Embed Size (px)
Citation preview
Slide 1
The Late Talker: Strategies for Improving Communication in the
Classroom
Ashley S. Fairleigh, M.S., CCC-SLP
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 Biography
14 years SLP
2 years Peace Corps
Specialty is pediatrics
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3 Learner Outcomes
• Understand the milestones for speech and language development for 0-3 years old
• Understand the foundations of functional and interactive communication
• Identify target activities and strategies for eliciting active participation by student(s)
• Select communication opportunities that are natural and appropriate
• Arrange the environment to promote communication
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 Everyone communicates
4
crying
words
Falling asleep
pointing
sounds
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 Everyone Communicates
screaming Pushing Eye
contact
Biting Grunting Signing
Pinching Ignoring
Silence
5
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6 Communication Purposes
• Expressing Wants and NeedsOnce desired action or object is achieved,
communication ends
• Social Interactions including Social Etiquette
Social vocabulary is difficult to provide, but vital for social acceptance
Greetings, Conclusions, “manners”, etc..
• Exchanging InformationStarts as “joint attention” then develops into more
complex interchanges with content or topic specific vocabulary
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 Communication Evolves Over Time
WANTS
&
NEEDS
Sharing Information Sharing
InformationSharing Information
The importance of different communication purposes changes over
our lifetime and are based on our audience
WANTS
&
NEEDS
WANTS
&
NEEDS
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 Why are there delays?
• Check hearing levels (have a hearing test)
• Not Neurotypical
• Undiagnosed Disorder (too young)
• Lack of Exposure
• Unknown
8
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9
Think about YOUR students who are struggling to communicate
effectively…What are some
characteristics of their communication?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 10
More Engaged Parents Less Engaged Parents
Words heard per hour 2,168 616
Words known by age 3 1,116 525
Words heard by age 4 45 million 13 million
Letters of alphabet by 5 22 letters 9 letters
Parents read every day 59% 36%
Sources: Hart and Risley, 1995; Worden and Boettcher, 1990; Ehri and Roberts, 2006; National Survey of Children’s Health, 2003; Neuman and Dickinson, 2006; IEA Reading Literacy Study, 1996
Importance of Early Engagement
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 School Success Largely Determined by Age 3
• Basic language and communication skills are formed during a child’s first three years
• Language experience before age 3 is an excellent predictor of reading ability in third grade
• After 3 years of age, it is increasingly difficult to make up for differences in earlier experiences
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12 Communication Disorder Characteristics
• Children with communication disorders may display the following characteristics in multiple environments:
– Use of limited number of words
– Difficulty understanding concepts
– Problems following directions
– Displaying frustration when trying to communicate
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 Strategies that Facilitate Improved
Communication Skills
• Read a child’s body language• Provide a child with choices• Provide picture schedules to help
a child move easily between activities
• Segment multiple-step directions• Provide cues to help child better
understand expectations• Model appropriate
communication language
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 Communicative Milestones
• Beginning at birth, children all over the world reach certain communication milestones at approximately the same age and in the same order
• Four main developmental periods:-infancy-toddlerhood-preschool-age-school-age
.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15 Milestones in Infancy
• Stages of Vocal Development:
-Phonation (0-1 month)
-Gooing and Cooing (2-3 months)
-Expansion Stage (4-6 months)
-Canonical Babbling (6-8 months)
-Variegated Babbling (8+ months)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 Milestones in Infancy
Emergence of Intentionality:
-Until roughly 7 months, infants are pre-intentional
-Between 7 and 12 months, infants have intentional communication, as evidenced by gestures, pointing, and eye contact
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 Milestones in Infancy
• Transition to Symbolic Representation
-words are arbitrary symbols that represent concepts in the world
-infants develop “mental dictionaries” with lexical entries
-at roughly 12 months, infants begin using symbols, including words and referential gestures (gesture carrying a fixed meaning)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18 Milestones in Infancy
• The First Word:
-first “true” word occurs around 12 months, on average
-what makes it a “true” word?
-clear intention and purpose
-recognizable pronunciation
-consistent use and extends beyond original context
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 Toddler Language
• Achievements in Form:
-grammatical morphemes
-transition to multi-word utterances
-distinct grammar that governs word order
-Mean Length of Utterance (MLU)
-basic mastery of three sentence forms:
-yes/no questions
-wh-questions
-negatives
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 Toddler Language
• Achievements in Content:
-vocabulary spurt (“naming explosion”)
-Understand more than they say
-underextensions used
-overextension used
-categorical
-analogical
-relational
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21 Milestones in Toddlerhood
• Achievements in Use
-use a variety of language functions:
instrumental, regulatory, personal interactional, heuristic, imaginative, and informative
-not highly skilled in conversation (topic maintenance or language beyond the here and now)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 22 Milestones in Toddlerhood• Achievements in Speech (how they say it):
-2-year olds correctly produce about 70% of sounds used
-Attainment of specific phonemes
(Norm references: customary age of production vs. mastery)
-Phonological processes:
-articulatory adjustments that occur during speech
-final consonant deletion, reduplication, consonant harmony, weak syllable deletion, cluster reduction, liquid gliding
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23 Milestones in Preschool
• “Small word” stage
-articles, verb morphology
-prefixes, suffixes
-sentence complexity
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24 Milestones in Preschool
Decontextualized language
-events and concepts beyond the here and now
-necessary for academic success
Turn Taking Emerges
Narrative Discourse (Does a story they tell make sense?)
