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Child language development & Strategies for developing language at Home.
EIPIC – Fei Yue
2 June 2008 Parent Training Workshop
Presenter:
Mr. Rajeev RanjanSpeech Language therapist
Outline of presentation…
� Definition.
� Normal development.
� Pre-requisites for speech and language.
� Modes of communication.
� Conditions which lead to sp & lg delay.
Autism.� Autism.
� Sp & Lg problems in Autism.
� How and why child communicate.
� Child’s stage of communication development.
� Assessment.
� Approaches and speech and lg stimulation.
� General techniques and strategies.
� Summary, and
� References.
Speech Language And Communication
Definition:
“Speech is audible manifestation of language. It’s a
complex motor act which involve movements of complex motor act which involve movements of
various articulators for production of speech”
� Language: is a set of arbitrary symbols used
by a group of people for the purpose of
communication.
� Language is the main vehicle for
communication
� Communication is a process through which
human beings share ideas ,feelings, desires,
emotions and for sheer pleasure.
,ormal development of Communication:
� 0 – 2 months Undifferentiated cry
� 2 – 4 months Differentiated cry
� 4 – 8 months Babbling
� 8 – 10 mnths Adding intonation to
babbling /
Expressive jargon
Cont…..
� 1 year . First word
� 15 months . First 20 words
� 1.6 yrs . Vocabulary spurt
� 2 yrs . Two word/multi word
utterances
� 2.6 – 3 yrs . Simple sentences
� 3– 3.6 yrs . Complex sentences
Pre-requisites for Speech and Language
Normal development of….
Stimulating
environmentMotor abilities
Neuro-Motor
Maturation
environment
Intelligence &
Cognition
Speech
production
mechanism
Sensory abilities
Speech &
Language
Modes of Communication� Communication:
Commu-
nication
Receptive Expressive
HearingTouch Smell Vision Speech Gestures Drama Poetry Writing Mime
COMMU,ICATIO,
VERBAL ,O, VERBAL
VOCAL HUMA, SPEECH CRIES
SY,THETIC SPCH. MOA,S
SIGHSSIGHS
,O,-VOCAL WRITI,G DRAWI,G
SIG, LA,G. GESTURES
BLISS SYMBOL. PICTURES
Pre verbal skills
� Eye contact
� Attention span
� Breath control
� Imitation
Conditions which lead to speech and
language delay
� AUTISM :
� MENTAL RETARDATION:
� HEARING IMPAIRMENT:
� CEREBRAL PALSY:� CEREBRAL PALSY:
� MULTIPLE DISABILITIES:
� SENSORY PROBLEMS
Definition of autism
� Autism is a brain development disorder that
impairs social interaction and communication,
and causes restricted and repetitive behavior,
all starting before a child is three years old. all starting before a child is three years old.
Speech and language Problems in
Autism:
� Deficits in paying attention to auditory information
� Delayed/ normal comprehension of language
� Delayed development in expression
� Difficulty in expressing needs, using gestures or � Difficulty in expressing needs, using gestures or pointing instead of words
� Repeating words or phrases in place of normal, responsive language
Cont…
� Non responsive to verbal cues; acts as if
deaf, although hearing tests in normal
range.
� Poor breath control for speech
� Inability in performing manual signs and
other non vocal communications
� Speech sound production problems
Cont..
� First year of life
-delayed onset of babbling
-unusual gestures
-desynchronization of vocal patterns with the -desynchronization of vocal patterns with the caregiver
Cont…
� second and third years
-less frequent and less diverse babbling, -consonants, words, and word combinations
-less likely to make requests or share -less likely to make requests or share experiences
-simply repeat others' words (echolalia)
-reverse pronouns.
-difficulty with imaginative play and with developing symbols into language
General characteristics, Cont..
� Insistence on sameness; resistance to change
� Laughing (and/or crying) for no apparent reason showing distress for reasons not apparent to others
Preference to being alone; aloof manner � Preference to being alone; aloof manner
� Tantrums
� Difficulty in mixing with others
� Not wanting to cuddle or be cuddled
Cont…
� Little or no eye contact
� Unresponsive to normal teaching methods
� Sustained odd play
� Spinning objects � Spinning objects
� Obsessive attachment to objects
� Apparent over-sensitivity or under-sensitivity to pain
� No real fears of danger
� Noticeable physical over-activity or extreme under-activity
� Uneven gross/fine motor skills
How and why child communicates:
HOW my child communicates:
� Cries or screams
� Smiles
� Moves his body
� Changes his facial expressionChanges his facial expression
� Makes sounds
� Looks at me or what he wants
� Takes me by the hand to what he wants.
