Exam 2 - Topics Review List (1).pdf

Exam 2 - Topics Review List Content Dates: 9/16, 9/18, 9/23, 9/25 Week 4 Early Lexical Acquisition Theories · Fast-Mapping: misuse of words ○ Fast (initial) mapping Formatting link between a specific referent and a new name...

Exam 2 - Topics Review List Content Dates: 9/16, 9/18, 9/23, 9/25 Week 4 Early Lexical Acquisition Theories · Fast-Mapping: misuse of words ○ Fast (initial) mapping Formatting link between a specific referent and a new name Fast and loose process ○ Related behaviors and common errors Under extension- overly restricted meaning A chair=chair but a office chair doesn’t = chair Overextension- overly broad meaning Anything you can sit on= chair · SICI Continuum ○ Explains what isn’t nouns ○ Unified development theory of word learning ○ Word acquisition depends on its characteristics, rather than grammatical category Shape Individuality Concreteness Imageability ○ Characteristics of the early lexicon · Mostly nouns ○ Most of first 50 words are nouns All grammatical classes may be present Animate noun vocabulary is learned earliest (alive and moving) · Vocab "spurt" at 18 months? ○ Burst when kids get more independent · Variability across children · Mostly GAP verbs early on - General all purpose verbs - verbs they use often ○ Words that are very familiar because modeled more frequently · Verbs increasing when vocab is 50-400 words (expressive vocab and syntax) ○ 21 months: 50% of children produce: 10 verbs ○ 24 months: 50% of children produce 37 verbs, vocab growing by 8 verbs per month ○ 27 months: 50% of children produce 85% of verbs Early Morphosyntactic Development Brown's Stages Stage 1 - Sentence types/semantic relations ○ 12-26 months: MLU= 1:0-2:0 which is not useful at this age because too young ○ Sentence type emerge when vocab reaches 50 words ○  ○ Operations of reference: Nomination, recurrence, negation - denial, negation-rejection, negation - nonexistence ○ Semantic relations: action + object, action + agent, agent + object, action + locative, entity + locative, possessor + possession, entity + attributive, demonstrative + entity Stage 2 - Morphemes + MLU ○ 27-30 months ○ MLU: 2.0-2.5 ○ ○ Prepositions, present progressive, plurals Stage 3- Morphemes + MLU ○ 31-34 months ○ MLU: 2.5-3.0 ○ ○ Uncontractible copula, possessive, irregular past tense Assessment for Emerging Language Basic differences between Early Intervention and clinic settings IFSPs ○ Similar to IEP for 0-3 years old ○ Developed and implemented with a team-based approach ○ Team evaluates the child and meets with the parent or caregiver to develop the plan ○ Caregiver input ○ Routines-based goal selection · Collaborative goal setting in the clinic setting  ○ Put all the information together Caregiver interview Any observational data Child language sample analysis and testing results ○ Explain to the caregiver why you are selecting certain goals and talk about how to incorporate them ○ Respect caregivers’ goals too! Mold the goal to something realistic if necessary Components of a thorough evaluation (some review here!) Characteristics of standardized tests for this developmental group MacArthur Bates (standardized) ○ Communication-specific ○ Receptive & expressive vocab and skills checklist ○ Types of words and actions child uses/does ○ games/routines ○ 8-18 months ○ Percentile rank Preschool Language Scale ○ Communication-specific Intervention for Emerging Language Direct vs. indirect - decide which one it is, based on a description · Direct: usually delivered by SLP o Usually child led (what to create in an environment to spike their interest) o Clinician directed sometimes more effective o Should be used in combination with indirect intervention for toddlers o Everything we say contributes to the child’s development o Children are naive and when you work with them it is building the pathway of their brains · Indirect: delivered by caregivers, daycare providers, anyone who can be trained o Caregiver coaching (parents, grandparents, family, nanny, daycare provider ect.) § Evidence based  § Naturalistic language input throughout the day § Caregivers can be trained effectively § Improves feelings of self-efficacy for caregivers at home and in center-based programs § Better language outcomes for children · Together: ideally child receives both styles simultaneously Caregiver Coaching (some review here!) - Teach, model, coach, review EMT Foundations: Enhanced Milieu Teaching: provide therapy for social interaction (brain learns better when interacting) EMT Foundations Responsive Interaction Naturalistic Flexible 1. Responsive Interaction ○ Look at what the child is responding to and following the childs lead ○ Responding to child nonverbal and verbal initiations ○ Foundation of EMT ○ Meaningful semantic feedback ○ Expanding on the childs utterances - Coach caregivers via responsivity education 2. Enhanced Milieu Teaching Naturalistic, flexible and responsive interaction Evidence based Can be direct or indirect Emphasis is on caregivers as teachers + generalization Based on behavior, development, social-interactionist goal= functional communication in child’s everyday environment Emphasis on reciprocity, turn taking, following child’s lead EMT Core Procedures - identify which one is used based on a description · (Elicited) model  - Verbally model - Give a cue and wait for them to say it · Mand model - “say ___” - what do you want? Or some other question or verbal mand · Time Delay - Pause to elicit response, visual choice, assistance, inadequate portion · Incidental teaching - Using what you have in environment to elicit language