?
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What does the 'Mand model' procedure involve?
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What is a key characteristic of 'time delay' in language learning?
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In the context of language learning, what does 'buildups and breakdowns' aim to achieve?
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What common misconception is addressed by teaching 'imitation' as a foundational language learning strategy?
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Which intervention strategy is particularly emphasized for children with Late Language Emergence (LLE)?
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Why is language sampling (LSA) used in the emerging language stage?
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What aspect of communication does 'narration and descriptive talk' emphasize?
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Study Notes
Early Lexical Acquisition
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Fast-mapping: the initial and quick connection made between a referent and a novel word
- This process is fast and loose, resulting in potential over- or under-extensions
- Under-extension: applying a word too narrowly (e.g., "chair" only refers to a specific chair, not all chairs)
- Over-extension: applying a word too broadly (e.g., "chair" refers to anything you can sit on, not just chairs)
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SICI Continuum: accounts for factors beyond grammatical categories in word learning
- Factors like shape, individuality, concreteness, and imageability are more important for early development than grammatical category.
Characteristics of the Early Lexicon
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Dominance of Nouns: the majority of a child's first 50 words are typically nouns
- However, all grammatical categories may be present, but animate nouns are acquired earliest.
Components of a Thorough Evaluation
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Standardized Tests: MacArthur Bates and Preschool Language Scale are communication-specific standardized tests
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MacArthur Bates: assesses receptive and expressive vocabulary and skills, focusing on words and actions used by the child, includes games and routines
- Targets children from 8-18 months, provides percentile rank
- Preschool Language Scale: communication-specific test used to evaluate language development
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MacArthur Bates: assesses receptive and expressive vocabulary and skills, focusing on words and actions used by the child, includes games and routines
Intervention for Emerging Language
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Direct Intervention: typically facilitated by an SLP
- Child-led: creating environments that spark the child's interest
- Clinician-directed: sometimes more effective, but should be combined with indirect intervention
- Focuses on building the foundation for language development
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Indirect Intervention: delivered by caregivers, daycare providers, or anyone trained to understand the approach
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Caregiver coaching: evidence-based approach utilizing naturalistic language input throughout the day
- Focuses on improving self-efficacy for caregivers and enhancing language outcomes for children
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Caregiver coaching: evidence-based approach utilizing naturalistic language input throughout the day
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Ideal Approach: both direct and indirect interventions work together to provide comprehensive support.
Caregiver Coaching
- Teach, Model, Coach, Review: the key elements of caregiver coaching
EMT Foundations: Enhanced Milieu Teaching
- Purpose: to provide therapy for social interaction and support brain development through interaction
EMT Core Principles
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Responsive Interaction: following the child's lead, responding to verbal and nonverbal initiations, providing meaningful, semantic feedback, and expanding on the child's utterances
- Serves as the foundation of EMT
- Caregivers are coached on responsivity education
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Naturalistic: Utilizes the child's natural environment and activities for learning
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Flexible: adapts to the child's interests and needs
EMT Core Procedures
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(Elicited) Model: verbally modeling the desired language and waiting for the child to repeat it
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Mand Model: using a verbal prompt or question to elicit language (e.g., "say ___", "what do you want?")
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Time Delay: pausing to provide opportunities for the child to respond, offer visual choices, or provide assistance, depending on the child's needs
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Incidental Teaching: taking advantage of natural opportunities within the environment to elicit language
- Involves environmental arrangement to create learning opportunities
Strategies for Within and Alongside EMT
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Environmental Arrangement: using high-interest materials that elicit responses, arranging materials strategically (2-3 at a time), and managing materials to maintain the child's engagement (e.g., turn-taking, gatekeeping)
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Responsiveness: following the child's lead, expanding on their utterances, employing a "serve & return" approach, and serving as the foundation for EMT
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Buildups + Breakdowns: building up the child's production and then breaking it down into smaller parts for easier imitation and comprehension
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Imitation: acknowledging the importance of direct models, particularly for children with DLD who may rely heavily on them
- Focuses on teaching an imitation hierarchy
- SLP imitates child, child imitates SLP, child imitates with a delay after SLP, child produces spontaneously
- Focuses on teaching an imitation hierarchy
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Expansion + Recasting: expanding on the child's utterance into a longer sentence and recasting it in a different grammatical form, or simply extending the child's utterance
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Narration/ Descriptive Talk: using self-talk, labeling, parallel talk, and toy talk to describe events happening.
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Focused Stimulation: providing multiple examples of the target, embedding them in meaningful communicative contexts, and offering opportunities for production
- Improves both comprehension and production
EMT Adaptations for Specific Groups
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Total Communication Approach (TCA): using and accepting all forms of communication equally
- Applicable to children who are Deaf/HOH, as well as those with diagnoses like CAS and ASD
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Down Syndrome: emphasizing communication in joint engagement play, teaching play skills, and recognizing a visual learning style
- Generalization can be challenging for this group
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Autism Spectrum Disorder (ASD): focusing on joint attention, symbolic play, engagement, regulation, and play and engagement skills
- Increased intervention may be necessary for late language emergence
- Importance of imitation and receptive language
LSA in the Emerging Language Stage
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Language Sample Analysis (LSA): analyzing the child's language production in natural settings, not just during standardized testing
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Why Use LSA:
- to examine a child's language production in more naturalistic environments
- to assess a broad range of skills
- to analyze repeated patterns over time
LSA What to Assess
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Speech Acts: how a child uses language for different purposes
- Labeling, requesting actions, requesting answers, calling, greeting, protesting, answering, repeating, practicing
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Semantic Roles: the relationship between words in a sentence
- Action, agent, existence, recurrence, nonexistence, rejection denial, attribution, possession, locative action, state, demonstrative
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Semantic Relations: the relationship between words in a sentence based on their meaning
- Agent + Action, Action + Object, Agent + Object, Action + Locative, Entity + Locative, Possessor + Possession, Entity + Attribute, Demonstrative + Entity
Converging Evidence
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Converging Evidence: consistent patterns across various assessment results
- Multiple assessments provide a stronger picture of a child's abilities
- Components of a thorough evaluation include caregiver interviews, case history, observations, standardized tests, LSA, and dynamic assessments
Putting it all Together
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Diagnostic Considerations:
- Significant deficits in form, content, or use of language
- Significant deficits in comprehension or production
- Impacts on daily living
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Prognosis: future plans and short-term prognosis for young children
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Intervention Recommendations: suggested goals, benefiting from intervention, progress monitoring procedures
Family-Centered Practice
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Early Intervention: uses the IFSP (Individualized Family Service Plan) to incorporate the child's skills within their home environment and routines
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Clinic Settings: synthesizes all collected information, collaborates with caregivers on goal setting, and implements evidence-based practices
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Goal Selection: SMART goals: Specific, Measurable, Attainable, Realistic, Time-based
Rationale for Caregiver Coaching
- Caregiver coaching is crucial for enhancing a child's language development in their natural settings.
Interprofessional Practice
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Preschool Team: involves caregivers, SLPs, teachers, OTs, and other professionals as needed
- Collaboratively evaluates the child (0-3 years old) and develops an IFSP
- Provides ongoing speech and language support
- Focuses on goal selection that promotes the child's skill development within daily routines and settings.
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Description
This quiz explores key concepts in early lexical acquisition, including fast-mapping, under- and over-extension of words, and the SICI continuum. Additionally, it highlights the characteristics of a child's early lexicon, emphasizing the dominance of nouns and the role of standardized tests in evaluating vocabulary development.
