Early Lang
-variable comprehension, but over 200
-producing 200-300 words; some two word combos
-semantic relations:
-agent + action (doggie sit)
-action + object (drink juice)
-agent + object (baby shoe)
-action + location (put table)
- entity +location (dolly chair)
- possessor + possession(my dolly)
-entity + attribute (kitty nice)
-demonstrative + entity (that kitty)
Recurrence, denial, rejection, disappearance
(more, not, no, allgone)
What are the developmental norms for a 18 month old?
understands around 200 words
produces around 50 words
Describe the progression of pragmatic development in early childhood
perlocutionary stage (infancy): infant's behaviors are undifferentiated and not intentionally communicative
Illocutionary stage: child begins to use conventional gestures and vocalizations to intentionally affect the behaviors of others
Locutionary stage: the child uses words to convey intentions
What is otitis media and how can it impact lang development
middle ear infection
can cause a delay but children catch up once resolved
What is an intervention approach you might apply with a child with ASD?
ABA (direct teaching (antecedent, behavior, consequence; teaching loop)
TEACCH
STRUCTURE! (structured routines, picture schedules, work baskets, etc.)
Describe the developmental norms of a 12 month old (language)
-first word
-understanding 3-50 words
First words:
Easy to pronounce words
More concrete than verbs
Input directed at them
Nouns that refer to animate beings are first learned (e.g. people, animals)
1. Discuss "early words" and influences on them.
2. Is the "noun" bias true across languages?
words that are easy to produce
typically nouns because:
Easy to pronounce words
More concrete than verbs
Input directed at them
Nouns that refer to animate beings are first learned (e.g. people, animals)
nouns make up about 40% of first words in English
2. noun bias is not true across all languages (consider Mandarin)
What conversational skills would you expect from a preschooler?
-turn taking, topic maintenance
-turns rarely overlap
-they lack precise timing
-rely on obvious cues that the speaker is done talking (this causes long pauses)
Topic maintenance:
-give and respond to feedback when there is confusion
-preschoolers are poor at asking for and providing clarification
-provide back-channel feedback ('uh-huh" and/or head nods)
--Difficulty over skype or phone!
What is the criteria for late language emergence
(WAKS)
at age 2:
fewer than 50 words
few or no word combos
little productive language
What is a head start program and why?
federally funded intervention to provide low SES children and families support
support home language and cultural sensitivity
idea is to narrow the poverty and achievement gap
Describe typical language development of a 31-34 month old
-produces more than 300 words
-comprehension is variable (but higher than production obvi)
-2-3 word combos
-simple sentence structure:
-negatives,
-yes/no?s,
-Wh?s,
-imperative form (pick me up!)
Per Guiberson's morphemes
plural -s
possessive -s
progressive -ing
What conversational skills would you expect from a school age child?
-anticipating upcoming conversational boundaries, less pauses,
-anticipating the end of a turn and uses lexical devices to maintain a turn
--use initial "and" to start a new sentence and fillers like "um" to keep turn going
Better topic maintenance than preschool: use ellipsis, better at asking for clarification and providing clarification
restricted phonetic inventory
atypical social interaction
difficulty with comprehension
few verbs used
few gestures used
--family history
--low maternal education
Describe cultural competence
understanding and appropriately responding to unique combo of cultural variables (gender, education, ethnicity, beliefs, race, ability, age, etc.)
-producing some 3 word combos
-producing around 1000 words
(3;0-3;6)-Embedding phrases and clauses
-prepositional phrases
-uses AND
(3;6-4 years old)
-Conjoining clauses (3;6-4)
-embedding relevant clauses into object position of sentence
You are evaluating a 4;3 month old (or any child that is 4). What morphological developments would you be looking for?
In addition to the morphemes you'd expect around 3 (plural s, possessive s, progressive ing), you'd expect:
-regular 3rd person singular s (sara swings)
-regular past tense ed (walked)
-use of contractible forms (he's running)
-irregular 3rd person (he has 3 cookies)
Discuss theory of mind and when it is typically developed
by around 3, children develop theory of mind (awareness of others' thoughts)- and change their message so that they are understood
-by 5, children are sophisticated at repairing conversation and tailoring messages
Discuss SLI (specific?? lang impairment)
no other impairments in cognition, neuro, oral motor skills, etc.
Typical areas of weakness are phonological processing and morphosyntax
strengths are typically in pragmatics and semantics
-difficulty with language is persistent, but specific areas of deficit evolve or change across time and development
-many children with SLI will have reading difficulties down the road
What are the requirements for protowords?
Must have phonetic relationship to “adult” word
Must be used consistently (e.g., “wa-wa” for water)
Must occur in presence of referent to demonstrate understanding/meaning
Criteria/guidelines for calculating MLU during early years
50-100 word sample (ideally 100)
How to determine end of utterance:
--pause
--drop in voice
--breath that signals a new thought
Counting morphemes:
2 morphemes:
--possessive nouns
--plural nouns
--3rd person singular
--regular past tense verbs
--present progressive verbs
1 morpheme
--compound words, names, ritualized reduplications (night-night), recurrence of words for emphasis (no, no!)
0 morphemes:
--dysfluencies (only count the purest form of word), fillers (um, uhh)
discuss the difference between a delay and disorder
delay implies that language development is slower and that the child may catch up
disorder implies that lang development is deviated in rate, sequence, or synchrony
DSM-5 criteria for Autism??
difficulties in social communication and interaction across contexts
difficulties with behavior
difficulties noted in early childhood
symptoms limit and impair everyday functioning