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mahchid namazi

mahchid namazi


School: Kean University
Department: Communication Science and Disorders
Course: Lang Disorders in Children
Professor: Mahchid namazi
Term: Fall 2016
Tags: Language
Cost: 50
Name: 5235 Study Guide: Final
Description: These notes cover the information that would be on the final.
Uploaded: 12/10/2016
21 Pages 181 Views 0 Unlocks

gestures, pictures, what are they using and is that working?

informally: ask about what happened at home yesterday?

where does this child fall against kids in similar age range?

5235 LECTURE 12/2 Chapter 8 - preschool age children - dvping language stage Typical3 y/o hallmarks form content use using shorter sentences mlu - 3.5-4.5 - that grammar grammatical morphology talking outlaid about what they are doing helps them think through things not good at thinking If you want to learn more check out acct 2331 uh syllabus
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internally - so they think out loud tell stories and then, and then,, and then…. that’s how they connect their utterances narratives - long complex utterances - great way to get a sample personal anything they have experienced themselves earliest ones to form elicitation: tell them about something that happened to you - has something like  that happened to you? very short and simple no elaboration or detail retell show or movie or book the book thing from salt is too much for a 3 y/o is you get a little more detail still just the highlights though and the stories tend to end abruptly procedural how to do something make sure its something that the child knows how to do game or sport something they do regularly want to look at language NOT knowledge of activity will get you the least detail at this age more gestures come in harder to explain how to do something at this age increasing vocab 1000 words expressive vocab over regularization errors is a hallmark of a 3 y/o not making semantic over generalizations can describe something can recount events of the day tell little stories not good at taking other people’s perspectives pretend play is very big - great imaginations starting preschool at 3 y/o able to manage group situations can do activities in groups i no want take a nap 4learning to take turns in conversation maintain topic more the use aspects of lang acquired the form and content listening as much as your talking “bossy” - asserting themselves as a person use language to control their enironment i don’t want to take a nap 5pre-literacy skills write letters write name sight vocab of things they can read words they’ve seen a lot and can read it as a whole word NOT decoding complex utterances mlu 5+ video of 5 y/o recount the day explained details took her perspective badly sick - semantic overgeneralization - not understanding the meaning of it well discussion can sit and have a conversation used a lot of intonation procedural providing details repair communication breakdown and errors can listen as the mom is talking could tell the difference between cook and bake and stove and oven taking perspective - still not great in a conversation but are ok in play - tell others  what they are imagining something hard for them to realize your opinion is not their opinion - no point in trying to help  them with this more embellishment and adding details change the rules as they go articulation is really good setting the scene with the child able to keep the conversation going i don’t want to take a nap, because i want to play SLIDESAssessment dvping language - preschool expressive vocab is way more than 50 - close to 1000 speaking in sent 3-4 year period - grammatical morphology is coming in over regularizations - foots eated browns stages 2-5 old with mod to sev family centered received services under part b parents are partners in assessment consent is required families concerns seriously assessment of children look at hearing nonverbal cog skills will have a psychologist that do the assessment standardized instruments - appendices 8-1, 8-2 pls - 5 screening screenings are very common in this period of development because early identification is important - predicts future academic success using standardized test test all areas of speech and lang comparing child to normative sample where does this child fall against kids in similar age range? criterion references probes - specific form, content, use standardized testing don’t always tell you LISTEN assess speech sound production in emerging stage - not looked at 3 should have MOST sounds acquired 75% intelligible 90% at 4 100% at 5 before going into begin with informal conversation independent and relational analysis phonological awareness - VERY important to assess lots of pre literacy skills that are IMPORTANT - lay the foundation for reading criterion-referenced language expressive and receptive vocab is there a significant gap? do they understand the words they are using or just repeating? nouns should be solid question words attribues verbs look at phonological abilities in teaching vocab may not be using all the words they have - could word retrieval problems syntax and morphology in criterion referencedrecdeptive skills contextualized vs decontextualized contexts contextualized in a classroom setting deconstextualized not in the here and now not about something you are doing right now in the past - child is removed from that through books - a story reading books is decontextualized reader has no relationship to the author of the book - so no shared context  - no cues for them to pick up on informally: ask about what happened at home yesterday? standardized tests ask story and always follow up with criterion referenced - for things that need more information  from the standardized test what is it that they do when they don’t understand language sampling is REALLY important at this stage - using short sentencesassessment really good idea of what the child can produce grammatically sentence patterns monitor their progress - great way to do it! if working on specific things - set up language sample to elicit those specific things set up probes for language sample and monitor progress to determine if goal is  acquired don’t require 50 utterances if specific probes elicited production procedures fill in the blank give an example or opposite and see if they can fill it in useful for getting at the specific targets basic standardized test used for language - asess pragmatics at this stage in 3-5 y/o dvping language stage pragmatic skills are dvping have to have enough form and content to take turns and topic maintence actually looking at their pragmatic abilities for the first time parent report celf pls parent checklists teacher checklists can use conversational sample or use probes and use elicited productions considerations for older kids functional communication skills what is it they are trying to communication aac how communication in social environments always use chronological age appropriate materials assess their functional efficacy of communication gestures, pictures, what are they using and is that working? ASDlooking more competent than they actually are standardized test - they can do well informal conversations when things start to fall aparte very important to look at informal conversation table 8-12 - great table peer observation at this stage always more difficult and challenging than interactions with adults - adults can  scaffold the interactions better than the adults can Activity: Videoparent instruction keep the parent behind the child - very difficult not to help explain the aged test there will be things he may not get because above age level have to keep going CELF 3 subtests given first to get a core language score sent structure: receptive - 7 word structure - expressive morphosyntax - 5 criterion referenced tasks that probe some of the grammatical morpheme: have  to have a criterion: have to have a measure - 8/10 etc… so come up with 10  measures think of vocabulary that he knows think of things that come up everyday think about phonemes in inventory ok for it to be contextualized - can he actually produce this grammatical  morpheme think pragmatically 5-10 min tasks ok to do them in a drill like way not providing therapy yet if above 50% its not a high priority goal stuff between 10-50% — work on that EXAMPLES: plural - 3 different kinds using pictures - same exact thing with 2 of them house bus horse kiss - hard sandwich - hard cat paper - hard cup sock shirt shoes dog boy tree car 3rd person - 3 different kinds (bold = good ones)takes drinks makes eats puts shares plays gives lives tickles fixes flies buzzes misses catches task: baking activity - Mom as the third person past tense - depending on the type of verb, it may affect how it’s produced went bought knew - hard read took layed - hard played jumped kicked helped possessive - 3 allomorphs - 15 total - we can use the same words - its the  word that follows that changes: “This is the cat’s tail, this is _______ (point  to nose)Ones that end in VL phoneme Pop-pop’s hat Taylor Swift’s book’s picture cat’s tail jacket’s zipper Ones that end in V phoneme -  Mommy Michael Nemo Marlin Daddy Ones that end in alveolar fricative Bruce Crush bus’s wheels prince’s crown house’s windows expressive vocab - 10 falls below 85 (core) - have to keep testing -continue to administer other subtests;  subtest mean = 10; range is 7-13 1 standard deviation on standardized test = 15 points 85-115 is the normal range receptive morphosyntax different sent patterns with different grammatical morphemes to determine Plurals: not all plurals are created equal shuz banaenaz hcersIz glaesiz studInts meIzIz 3 allomorphs of the plural this needs to be considered sometimes s vs z sometimes you need to add a vowel adding a syllables when ends in alveolar fricative actually 2 rules you’re looking at this is where phonology and language interact thats why you need criterion references probes to seek out further information wordbank.standford.edu when choosing vocabulary targets - shows how common a word is used in age should be 75% at least criterion should be at 80% to ensure he knows itTopic Column 2 5235: 11/4/16 Notes:  Administration MIDTERM: Application and Short Answer all — applying what your learning comprehensive questions - test several things at same time Cranford - good school system application type question - understanding what we’ve learned 9-12 at home test - login early when writing answers - be aware of could get boot out after time of inactivity… be aware! there will be a test test - dummy questions this week at some point Other 11/18 - will be sent some good talks that would be good to go to on friday to discuss with class the following week 11/23: Wed before Thanksgiving break: activities and discussion - won’t be lecture: 11am class time!! - she