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17 Cards in this Set
- Front
- Back
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What is the emerging language stage?
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18-36 months in typical language development
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What are risk factors for language delay?
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Male, early otitis media, family history, parent characteristics (low SES, less talk, low maternal education, directive interactive style, high parent concern)
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Indicators for intervention
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Play (little combinatorial/ symbolic play),
expressive language (very few vocab words, mainly general verbs), receptive language (6 month delay, large gap between E-R), imitation (few spontaneous), gestures (few communicative, symbolic, or supplementary gestures), social skills (behaviour, initiation, more with adults than peers, difficulty joining in, reduced rate, range of expression) |
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Decision tree for intervention planning
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Write down and see slide 7, lecture 5
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Approaches to early intervention
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Direct intervention (child centred), parent-based (train and monitor)
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Areas of intervention
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1. expressive language
2. receptive language 3. play and gesture 4. communicative intent |
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Types of Play
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Functional play,
Substitution (object, imagining objects, imagining attributes), Sequences (functional, substitution), Talk and Play (confirmatory, scripts) |
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Increase intentional communicative behaviour
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1. milieu teaching,
2. communication temptations, 3. routine/ script therapy |
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Increase range of intentional communicative behaviour
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1. proto-imperative,
2. proto-declarative, 3. milieu teaching, routine therapy |
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Develop mode of communication intent
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1. gestures to speech (ZPD, speech+ gestures, always respond to communicative attempts, acknowledge and model vocalizations) ;
2. increase gesture functionality (teach signs + speech, involve other caregivers) |
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Connor et al.: Implications for improving play skills in 2 y/o
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Story reading, toy set with toys from story, clinician modelled how to play, free play with facilitation.
Good individual results (increased complexity of play, receptive and expressive language), but it was done on typically dev. children, and a v. small sample size. |
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Receptive language intervention for emerging language
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Indirect language stimulation (ILS): expansion, extension, recast, open-ended + verbal reflective Qs; everyone involved (parents, caregivers, etc.); “showering, language-bombing, parroting”
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Expressive language: developing first lexicon
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Base on typically developing vocab, communicative needs, interests or ideas, one-syllable CV/CVC structure (phonological inventory)
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Expressive language: developing word combinations
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Follow typical dev., use semantic relations that are encoded in single words (possessor-possession)
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Expressive language: pre-literacy development
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Encourage reading in family (book reading= ILS): suggest books, teach techniques for interaction, encourage play based on book, model to parent
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Expressive language approaches (emerging)
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Choose targets based on communicative needs; milieu training/ script, parent-based approach, ILS, child-centred play-based
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Bushmann et al.: Parent-Based Intervention in Toddlers
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RCT using language program for parents; odds of catching up with other toddlers 2.83; best advances in comprehension, phonological memory, episodic buffer
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