Unit 1
What are the hallmark language characteristics of developmental language disorder (DLD)?
Smaller receptive and expressive vocabularies compared to same-age peers
Naming errors
General, all-purpose words
Pragmatic skills are “immature rather than qualitatively abnormal” and “less severe” than autistic individuals
Omission of morphosyntactic markers
What is the potential adverse effects of prematurity and low birth weight? Name 2.
Pose medical and developmental risks
Limited opportunities to interact with parents
Susceptibility to illnesses (e.g., respiratory distress syndrome, apnea, intracranial hemorrhage)
Possibility of noise-induced hearing loss in the NICU
What are communication functions used between 9-18 months?
Requesting objects and/or actions
Attention seeking to self and objects of interest
Initiating social interactions (greeting, calling, showing objects)
List and describe one type of Facilitated Play
Narrative ability - direct metalinguistic planning of roles to act out in play
Turn taking - communicate with multiple characters
Decontextualized language - Let’s pretend were at the zoo. What animals do you see?
Communicative intentions - design play to having child request, express feelings
Vocabulary - introducing new vocabulary, shopping: “cashier”
Inferencing - “why did mommy do that?”
Emergent literacy - make pretend signs
While playing with blocks - Building a tower with blocks and give commands through object manipulation.
“Put the block on top”
“Put the block under the table”
“Put the block in front of your foot”
Is this an example of contextualized activity or a decontextualized activity
contextualized activity
What are limitations of standardized assessment tools? Name 2.
Limited number of test items for specific language behaviors/skills
Children don’t always make the same errors in standardized and naturalistic settings
Elicited expressive language is different from naturally occurring expressive language
Infants transition from pre-intentional to intentional communicators at approximately what age?
9 months
What type of play is strongly correlated to language development?
Symbolic play
Besides phonological awareness skills, what is 1 additional domain for preliteracy that you might integrate into intervention.
Print concepts - book orientation, link text to experience
Alphabet knowledge - recognizing own in name in print
Narrative and literate language - retell stories heard, why did things take place in story, what are the characters thinking
You decide to carry out criterion-referenced tasks to learn more about Niko's receptive vocabulary and syntax. What is one way you would assess Receptive vocabulary and syntax?
Vocabulary:
Have play food out in front of Niko. Ask him to hand you different foods. "Give me the apple."
Syntax:
Use spoken sentences with varying levels of complexity.
-Give me the big apple
-Put the apple on the chair
-Give me the apple and the banana.
The majority of children with language delay catch up enough to their same-age peers that they are not classified as having a persisting language disorder. (True or False)
True
What is PMT and give one example of how you might implement each PMT principle in intervention?
Building social routines: Modeling peek-a-boo throughout a session.
Gaze intersection: child is looking at the blanket. The clinician nicely grabs the blanket to hide for peek-a-book having the child's gaze on her.
Time delay: Clinician pauses with expectation and cuing to see if he will initiate a request for peek-a-boo. Clinician pauses with the blanket by their face.
Arranging the environment: The clinician has the child go into another room without any toys and has scarfs or blankets for peek-a-boo.
Why do we assess play?
Can address language, gestures, and play simultaneously
Insight on cognition
Can track communicative intents/pragmatic functions
What are the deep and shallow phonological skills? List two of each.
Shallow Phonological Awareness Skills (Early preschool to early Kindergarten)
1. Word awareness: Tracking the words in sentences
2. Syllable awareness: Counting, tapping, blending, or segmenting a word into syllables
3. Rhyme awareness: Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes
4. Onset awareness: The “onset” is the initial phonological unit of any word (e.g. /c/ in cat)
5. Phoneme identity: requires recognizing the common sound in different words
Deep Phonological Awareness Skills (Early Kindergarten to early elementary)
1. Phoneme blending: word (/b/ /ă/ /t/), and then blend the sounds quickly together to read the word (bat).
2. Phoneme segmentation: mad /m/ /ă/ /d/.
3. Phoneme counting: How many sounds in word
4. Phoneme manipulation: hold phonemes in their working memories long enough to isolate specific phonemes, add, delete, or substitute (delete and then add) specific phonemes
DAILY DOUBLE!
Score Celf P3
Core Language - Standard Score = 77
Expressive Language - Standard Score = 80
Receptive Language - Standard Score = 69
Stephany is curious to know more about how Niko scored on the test. Briefly describe how you can explain the results in caregiver-friendly terms.
Hi Stephany! I wanted to share Niko's results from the assessment. He was given the CELF P3, which is a standardized test that compares him to other children his same age. He then receives a score that helps us see what areas of communication he needs support in. Scores in the average range for this test are 85-115. He demonstrated a relative strength in expressive language, receiving a score of 80, putting him in the mild range. This shows that he still needs some support with his vocabulary or word structure. For receptive language, which is about understanding what others say, he scored lower with a 69, severe range. This might mean he could use some extra support in understanding and following instructions or conversations. When taking into account his overall core language, expressive and receptive language, he scored a 77 putting him in the moderately severe range. Let me show you on a bell curve figure I have with me.