has to let us know where the  class will be Plan: make sheet on Bb into Salt worthy and mark how many utterance - when meet on 11/23 11-1 this will be discussed — discussion  of ch 8-9 for reflection purposes end with ch 10-11 due 12/2 FINAL : 7,8,9,10,11 on 12/16 - seeing how it’ll go Continuing Ch 7PPT: Communication Skills in Typically Developing Toddlers: 18-24m 18-24m - starting to talk in 2wd utterances - EI - prolly older just because DLD EI - work in daycare too agent + action baby’s eating - model it with the “s” and “ing” - model what’s in zone of proximal development (she’ll produce baby eating) baby’s sleeping baby’s crying jane’s sleeping introducing something new with something old that she  already knows jane’s crying great to use real obj because of age Activity using baby doll - pretend play possession - actual noun - mommy’s keys multiple exemplars - lots of different baby dolls baby’s bananas jane’s milk gina’s cheerios emily’s apples make sure she knows the names and things baby’s cookies LOTS of repetition Activity: make sure she knows these things already pretend play around a table eating pragmatically - if sitting around the table eating - focus is on  the actions possession - things that ACTUALLY belong to her (clothes,  toys, etc..) location: ball in, out, off, on don’t forget to model grammatically correct up down in on out ACTIVITY: play with what she is playing with that day clinician directed auditory bombardment obj depended on what the child chose to play with Functional: up - pick me up out - outside Topic Column 2 cooking - flour in, and eggs in, etc… a LOT of different inputs attributes - modifies a noun big ball red ball blue ball green ball heavy ball soft ball - this would be hard — cuz the other ones are soft bumpy ball - something they can feel little ball yellow ball Activity: Playing with different types of balls and talking about them Auditory bombardment - giving the target utt over and over and over in different order.  This is a bouncy ball - This is a bouncy ball - what is this? This ball is soft… This is a soft ball.. What is this?  do you want the big ball or the soft ball? Goal: The client will imitate Thi meanings related to object permanence - cognitively where they are at. ACTIVITY: 28m; adopted; mom was drug user currently using single words to request objects, actions, and comment on people, obj, action milk - wants milk; another kids drinking milk beginning to imitate 2 wd combo comprehension WNL - ok following simple directions, sit down come here, stand up - whats this, who’s that 5 examples and an activity meanings to the 2 word utt cant just pick any 2 wd phrase cog where is the child at? what 2 wd phrases go with that? PPT: 24-36mthink sent and grammar expressive vocal 300 +/- 150 produce words that refer to: obj, kinship mom dad sister brother grandma grandpa spatial terms under behind in front question words color and shape words grammatical morphemes “ing” possesive ’s - possessive not aux or copula plural s verb phrase marking verb phrase: child is running: verb with all it’s parts are there Throw the ball UP the stairs - goal is for child to produce 2  word utt - not you.. but emphasize the 2 words you want  goal is for her to produce 2 words — we could talk about a  lot of different things — pause after a few repetitions Topic Column 2 my feets - overgeneralization errors stage 2 and moving into stage 3 MLU where you sit? what mommy doing? where daddy going? negatives the man no come 3-5 words - move into stage 3 by the time they are 3 y/o intelligibility: 50->70% Order of Acquisition Chart - USE IN CLINIC use songs that kids know - but put your own words to it shouldn’t have to pull things at random what is child’s MLU? stage 1 - have a good sense of the types of words they produce are they using mostly obj? action? requesting? etc… PPT: Assessmentend point of emerging language - stage 3 MLU 3-4 — now talking in sent of 3-5 length ask questions expressive neg using no and not play and gesture assessment  emerging language stage - MOST IMPORTANT in play and gesture gestures - intention, first words, word combos begins to use a gesture with a word - saying cup and pointing to cup cup and pointing to mouth - 2 word combo - tells you that the child is ready to have a goal of 2 wd phrases assess play skills (she never uses those tools) people play, constructive play, pretend play, symbolic play gesture communication and symbolic play scale - best one - good to use to look at play and gestures should be using pointing giving showing drink/eat something shows you if intentional gives you an idea of what words you want to put into goals — if doing gestures - you just give the label for the gesture they are  doing assessment intentional comm if not communication intentionally yet - no need to work on production - won’t use it for intention…. may just repeat if limited spoken language - look at intention if pointing - just to request obj? or also action? get you to do something? protesting? comment - just getting you to attend to something — show you something higher level discource back and forth? ages 12m - 1 intentional act/min 18m - 40-50word produced - 2 intentional acts/min 24m - 2 word phrases - 5+ intentional acts/min forms of comm mostly gesture gaze vocalizing speech combining these things together? materials :( — they prefer people play - requires another  person - balls and bubbles and singing Topic