CHAPTER 10COMMUNICATION AND LANGUAGE

DEVELOPMENT

EDS 702 -SUMMER 2013 LEHMAN COLLEGE

Presented by:

Gloria Rodriguez * Yessenia Rosario

* Phil Cabasino * Arianny savinon-Perez * Renuka Persaud

Preschool Children With Special Needs: Children at Risk and Children with DisabilitiesJanet W. Lerner, Barbara Lowenthat & Rosemay W. Egan

Definitions of Communication, Speech, and Language:

Communication: refers to the exchange of messages through an interaction between two people, usually a speaker and a listener.

Language: refers to the knowledge and use of a symbolic code or set of ruels in involving syntax or grammar that transmits meaning from one person to another.

Speech: is the verbal tool for conveying oral language.

Stages of Language Development

There are 4 stages of Language Development.1. Prelingustic.2. The Emergent of Words.3. The Combination of Words4. Advanced Language.

Prelinguistic Behaviors

Refers to any behavior babies show from the first day of life through infancy.

They use crying as a way to communicate and express hunger or discomfort.

Through the first 8 months babies participate in non-verbal conversations

Between 9-10 months babies typically begin to engage in purposeful non-verbal conversations

Emergent of Words

The usage of simple words. Children typically begin this task at about 12 months

of age This includes simple words such as: ma-ma or “da-da” Emergent words can also contain “early words” such

as: milk, more, outside, ball. Early words can represent a longer idea.

Combining Words into Senteces

Typically happens at around 2 years of age. Children generally put two or three words together

to make up short phrases or sentences. They begin to use telegraphic speech, in which

words are omitted. For example: “Baby want Truck” instead of I want my truck.

More Advanced Language

Around 4-5 years of age, language becomes more sophisticated and develops a rapid pace.

Preschoolers now use more advanced and intelligible sentences and use complex syntax. For example: “He is reading a book, and I want it next”

They can stay on one topic when conversing with other children or adults

They can adjust their language according to the needs or status of their listeners. A child might demand an object from another child. But will ask nicely if he/she is dealing with an adult.

CH. 10: COMMUNICATION

AND LANGUAGE DEVELOPMENT

Theories of Language AcquisitionBy Yessenia Rosario

THIS CHAPTER COVERS 4 THEORIES OF LANGUAGE ACQUISITION: 1. Behavioral Theory 2. Innatist Theory 3. Cognitive-interactionist Theory 4. Social-interactionalist Theory

1. BEHAVIORAL THEORY This theory was developed and

researched by B.F. Skinner (1959) This theory implies that the child’s

environment plays a key role in language acquisition through the processes of imitation and reinforcement.

This theory emphasizes the need for modeling language so the child hears it and imitates it and for reinforcement of the child’s verbal behavior

2. INNATIST THEORY This theory proposes that language

acquisition is innate and natural for human beings; and that it is not dependent on imitation and reinforcements. Developed by Noam Chomsky

LAD-children are born with an innate language acquisition device that allows them to learn language.

As speakers and listeners children learn a set of rules that allows them to innately learn to use expressive and receptive language

INNATIST THEORY FOR CHILDREN AT RISK AND WITH DISABILITIES This theory suggests that for young

children with disabilities or at risk additional time and specific, planned intervention is needed to internalize the language system that comes naturally to others.

3. COGNITIVE-INTERACTIONIST THEORY Based on Piaget’s ideas about the

stages of cognitive growth in children. This theory emphasizes the relationship among environmental experiences, the development of thinking, and language.

It claims that the child acquires cognitive prerequisites for language through actual environmental experiences; “hands-on”

COGNITIVE-INTERACTIONIST THEORY FOR CHILDREN AT RISK & WITH DISABILITIES It stresses that a child’s prior language

knowledge should be coupled with active experiences to further support their language development.

The concept of readiness is mentioned as a factor that needs to be considered by educators and caregivers in regards to the children’s language acquisition.

Dramatic Play supports typically functioning children and children with disabilities and at risk with language development.

SOCIAL-INTERACTIONIST THEORY This theory stresses the social role in

language learning. It assumes that language develops because human beings are motivated to interact socially, and caregivers support their children’s language development through their interactions with them.

Vygotsky’s social theory is considered in regards to the view addressed within this theory: Children learn through social interactions

SOCIAL-INTERACTIONIST THEORY CONT’D Zone of Proximal Development (ZPD)-

the child’s potential level of development which is supported by meaningful interactions with adults.