� Uses gestures, such as waving for bye-bye
� Uses sounds that stands for words
� Uses single words
� Combines two or more words at a time.
Why my child communicates:
� Because he is hungry or tired
� Because he is happy
� To respond to something interesting, such as my voice
� To protest or refuse something
To get attention� To get attention
� To request something
� To show me something he is interested in
� To greet or say good bye
� To follow directions
� To answer questions
� To tell someone about something
� To ask a question
Child’s stage of Communication:
� Discoverers- react to how they feel and to
what is happening around them, but do not
communicate with a specific purpose in mind.
Cont…
� Communicators- send specific messages
without using words.
Cont…
� First word users - use single words (or signs or
pictures).
Cont…
� Combiners- combine words into sentences of
two or three words.
Con…My child’s stage of
communication development:
� Use
Always,
Often,
RarelyRarely, and
,ever, to understand yours child receptive and
expressive language.
Con…Discoverer:
� Understanding*
My child..
-looks at me when I talk or sing softly to him
-smiles when I smile at him or talk to him
-Recognizes familiar voices
� Expression
My child….
-cries or fusses when he is sleepy, hungry or uncomfortable
-has different cries, depending upon what he needs
- Makes sounds when he is spoken to or smiled at.
-Recognizes familiar voices
-turns his head towards sounds he hears
-responds when I call his name by looking at me, moving his body or holding still.
-recognizes a few gestures
-anticipates the next step in daily routines.
(*Discoverers don’t yet understand what words mean)
Makes sounds when he is spoken to or smiled at.
-makes vowel sounds like ‘ah’. ‘uh’ and eh’
-make consonants sounds like ‘buh. Guh, or ma’
-imitates some sounds he hears
-imitates me back when I imitate a sound that he makes
-imitates simple actions
-babbles
-Close his eye when he doesn’t want something
-looks at, reaches for object or people he’s interested in.
Con…Communicator:
� Understanding
-understands familiar words in routine situations, like bye-bye
-understands names of familiar objects
� Expression
-takes me by the hand and pulls me toward objects that he wants
-draws my attention to objects and people by giving or showing them to me or pointing to them
objects
-responds to simple questions like' where's your teddy bear?’ by moving to the object, looking at it or pointing to it.
-can follow simple directions accompanied by gestures.
-understands the meaning of no.
them to me or pointing to them
-imitates actions such as clapping
-imitates sounds
-uses a few gestures
-Looks at or point what he wants or is interested in, and then looks at me.
-makes sounds that resemble words.
-put strings of sounds together that almost sound like speech
(jargon).
Con…First words user:
� Understanding-can point to familiar body parts and
objects
-follows simple instructions even without gestures.
-can answer yes or no questions
-responds the questions like where is
� Expression
-uses at least 3 words or signs, or points to pictures) to communicate.
-uses more gestures or sounds than he used to.-responds the questions like where is
the cup?
-understands the names of many familiar objects, peoples and animals
than he used to.
-imitates sounds like those animals make and words.
-uses between 10 and 25 words or signs.
-points to 10 or more pictures to send messages.
-uses 25-50 words or signs.
Con…Combiner:
� Understanding
-can answer questions like what
do you wear on your feet?
-understands questions that starts
with who (who is at the
� Expression
-combines two words or signs together as in want juice or no bed’
- Uses at least 50 words.
-ask questions using a rising tonewith who (who is at the
door?)
-understands of the meaning of
the following concepts: in,
on, under, big, little.
- Can sort objects by category
such as animals or toys.
-listens to simple stories.
-ask questions using a rising tone
-ask questions that start with what and where?
-combines three words together, as in want more juice’
-refers to himself by his name.