Remember, these scores are just a part of the assessment. Do you have any questions right now? I now want to show you his language sample while we were playing with the farm.
List 1 risk factor (NOT early predictor) of language delay.
Males > females
Chronic otitis media
"Family hx of impairments in language, reading, and/or learning"
Low maternal education
Low SES
Directive interaction style
Few contingent parental responses during communication
IFSPs are intended for what population? List 2 components of an IFSP. What is 1 role of SLPs in transition planning from IFSP to IEP?
1. Birth - 3 years old
2. Child’s present level of functioning
Family’s resources, priorities, and concerns
Necessary services; intensity, method, environment
Expected outcomes; when and how progress is determined
Additional services (medical, funding, etc.) Start dates and duration of services
Service coordinator information
Preschool transition plan
3. Engaging families in the process
Communicating & collaborating with EI and preschool service providers
Providing preschool service providers with all relevant information
Helping preschool care providers prepare appropriate services and supports
What are the different types of gestures? Which of these two types of gestures emerge first?
Deictic gestures (emerge ~8-10 months)
Deictic gestures involve pointing or other movements that direct attention to a specific object or location.
Example: A baby pointing to a toy, reaching for something they want, or waving to say goodbye are all deictic gestures.
Symbolic gestures (emerge ~12-13 months)
Definition: Symbolic gestures involve the use of specific gestures to represent objects or actions without the actual presence of those objects or actions.
Example: A child may use a hand motion to indicate drinking or pretend to feed themselves with an empty spoon. These gestures represent actions or objects symbolically.
Representational gestures (emerge ~12-13 months)
Definition: Representational gestures involve using gestures to represent or stand in for specific objects, actions, or concepts.
Example: A child might use a circular motion near their mouth to represent eating or use a closed fist to represent the concept of "all gone."
List and give an example of 2 joint book reading strategies:
Multiple readings
Cloze prompts
Variations in text segmentation
Take turns "reading"
Create new story
While observing Niko's play, you see that he is stirring with a spoon and kissing a baby doll. According to Casby (2003) what of the four levels of play is he using?
1. Sensorimotor-Exploratory emerging 6-10 months
Physical manipulation and inspection of objects
Single objects
2. Relational-Nonfunctional emerging 6-12 months
Using ≥2 objects together in play, but not in a functional way E.g., stacking, bumping, etc.
3. Functional-Conventional emerging 10-12 months
Use of objects in a conventional way (e.g., using stirring with a spoon, kissing a baby doll)
4. Symbolic emerging 12- 18 months
drinks from a cup during pretend snack time
In an assessment, __________ responses include answers to questions and behavioral compliance. _____________ responses include completing a sentence or pointing to a picture.
naturalistic; contrived
Briefly describe 2 responsibilities of SLPs in the NICU.
Hearing conservation in the NICU
Advising parents of children who failed newborn hearing screening
Stabilization and homeostasis of physiology and behavior to prevent or reduce risk of disorders
What are four considerations to keep in mind when choosing target words?
Functional & wide range of intentions
Combinable
Interest-related
Simple syllable shapes
Emerging consonants and/or in their inventory
Select one: script therapy, literate-based script therapy, or focused stimulation.
1. Describe the approach.
2. What might an activity using this approach look like?
1. Script therapy
Incorporate verbal routines into treatment session
E.g., Check-in at the beginning of the session: “I am feeling sleepy today. How are you feeling today?.”
E.g., Routine for ending a session: “Let’s talk about what we learned. I learned _______ today.”
Combine with familiar event structures
E.g., Ordering ice cream, asking for a break at school, shopping
Model
cloze (fill in the blank)
role play
Alter to slightly different situation, change roles
Violate expectations
Surpise them/Be sill
2. Literate-based script therapy
Language input
Carefully planned input & scaffolding
Repetitions, emphasis, and questions
Book selection
Opportunities to hear and practice targeted language forms (Appendix 9.2)
Choose books based on the language
Child's role
Questions --> cloze --> child "reads"
Incorporates joint reading
E.g., Past tense - Jack and Jill
3. Focused stimulation
Clinician demonstration of language targets
“It’s a big red car?” ”It’s very fast!”
“The boy kicks the ball.” ”The horse eats the apple.”
Language facilitation techniques
Expansions (Correcting errors in the child’s utterance)
Recasts (Changing form of sentence, but retaining child’s meaning)
Build-up/break-down (Modeling how to manipulate parts of a sentence)
Um, I make pizza
need cheese
(Points to plastic tomatoes)
Tomatoes, yay!
Pepperoni
(Searches through play food) Where? I no see.
Cook in oven
Out
Eat
Nummy pizza
b. How many total morphemes are in this sample?
c. Based on this very short sample, what is this child's MLU? Please include your calculation.
Total Morphemes: 3 + 2 + 2 + 1 + 4 + 3 + 1 +1+ 2 = 19 morphemes
MLU = Total morphemes / Number of utterances
MLU = 19 / 9= 2.1