Scaffolding-the adult provides graduated cues to assist the child in acquiring more advanced language.

SOCIAL-INTERACTIONIST THEORY FOR CHILDREN WITH DISABILITIES AND AT RISK Use expressive language with children Play a mediating role, shaping learning

opportunities and bringing them to the child’s attention.

INTEGRATION OF THEORIES OF LANGUAGE ACQUISITION This chapter suggest that the educator

considers each individual theory and its usefulness in terms of helping each individual child with disabilities or at risk.

It states that all the theories are useful and recommends the selection of the perspectives from each theory that meets the needs of the child in question.

Linguistic Systems of Language

PhonologyMorphologySemantics

SyntaxPragmatics

PhonologyRefers to the sound system of languageIncludes the rules for structuring and

sequencing speech sounds into words

Phonemes…what are they?

A phoneme is the smallest sound unit in language

“nip” has 3 phonemes; they are /n/, /i/, and /p/“bat” also has 3 phonemes, /b/, /a/, and /t/

MorphologyThe meaning units in words and is the rule

system for the internal structure of words.A Morpheme is the smallest unit of meaning in a

word.“boys” has two morphemes (boy and plural)Morpheme development is typically seen in

18months of age and continues until 5 years old

SemanticsVocabulary of language, its content, or the

meaning of wordsChildren with language disabilities often have

very limited vocabularies

Syntax Refers to the sentence structure of the

language.Rules of syntax in a language specify which

sentences are acceptable in that particular language and how to transform sentences into new ones

PragmaticsThe use of language in social situations and to

the purpose, function, or use of languageChildren demonstrate their use of pragmatics

when there is a two person conversation or dialogue

AR IANNY S AV INON-PEREZ

Language Difficulties Associated with

Specific Conditions

Behavior and Emotional Disturbances can lead to language problems.

*Language deficits can trigger emotional disturbances because they can’t express their feelings in socially appropriate ways.

Severe tantrums

Repetitive movements (hand flapping, whirling)

Ritualistic play(lining up objects)

Hyperactivity

*Lack of symbolic play

*Extreme reaction to sensory stimuli

L A N G UA G E D I F F I C U LT I E S A SS O C I AT E D W I T H S P E C I F I C C O N D I T I O N S

Emotional DisturbancesSymptoms of Emotional

Disturbance

Auditory processing dysfunctions can lead to language delays

*Children may experience impaired rate of processing for rapidly changing acoustic information

*Children perceive sounds but have difficulty interpreting what they hear

Other terms used: language delay, developmental aphasia, congenital aphasia and specific language impairment

A U D I T O RY P R O C E SS I N G D Y S F U N C T I O N S

Cause: Consequence:

*Cognitive delays lead to language and speech difficulties for some preschool children

* The degree of developmental delay impacts on the child’s speech and language skills

*Children with developmental CD acquire language but at a slower rate and less complexity Children with severe delays, rule governed, symbolic language and speech may not develop

Intervention:*Children with mild and moderate delays need language stimulation according to their developmental ages levelAugmentative communication system will be required for children with severe delays

COGNITIVE DELAYSCause: Consequences:

*To acquire language skills children need environments that provide intellectual and verbal stimulation*Language interaction and experiences are crucial for youngsters*Psychosocial factors can lead to language difficulties:*Poor parent-child attachment*Lack of family support systems( emotional, financial, social)Inappropriate caregiver expectations*Young maternal caregiver*Parental sensory and mental disability*Child abuse, neglect, rejection*Inadequate language modeling

The lack of stimulating experience leads to depressed development of speech and language.

LACK OF STIMULATING EXPERIENCE

Causes:Consequences

*Language delays in young children can be caused by visual impairments

*Children with visual impairment can not recognize people, objects, and events discussed by others

*Lack of adequate vision can affect concepts and vocabulary development

*Children with visual impairments can reverse pronouns

Limited experiences

*Lack of opportunities to learn pragmatics of language through play and other natural interactions

VISUAL IMPAIRMENT

Causes Consequences:

*Children with motor dysfunctions such as cerebral palsy frequently have associated speech, language and communicationCerebral Palsy: disorders of movements and coordination that are caused by abnormalities of the developing brain*Traumatic Brain Injuries(TBI): caused by accidents, sport injuries, and physical abuse can affect the left hemisphere of the brainCranofacial or structural abnomalies: *Cleft palate