Column 2 Looking at function, frequency and form 1478264846.758487 EXAMPLE Functions is he communicating? Forms is he using? Play: pretend symbolic - talking on phone, hanging up Form Function Fx Language Comprehension really hard to measure emerging stage - parents and checklists cant truly ever know in this stage - no standardized test to assess comprehension best thing to do - go back to what you know about normal dvp table 7-5 - addresses issue that comprehension strategies can mask their deficits look at different things to understand what’s going on.. have to explain whats going on to the parents - cuz they think they understand more put objects in different places and ask what cant do it in context - sev delayed at this stage most of their understanding is contextualized word-object association - if they hear a word, can they associate the word with the obj? PPT: speech and motor dvpt not very important still have to look at this stuff though - and evaluated PPT: communication sampling - use a combination of things few standardized test for this age home recorded audio sample - best - not going to get their best, a full representation really typical where they talk a lot parent diary be specific: what words your child will try to say explain what you mean by words words he says on his own not pronounced correctly shouldn’t be only way of evaluating PPT: phonological in emerging language - track syllable shapes, phonemes, which consonants track and imitate different consonants - most significant indicator of if child will actually use speech for communication  PPT: assessing lexical production - vocabMacArthur CDI: parent checklist one of , if not the BEST words and gestures: 12-18m understands only understands and says it words and sent: 24-36m understands only understands and says it best 3 utterances they say data is online for free norms Topic Column 2 look at for 90% 18m that speak English - what are the top 10 words they produce? etc… Language develop survey Language sampling - her prefence PPT: Semantic-Syntactic Production from producing words to producing word-combos frequency is important too couple of time 30% of time 50% of time? MLU of under 1.5 is delayed at 24m - speaking with single words best way is to do a communication sample - talk as much as they can activity include a range of semantic relationships table 7-7 in text more than 30-50% of utterances are not within 7-7 (different semantic relationships they should be able to express) PPT: Eligibility: summing up slidestandards: BDI-2 in NJ and informed clinical opinion; or asmt tool - REEL 1.5 SD across 2 domains not sensitive enough to pick up just barely a delay - inform clinical opinion OR use REEL to just look at lang fig 7-5: decision tree - create a binder for clinic with resources - include this Are they playing? play wnl - late talker - still need intervention but not as sev play not wnl - focus on play using obj - imitate convention intentional? comprehension? no - receptive and expressive skills through focus tim and indirect language tim - greta ways to work on comprehension - constantly  bombarding them with words with whats going on in their environment risk ractors no - less than 30m - monitor - give parent counseling, information if 3 mo - no progress - ok no - older than 30m - evaluate if play skills are fine, intention is fine, no risk factors and older than 30m - evaluate any way; or just risk factors - eval anyway medical hx additional risk factors social factors known DLD all of them evaluate 1478268918.371813 Video: Listen functional play - manipulating objects not symbolic - doing the same things with everything he was doing; and clinician tried to get him to do different things and he wasn’t  doing it symbolic play skills would be a goal nonverbally - doing well in communication intention linguistic comprehension - hard to know, not convinced he understood everything - prolly not understand what was going on - clinician  was communication in the developmental way you’d work on everything except intentional comm only heard vowelizations - doesn’t use sp doesnt use speech and doesn’t use symbolic play - normally go together functions: requests, protested, play needs to be dvp inc vocal and phonological production in c Topic Column 2 PPT intervention products for emerging language - this kid would have to work on everything else…once expressive vocal is 50 was - encourage production of wd combos first do symbolic play on themselves - inanimate obj - figurines (in that order) PPT: Preliteracy start talking to families about books resources developmentally appropriate board books with real picture and FEW words and Lots of repetition interactive reading strategies repetitive - pause to see if child would say word exaggerate/ stress activities in themes of book 24-36 m - talk about the book away from the book PPT: toddlers ASD box 7-7 text sev impaired intentional communication referral - developmental pediatrician - signs indicative of ASD - can’t dx in NJ echolalia third person - you see that other proper response - the other person responds appropriately to model it PPT: older in emerging language include play and gesture see slides repetitive - very similar in ea ch start to engage in maladaptive beh - replace with function communication AAC - combine with vocal communication ALWAYS THINK ABOUT LITERACY 1478271578.682854 Stage 3 on MLU: 3.5­4 Copy and paste into SALT Analyze the following transcript using one of the speech­sample analysis procedures discussed in the  chapter. What would you conclude about the client’s expressive language skills from this analysis?  