Assessment of the following aspects is
important
� Pre-linguistic skills
� Mode of communication used by child
� Sensory aspect- suspected problem
� Speech mechanism- structure and function
� speech aspect- imitation skills, intelligibility of
speech, intonation patterns, fluency, voice
Cont…,
� Linguistic aspects-
vocabulary
category, types of word, Number of words
Semantics,
Syntax
MLU, types of sentences, use of grammatical MLU, types of sentences, use of grammatical morphemes, subject-verb agreement
Pragmatics
Initiation of conversation, turn taking, ending conversation, contextual usage
,on-verbal behaviors - gestures.
Cont…,
� Articulation
Speech sounds- SODA
Analysis of problems- Place, manner, voicing
problemsproblems
APPROACHES FOR S&L TRAI,I,G
�COGNITIVE TRAINING
�SENSORY/MOTOR TRAINING
�ENVIRONMENTAL ENRICHMENT
�VERBAL COMPREHENSION�VERBAL COMPREHENSION
�EXPRESSIVE LANGUAGE
S&L Stimulation
�Modeling- It draws from what the child says to extend the child’s comments.
-It does not correct or repeat the child’s syntactic forms or sentence structure.TWO TYPS OF MODELLING-
Antecedent technique in modeling, and
Sub sequential technique in modeling.Sub sequential technique in modeling.
�Prompting – Prompts are special stimuli that increase the probability of evoking responses. Prompts are like hints of everyday life.
�Shaping –Complex target behaviors need to be simplified, so that the child is able to learn them easily step by step.
�Semantic cueing –In this technique mother or the adult gives meaningful cues to the child, so he can easily come out with the target or the
required responses.
Cont�
� Sentence completion – In this technique, an incomplete sentence is presented to the child and he has to complete the sentence with an appropriate word.
� Expansion –This occurs when the child’s utterance is expanded into the correct grammatical form.
� Questioning – It is one of the best methods to get response from a � Questioning – It is one of the best methods to get response from a person, Questions can be of 3 types,
� Questions requiring yes-no response: E.g: Did you eat in the morning?
� Questions requiring a naming response: E.g: What is that?
� Questions requiring an open-ended response: E.g: Where did you go yesterday evening?
General Techniques and strategies
� Let your child lead.
-Get face to face.
� OWL to let your child lead
Observe (Child’s Interest)Observe (Child’s Interest)
Wait (Processing and Response time)
Listen (paying close attention to all of your
child’s words and sounds)
Cont�
� Create opportunities for your
child to lead.
-Help your child make a request.
-Offer a little bit.. Then wait
-Place a favorite object out of
reach.. then wait
Cont�
� Take Turns
Cont�
� Match the length of your child’s turn
� Match your child’s interest
Use explicit cues:
Physical help
Physical model
Verbal model
Use natural cues:
Visual cues
Non-verbal cues
Cont….
� Rewarding routines
Use a routine to SPARK an interaction:
Start the same way each time,
PPlan your child’s turn,
Adjust the routine so your child can take his
turn,
Repeat the same actions, sounds and words
each time, and
Keep the end the same.
Cont…
� Add language to the Interaction
-Use a variety of words,
Cont…� Knowing a variety of words:
Cont�� Highlight your language:
Use the Four S’s:
� Expand your child’s message,
Cont�
� Let’s play.
-Functional Play-Constructive play, and
-Pretend play
Cont..
� Attention control
� Concept formation
� Symbolic understanding
� Verbal comprehension � Verbal comprehension
� Expressive language
� Articulation training
� Fluency
Summary…� Get to know more about your child’s:
1. Normal development of communication.
2. Modes of communication
� Set language intervention goals by knowing your child’s stage of communication.
Follow your child’s lead.� Follow your child’s lead.
� Create opportunities to communicate for your child.
� Reward routines.
� Highlight your language.
� Help your child understand what you say, and
� Play with your child, have fun.
References:
� De Feo, A.(1995). Parent Articles 2: More articles to enhance Parent Involvement. Texas: Pro-Ed.
� Pepper.J.& Weitzman,E.(2004), It takes Two to Talk : A practical guide for parents of children with language delays.Canada: The Beacon Herald Fine Printing Division.
� Schrader,M.(1988). Parent Articles1:� Schrader,M.(1988). Parent Articles1:
Enhance Parent Involvement in Language Learning. Texas: Pro-Ed.
� Sussman,F.(1999). More than Words: A guide to helping Parent’s Promote communication and Social skills in children with Autism spectrum Disorders. Canada: The Beacon Herald Fine Printing Division.
Any question???
Suggestions please….
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