Lack of voluntary control of the speech muscles

Difficulty in speaking with normal speed, fluency, and timing TBIs: children can experience long-lasting problems with verbal learning, thinking, and integrating new information

Intervention: Teachers, medical personnel, and speech/language therapists

*Augmentative communication systems

M O T O R D Y S F U N C T I O N S, I N J U R I E S, A N D S T R U C T U R A L A B N O R M A L I T I E S

Causes: Consequences:

A U G M E N T A T I V E C O M M U N I C A T I O N S Y S T E M S

*PDDs are social-emotional disorders that affect language developmentAutism: -Qualitative impairments in comprehension and communication-Restrictive repetitive and stereotyped patterns of behaviors, interests and activitiesCharacterisitcs:*Avoid social interactionLack nonverbal communication skills: pointing, gesturing and head noddingLack of attention *Inability to communicate for social purpose

Impairments in speech, language and communication skills, language –related social and cognitive abilities

*Echolalia, pronouns reversals, repetition of the same sounds and words, *dysprosody, rhythm and inflection of speech and Severe impairment in comprehension of abstract concepts

InterventionFamily involvementCoordinated interdisciplinary team approach

Change from behavioral approach to social-pragmatic interventions

AUTISM AND PERVASIVE DEVELOPMENTAL DISORDERS

Description: Symptoms/effects:

Caused by structural defects, neuro-motor defects, or hearing impairments

This are considered the least serious of speech disorders and most responsive to interventionTypes of articulation disorders:Substitution: use one sound for anotherDistortion: Mispronouncing the soundsOmission: leaving out soundsAddition: putting in extra sounds

Many of this disorders are developmental, and disappear as the child matures(6 or 7)

Includes pitch, intensity and voice quality problems

Causes: Physiological(voice abuse, growth in the larynx) Excessive screaming and hearing impairments

It ’s not very common at preschool age

SPEECH DISORDERS : A R T I C U L AT I O N, V O I C E A N D F LU E N C Y

Articulation Disorders Voice Disorders

FLUENCY PROBLEMS

• The most common is stuttering or dysfluency

• Early intervention is required

• The age of onset is between 2-7• 1% of children is affected

• Helpful Strategies for parents and teachers

• Allow sufficient time to talk

• Slow down the adult’s rate of speech

• Avoid interruption

• Focus on the content of the child’s conversation rather than on his deficiency Some specialist consider

that early intervention will cause more damage

HEARING LOSSDeaf children have great difficulty developing speech and language: lack of imitation and auditory feedback

Mild or intermittent hearing loss( otitis) interfere with ability to hear and pronounce some phonemes

Causes for hearing impairments: Genetic conditions ( 40-60 %), disease( bacterial infections) and trauma ( blow to the head, birth complications)

Effects: Language delays, difficulty to follow directions and articulationCommon behaviors: gestures, close attention to facial expressions, movement in the environment, heightened sensibility to touch, use of nonmelodic speech.

Children who are born deaf need specialized training to acquire language

Children who have been exposed to language before becoming deaf have better chance to develop language proficiency

“Bilingual children have language differences, not

language disorders”

C U LT U R A L A N D L I N G U I S T I C D I V E R S I T Y A N D S E C O N D L A N G UA G E A C Q U I S I T I O N

“Children need to learn English in school, but their language and culture must be incorporated and respected"

The child’s cultural or language background might interfere with language learning in English

Teacher’s awareness is important to help them make transition

Knowledge about children’s development in their native language is importantDual language learners:Learn new sound system, vocabulary and syntax : Substitute and mix the two languages

Consistent routines, talking in present rather than in the past or future, using key words, repetition and use of pictures and gestures while talking are recommended to help 2nd language learners acquiring language skills

Intervention for Children with Language Problems

-Naturalistic Teaching- Milieu Teaching- Responsive Interaction

Naturalistic Teaching

Naturalistic teaching is language instruction that occurs in informal settings such as in the home or classroom.

Characteristics of Naturalistic Teaching:• Instruction takes place in daily routines and

activities • The topics of conversation are child initiated and

follow the child’s interest• The continuation of the child-initiated activity

and the topic of interest are the natural reinforcements for communication.