What would be your short­term expressive language goals for this client? Long­term goals? Transcript from 3­Year, 8­Month­Old Child for Suggested Project 14 C1: Hold that. 2 C2: Like gramma.2   P: Why does that look like grandma? C3: Because I want *to come in. 5 C5: It *is for you.3  copula ­ when is is the only verb C6: What *did you drop here? 4 C7: I got that boy. 4 C8: Him[EW:he’s] bigger. 3  ­ word level error   P: That one’s bigger? C9: And I got a boy like that one. 8   P: You do have a boy doll like that one. P: Are they all going to go outside? C10: *They’re All gonna eat out here. 5  ­ subject missing; no slash because he didn’t produce it C11: Where *is that baby?  Is = copula   P: Here it is. C12: No, 1 my chair? 2    2 different utterances get split up: no/yes, and then  something else ­ separate utt ­­ adding a new idea   P: Where is my chair? C13: No, 1 her chair. 2 C14: Baby got[EW:has] one. 3 C15: That guy no[EW:doesn’t] have one. 5 C16: Where *is her chair? 3   P: How about this one? C17: Where *is the baby chair? 4   P: Here. C18: Her[EW:she] *is going put the dog on *location 7             put ­ requires subj obj and loc C19: (Who) Who *is that one? 3 C20: A doggy like mine. 4   P: The doggy is going to sit in the chair? C21: What *is that one? 3   P: Who’s going to sit in that one? C22: Grandma. Got two grandma[EU] ­ error with the whole thing ­ too many ?   P: Two grandmas?  P. Which one is the grandma? C24: This *is my grandma.   P. Who’s this one? C25: I no[EW: don’t] know.   P. I don’t know either.   P. Who’s this? C26: Get off my chair. 4   P: What are they going to eat?  C27:  I got some food. 4   P: There’s some food all right. C28: Baby want some. 3 C29: Her[EW:she] no[ew] can’t eat. 4 ­­ no is an extra word ­> [ew] = extra word   P: Who can’t eat? C30: Baby. 1   P: Now what’s happening? C31: He *is in a crib. 4   P: He’s in the crib? C32: He/’s in the stroller now. 6 C33: Here *is Darlene. 2   P. OK, who’s this? C34: Him[ew:he] *is go/ing to ride that. 6 C35: Where *is *he go/ing? C36: Stop do/ing that. 4   P: How about a truck? C37: It *is not a good one. 5   P: It’s not a good one? C38: I want a dump truck. 5 C39: Dump the car out. 4 C40: Ice_cream place 2 C41: Baby wanna[ew:wants] *to get mama.   P: She wants to be next to her mama? C42: Baby wanna[ew:wants] *to take the dog  Going[ew] *for ice cream. ­­ could also be [eu] C43: Doggy want/*3s *to be by him.   P: The doggy wants to be next to him, huh? C44: But baby *is going in. C45: Boy want/*3s *to get in it.   P. Oh, you’re going to go have some ice cream now. C46: That kind *of ice_cream.   P: What kind? C47: Police car ice_cream.   P. Yumyum. C48: Yumyum  ­ sound effect = % C49: XXX.C50: Him[ew:he] *is gonna dump her out?   P: What’s in the garage? C51: Car. ­ ok that there’s no article ­ hasn’t been  missing them in other places ­­ and using this as “naming the car ­ car” C52: Hey baby *do *you know how *to drive it. C53:  Who/*is *this little guy? C54: Him[ew:he] *is papa.   P: He’s the papa.  Missing lots of copulas, but also a few auxillary *is  The client will use sent patterns and grammatical morphology  comensorate with his MLU category: Goal  (In line with an MLU of 3.6).   Conclusions about his expressive lang (Summary) o His MLU is appropriate, and uses relatively few mazes, but has a  lot of omission errors using the auxillary and the copula “is”. He  is substituting subject pronouns for object pronouns.  o Lexical grammatical items that we do not have examples of in  this example: - setup an elicitation task - to see if he does  produce those  Me  With  Under  She  Who  They  Don’t   We  Does not use: - errors  Does use ∙ He - appropriately 2x ∙ And  o Sentence pattern  Uses wh the way you are supposed to in level 2 - no further dvpt until level 4 - so not worried about  Uses V + N + prep phrase: He’s in the stroller now  Omitting N + V + N + prep phrase: he gonna put the dog  on  When things are in final position - they are more salient - more  highlighted- so they use it better  ST Lang Exp Goalso Lexical:   The client will use subject pronouns he/she in verb +  noun + prep phrase with 80% acc.  ∙ Specify short sentences ∙ Make sure to use something that he is able to use ∙ Noun + verb forms - replaces  The client will use don’t in I/you + don’t + verb  sentences patterns 8/10 times in _____ activity.   noun + don’t + verb sentence patterns, using I or you  (playing go fish - do you have… no I don’t) - prefenerences  - things you like, don’t like   I/you + don’t + noun = sentence patterns o Grammatical Morphology (2):   The client will use “is” as a copula in response to “wh”  questions with 80% accuracy with clinician modeling. -- the goal has to be pragmatically appropriate  When do you use copula? - Describing others  Working on the third person /s/ is a GREAT goal to work on  at the same time - cuz they are going to hear it  Use people’s names in this goal: Mommy, Daddy, Grandpa  The client will use utterances using a Noun + is +  descriptive word sentence patterns with 80% accuracy.  o Sentence Patterns:   The client will use utterances using a noun + verb + noun  + prep phrase including with or to with 80% accuracy.

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