CSD 611 Final Exam Review PDF

25 questions, 75 points, Case study Newborn reflexes (matching) ○ Root Reflex where a newborn turns their head toward a touch on their cheek, facilitating feeding. ○ Suck Reflexive sucking motions are initiated when something...

25 questions, 75 points, Case study Newborn reflexes (matching) ○ Root Reflex where a newborn turns their head toward a touch on their cheek, facilitating feeding. ○ Suck Reflexive sucking motions are initiated when something touches the roof of the baby’s mouth. ○ Moro The startle reflex is triggered by a sudden noise or movement, where the baby extends arms, arches back, and then brings arms together. ○ Tonic neck Known as the "fencing position," when the baby turns its head to one side, the arm on that side stretches out while the opposite arm bends. ○ Grasp Reflex where a baby closes their hand around an object placed in their palm. Babinski A response to a firm stroke of the sole of the foot, where the big toe moves upward and the other toes fan out. Piaget’s stages: (matching) ○ Sensorimotor (Birth-2 years) Infants explore the world through their senses and actions, developing object permanence. ○ Preoperational (2-7 years) Children begin to use symbols, such as words and images but lack logical reasoning. ○ Concrete operational (7-11 years) Development of logical thinking about concrete events; grasping conservation and classification. ○ Formal operational (12 years and up): Development of abstract reasoning and hypothetical thinking.  Teams (frq?) ○ Multidisciplinary Professionals work independently, with minimal collaboration, and focus on their area of expertise ○ Interdisciplinary Professionals collaborate and communicate to develop integrated goals while maintaining separate evaluations and services. ○ Transdisciplinary Roles and expertise are shared among team members, often with one primary provider implementing strategies from multiple disciplines. Established risk vs at-risk ○ Established Risk: diagnosed medical condition with a high probability of leading to a developmental delay (premature birth, down syndrome, hearing loss, genetic risk factors, family history) ○ At-Risk: a child may be susceptible to a developmental delay based on factors such as family history and environment. There may be signs that can occur later down the road Gestures (Matching w/example) ○ Timeline/ Types Deictic gestures: 8-12 m Gestures that indicate or direct attention to an object, event, or location in the child’s environment. These gestures are used to request or show interest ○ Showing (8-10 m) ○ Giving ○ Pointing(10-12 m) ○ Ritual request Representational gestures: 12-16 m Gestures that represent specific meanings or actions, often visually similar to the object or action they represent ○ Iconic ○ Symbolic  ○ Baby signs Emblem gestures: 24-27 m Conventional gestures with specific meanings that are understood within a culture are often socially learned ○ High 5 ○ Okay ○ Thumbs up Beat gestures: 24m + Gestures are used to emphasize or give rhythm to speech without specific meaning on their own. ○ Rhythm ○ Emphasis Gesture use in specific disorders Toddlers with a variety of disabilities use fewer gestures Limited range of gestures is associated with ASD and developmental disability Children with ASD and Down syndrome are frequently delayed in pointing Lack of combining gestures with gaze and vocalization is associated with language delay and ASD Children with Down syndrome rely on gestures over words Using gestures to label objects beyond 20 months may indicate language delay Stages of communication ○ Perlocutionary- birth-8 months; pre-intentional stage/foundational Where caregivers interpret behaviors like crying or cooing as meaningful. ○ Illocutionary- 8-12 months; use of gestures and vocalizations Intentional communication through gestures, vocalizations, and eye gaze to convey wants or needs. ○ Locutionary-12-18 months use of words to communicate Use of words to communicate with intent, often paired with gestures initially. ○ Prelinguistic vs linguistic Prelinguistic (before language):  Communication before using spoken words, including cooing, babbling, gestures, and vocalizations. Linguistic (language): Communication using spoken or signed language, beginning with first words and progressing to complex sentences. Speech/language development (birth to 3) (milestones for receptive/expressive) (Drop down selection, atypical vs typical) ○ Timeline Birth to 3m Receptive language ○ Quieted by familiar voice ○ Cries, wakes at loud sounds Expressive language ○ Small, throaty noises 3 to 6m Receptive language ○ Respond to pleasant voice w/ cooing ○ Watches speaker’s face ○ Turns head to sounds Expressive language ○ Laugh out loud ○ Cries differently for hunger, discomfort ○ Produces vowel sounds 6 to 9m Receptive language ○ Respond to soft speech ○ Stop action when told “no” ○ Turns head directly toward sounds, voices ○ Notices routine words w/ gesture Expressive language ○ Babbles (CV) ○ Variety of rising & falling sounds ○ Makes raspberry sounds 9 to 12m Receptive language ○ Follows simple directions w/ gestures  ○ Responds to name ○ Turns & locate sounds Expressive language ○ Vocalize to get attention ○ Imitate sounds ○ Can say several consonant sounds in several pitches 12 to 18m Receptive language ○ Identifies familiar people, things, pets ○ Follow simple directions w/o gestures ○ Enjoys music Expressive language ○ Uses 2-3 words spontaneously ○ Imitate simple words ○ Babbles to sound like real speech ○ Point to request object or draw attention to person or event 18 to 24m Receptive language ○ Point to 2 or more body parts ○ Identifies pic of 5 or more common object Expressive language ○ Vocab 20+ words ○ Uses jargon with words ○ Says “no-no” in response to commands 24 to 30m Receptive language ○ Respond to 2 part commands ○ Listen to simple stories ○ Understands: yours, my, mine Expressive language ○ Makes simple sentences (2+ words) ○ Vocab 50+ words ○ 50% of speech is understood by unfamiliar people 30 to 36m Receptive language  ○ Answers “what” & “who” questions ○ Identifies objects by use (show me what you sit on) ○ Follows simple conversation ○ Understand basic concepts: little, big, in, on Expressive language ○ Uses 2-3 word sentences ○ Asks “what” “where” questions ○ Uses plural and some verb tenses ○ 50-75% of speech is understandable by unfamiliar people ○ Words: Age of 1: 1 word 18 months: 10-15 words Age of 2: 50 words + emerging 2 word phrases Family Centered Services (Short Essay) ○ What is ECI? Early childhood intervention range of services and support provided to young children who are at risk for delays or disabilities ○ Why? Families are the primary influencers in a child’s development. Services that engage families are more likely to generalize skills to daily life. ○ Benefits Builds caregiver confidence and competence. Enhances consistency and follow-through at home ○ Team models Multidisciplinary: Professionals from different fields work independently, addressing goals specific to their expertise without significant collaboration. Interdisciplinary: Professionals collaborate on shared goals, integrating their expertise while maintaining distinct roles.  Transdisciplinary: Team members share roles and responsibilities, often with one primary provider implementing strategies across disciplines. Assessment (Scenario, which assessment to use on a case) ○ Guidelines Use standardized tools, caregiver interviews, and naturalistic observations to gather comprehensive data. Involve the family in the assessment process to identify priorities and concerns. Assess the child in multiple settings, such as home and school, to understand their communication in different contexts. ○ What to include Developmental history and caregiver concerns. Direct observations of the child’s communication and play behaviors. Strengths and areas of need in receptive and expressive language, social skills, and motor development. Recommendations for intervention goals and strategies ○ Types of Assessment: DAYC-2 (Developmental Assessment of Young Children, Second Edition) A comprehensive tool that assesses the developmental abilities of children from birth to 5 years in areas such as cognition, communication, social-emotional development, motor skills, and adaptive behavior. REEL-4 (Receptive-Expressive Emergent Language Test, Fourth Edition) Measures receptive and expressive language skills in children from birth to 3 years by gathering information from caregivers to evaluate language milestones and identify potential delays. PLS-5 (Preschool Language Scale, Fifth Edition) Assesses language development in children from birth to 7 years. It evaluates auditory comprehension and  expressive communication skills, focusing on preverbal behaviors and more advanced language abilities. BDI-3 (Battelle Developmental Inventory, Third Edition) Evaluates developmental milestones in children from birth to 7 years across five domains: adaptive, personal-social, communication, motor, and cognitive skills. It is often used for early intervention and developmental screenings. Language intervention strategies ○ Guiding considerations Focus on specific needs, Incorporate into routines, etc. ○ Responsive/directive/blended Responsive Strategies: Focus on following the child’s lead and providing natural, contingent responses to their communication attempts. Directive Strategies: Structured, adult-led activities targeting specific goals, often using modeling and prompting. Blended Approach: Combines responsive and directive strategies to balance structure with child-led interactions. ○ Interactive/verbal/environmental Encourage turn-taking during play and conversation. Foster joint attention by engaging with the child in shared activities. Use imitation to build social connections and encourage new sounds or words Use simplified, repetitive language to support comprehension. Expand on the child’s utterances to model more complex language. Provide choices to encourage verbal responses. ○ Specific strategies Hanen Program Hanen Program ○ Responsiveness  The way in which caregivers or educators react to a child’s verbal and nonverbal cues Listening actively Following the child’s lead Modeling language Using wait time Matching the child's pace ○ Child-directed speech CDS is about adapting your language to the child’s developmental level, interests, and communication style to foster more effective communication and learning Simplified language Higher pitch and warmed tone Slower rate of speech Repetition Exaggerated facial expression/gestures Engagement with child’s interest Expand language