learning opportunities - Environmental arrangement - Improving conversational skills about certain topics - If child initiates request, use model, mand-model, or time-delay Strategies for within and alongside EMT - identify which one is used based on a description · Environmental arrangement: - High interest materials that elicit responses (multiple parts, turns, at play level of child) - Arrange materials (2-3 at a time) - Manage materials (take turns, gatekeeper of materials, keep childs interest by taking new things out) · Responsiveness - Following child’s lead - Expand on child’s utterances - Serve & return - Foundational for EMT · Buildups + Breakdowns - Build up child’s production and then break it back down - Easier imitation and comprehension · Imitation - Kids rely on direct models (usually about 50 reps) - Foundational language learning strategy - Children with LLE or DLD imitate less frequently, rely on direct models and instruction more - Teach imitation hierarchy - Slp imitates child, child imitates LSP model, child imitates delayed after SLP model, eventually child produces target spontaneously · Expansion + Recasting  - Expanding on child’s utterance (longer sentence) - Recasting what they said but in a different way (or in a grammatically correct way) - Extending is the same as expansion but not necessary to repeat child’s utterance · Narration / Descriptive Talk - Caregiver talks about events happening - Self-talk, labeling, parallel talk, toy talk · Focused Stimulation - Multiple examples of target - Meaningful communicative contexts - Provides opportunities for target production - Improves comprehension and production - If expressive language is higher than receptive it is a red flag - Teaching a nice vocabulary to understand the use for something EMT Adaptations for specific groups (TCA, DS, ASD) - Total communication approach TCA - Using and accepting all types of communication equally (not just verbal) - Children who are Deaf/HOH, but other diagnoses like CAS and ASD as well - Down Syndrome - Model communication in joint engagement play - Teach play skills - Visual learners - Difficult to generalize it - Autism Spectrum Disorder ASD - Joint attention, symbolic play, engagement, regulation  - Play and engagement skills - Increased intervention for late language emergence - Imitation, receptive language focus Week 5 LSA in the Emerging Language Stage Why and how we use LSA, possible outcome measures Why?: ○ child’s language production in more naturalistic environment (not standardized) ○ Variety of skills can be described ○ Can be controlled repeatedly overtime What? ○ Speech acts ○ Semantic roles + relations ○ Sentence diversity Elicitation and analysis methods Identify an act, role, or relation based on a description of how it was used. · Speech acts (Dore) - Labeling - Requesting action - Requesting answer - Calling - Greeting - Protesting - Answering - Repeating - Practicing - Spoken while attending to an object or event · Semantic Roles: relationship between words in sentence - Action - Agent - Existence (entity) - Recurrence - Nonexistence (negation) - Rejection (negation) - Denial (negation) - Attribution - Possession - Locative action  - State - Demonstrative · Semantic Relations - Agent + Action - Action + Object - Agent + Object - Action + Locative - Entity + Locative - Possessor + Possession - Entity + Attribute - Demonstrative + Entity Converging Evidence What is "converging evidence"? - Consistent patterns across assessment results What are the components of a thorough evaluation that we can use to identify converging evidence? - Caregiver interview - Case history - Observation - Standardized tests - Language sample analysis - Dynamic assessment Putting it all Together Steps once we have all information gathered - understand the meaning of each of these and factors for consideration · Make a diagnosis - Significant deficit in any or all areas of language (form, content, use) - Significant deficit in either or both modalities of language (comprehension, production) - Impact on daily living · Make a prognosis - Future plans - Short-term prognosis for young kids · Make intervention recommendations - Suggested goals - Can the child benefit from intervention?  - Plan for progress monitoring procedures Family-Centered Practice What does this look like in the Early Intervention vs. Clinic settings? Early intervention: - IFSP - Child’s skills within home environment and routines Clinic Setting - Put all info together - Clinician may bring goals + discuss together How do we select goals? - SMART Goals or the emerging language stage - Specific Measurable Attainable Realistic Time-based Rationale for caregiver coaching Interprofessional Practice Broadly describe how a preschool team works together - what happens when a 3 year old transitions out of early intervention? Preschool Team Caregivers, SLP, teacher, OT, etc. Evaluates child (0-3) and meets with caregivers to develop plan, Individualized Fmaily Service Plan (IFSP). More speech and language info gathered after initial eval appointment Routines based goal selection: to help the child grow with everyday functioning in home environment, school, routines, etc. Transition out of early intervention ○ Revalutaion conducted for Individualized Education Plan (IEP) to be created Caregiver interview +case history Observational data Childs LSA and testing results ○ Clincian create goals and discuss with caregiver Respect caregivers goals for child and incorporate Why these goal have been created? Why important?  How can they be incorporated at home? What can do 10-50% time correct?