Naturalistic Interventions

Language facilitation strategies:• Modeling developmentally appropriate language• Expanding the child’s language by providing more

elaborate models• Balancing the length and frequency of the child

and the adult taking turns in communicative exchange

• Responding to the child’s efforts to communicate • Prompting to obtain more complex language

Naturalistic Language Interventions

• Milieu Teaching• Responsive interactions

Milieu Teaching

• Milieu teaching is a strategy in which adults, such as parents and teachers, deliberately arrange the environment with interesting materials to encourage a child’s language and development.

• The adult follows the child’s interest and teaches language by providing specific prompts, corrections, and reinforcements for the child’s responses.

• The language training occurs in natural settings, routines, and activities.

Three (3) Milieu Training Procedures• (1) Mand-Model: The adult attends to the youngster’s choice of an

activity or toy, requests or “mands” (demands) a response from the child about the activity, provides a model to imitate, and then gives the child the toy or material of interest.

• (2) Time delay: The adult looks at the preschooler expectantly or questioningly for 15 seconds. The delay gives the child time to respond before the adult provides a model of the appropriate language. The adult may repeat the model twice, each time waiting for the youngster to talk before giving her what she wants.

• Incidental Teaching: The child initiates a topic of conversation and the adult goes along with that topic. The adult follows the child’s lead and stays with the topic only as long as the preschooler is attentive.

Responsive Interaction

• Responsive interaction places emphasis on developing an interaction style that promotes balanced turn taking and communication between the adult and the child.

• Based on the theory that children learn new language and will use their existing language more often when they hear appropriate language models in the interactions with responsive caregivers.

• Basic principles of responsive interactions: following the child’s lead, taking turns, matching and extending the child’s topic of conversation, responding to a child’s communicative attempts, and providing appropriate language models.

Responsive Interaction Teaching Strategies

• Expansions• Expatiations• Parallel talk• Self-talk

Expansion

Useful for children who are talking but not in complete sentences. The adult repeats the sentence in a more complete but simple form.

• Child: “Go”• Adult: “Go out?”• Child: “Go out”.(Shakes head to indicate yes)• Adult: “You want to go out now?”• Child: Go• Adult:”Go out now”• Child: “Go out now”

Expatiation

Following the child’s lead in conversation and the caregiver focuses on what they child says, not on the way it is said. The adult lets the child know he or she was listening and adds new information.

• Child: “Boy eats.”• Adults: “Yes, he’s eating crackers.”

Parallel Talk

A strategy of describing what the youngster is doing or seeing.

Adult: Hit the block. Hit the block on the floor. Bang, bang, bang.

Self-TalkAdults talk about what they are doing, seeing, or

feeling while the child listens nearby. This technique gives the child an opportunity to hear more mature phrases, sentences, and vocabulary.

Adult (cutting paper): “I have to cut the paper. Cut the paper. I need scissors. My scissors. Cut, cut, cut. Cut the paper.”

Other Activities for Natural Language Stimulation

Stimulate conversations or verbal responses of young children:

• Doing something funny• Locking the door when the child is ready to go outside,

wait for protest• Placing interesting toys out of reach, wait for protest• Having children request something instead of giving

them what they want

Communicative Temptations, “teasers”- natural language stimulation technique

Behavioral Techniques for Language Development

• Prompting is used when the child has difficulty imitating a target response.

• Shaping: when therapist accepts the child’s approximation of the word or sentences and then reinforced for closer approximations of the target response.

• Identifying correct responses is a procedure in which only the correct verbal responses are reinforced.

Classroom Interventions

• Use language for peer interactions during play.• Use language to get help.• Use language to tell about events.• Use language to defend against peer

aggression.

Activity-Based Intervention

Bricker “a child-directed, transactional approach that embeds training on a child’s individual goals and objectives in routine or planned activities and uses logically occurring antecedents and consequences to develop functional and generalizable skills”.

Peer Mediated Intervention

• Involves the training of normally functioning peers to help the preschoolers with language disabilities to communicate more during play.

Teaching Language Skills to Children with Server Disabilities

• American Sign Language (ASL)

Teaching Language Skills to Children with Server Disabilities

Augmentative Communicative Systems:• Lap trays• Story boards• Electronic communication boards• Computerized systems

Developmental Milestones

• Early childhood educators should know the communication, speech, and language behaviors expected at developmental stages and the specific interventions to help children to acquire these skills.

(Preschool Children With Special Needs, pg. 235-237, Table 10.2)

Questions???????