.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 25 Vocabulary Spike
The 6-year-old child typically has a 2,600 wordexpressive vocabulary (words he or she says), and a receptive vocabulary (words he or she
understands) of 20,000–24,000 words. (asha.org)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26 Creating a Communication
Environment
• Requires changes to:
• Activities
– Environment
– Facilitator
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27 Language
• Every Day Routines
• Brief
• Repetitive
• Process Oriented (not product oriented)
Activity represents a class of activities: Art activities, cooking, reading books, snack, Variation in content from episode to episode, but same “core” vocabulary
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 28 Selecting a Target Activity to Elicit Communication
Should be brief in nature, but occur 3-4 times per week
Requires communication (initiations) by the student
Activity should be process - not product oriented
Choices are offered during the activity
COMMUNICATION
is the goal of the Target Activity!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 Selecting Target Activities
• Start by identifying a “target” activity
– Motivating (a reason with a purpose)
– Yield Opportunities for Success
– Functional and Interactive
– Broad to include all developmental levels
Describe your Target Activity on the
Target Activity Form
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30 The Target Activity Form- Sample
Cumley, J & Pallaske, M. 2002
Target Activity Description
Communication Turns Communication Considerations Prompt Hierarchy
What does student have to
say to begin the activity? Environmental Cue…
Open Questions…
What does student have to
say to continue the activity?
Prompt or Request Communication…
Environmental Modifications
Full Model
What does student have to
say to end the activity?
Descriptive Feedback
Come up with an example of an activity that you might do in your classroom for the preschool aged population 0-3 .
How is vocabulary represented:
Activity Vocabulary:
Wants/Needs:
Social Interactions & Etiquette:
Sharing Information:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 Does your Target Activity have at least THREE
opportunities for the student to initiate?
• What does the student have to say to BEGIN the activity?
• What does the student to have to say to CONTINUE the activity?
• What does the student have to say to END the activity?
If you can’t think of 3 statements the child needs to say to be engaged in the activity….pick a different activity!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32 Communication Turns-example
Routine Play Beginning: Student asks for bubbles.
“I want….” “Can I have ….” “bubbles”, etc.
Middle: Student asks for “more”, “help”, makes social, informational or etiquette comments to peers and adults
“I want more ….”, “more ….”, “good …..” “I like …” “You want…”
End: Student indicates when finished
“all done”, “clean up”, “no more”, “bye-bye”
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 33 The Target Activity Form- Sample
Cumley, J & Pallaske, M. 2002
Target Activity Description
Communication Turns Communication Considerations Prompt Hierarchy
What does student have to
say to begin the activity? Environmental Cue…
Open Questions…
What does student have to
say to continue the activity?
Prompt or Request Communication…
Environmental Modifications
Full Model
What does student have to
say to end the activity?
Descriptive Feedback
What’s an activity that’s done in the classroom?
How is vocabulary represented:
Activity Vocabulary:
Wants/Needs:
Social Interactions & Etiquette:
Sharing Information:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 Communication Considerations
How will the vocabulary be represented (e.g., objects, tangible symbols, photos, symbols, etc.)
List the vocabulary that must be available. Try to have vocabulary that represents
• Wants/Needs
• Social Interactions & Social Etiquette
• Sharing Information
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 35 Addressing Communication Challenges AND
Creating a Communication Environment…
Requires changes in:
–Activities
–Environment
–Partner
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 36 Structure the Environment for Success
• Common Strategies….
– Use motivating materials and activities
– Materials should be in view but out of reach
– Activity needs assistance
– Provide small or inadequate amounts of materials
– Violate the Routine
– Use visual tools
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 37 Addressing Communication Challenges AND Creating a Communication
Environment…
• Requires changes in the…–Activities
– Environment
–Partner
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 38 Qualities of Communicative Partners
Less Language is More
Engage Meaningful
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 39 Communication Success
Avoid
• Hyper-verbal: Bombardment of Questions
• Asking Rhetorical Questions
• Asking Yes/No Questions
• Doing everything for them (anticipating their needs)
• Use of the word “more” for communication
Practice
• Verbal Pauses
• Ask Open Ended Questions
• Wait
• Provide an Expectant Response
• Gain Attention
• Stay in Field of Vision
• Placement of word in phrase
• Wait & Wait & Wait
39
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 40
Worksheets
Think back to your childhood and tell me ONE thing you learned from a worksheet?
40
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 41 Advocate: Invest Early• Students who don’t read proficiently by third grade are four times more likely to
leave high school without a diploma than proficient readers, according to a study over time of nearly 4,000 students nationally. (Hernandez, D. Double Jeopardy: How Poverty & Third-Grade Reading Skills Influence High School Graduation, 2011, Annie E. Casey Foundation)
• Children in whom speech and language impairments persist past five and a half years of age have an increased incidence of attention and social difficulties. Children with specific speech and language impairments at 7 ½ to 13 years of age have been shown to have impaired writing skills, with marked deficits in spelling and punctuation compared with children without speech and language impairments. (Snowling MJ, Bishop DV, Stothard SE, Chipchase B, Kaplan C., 2006).
• From conception to kindergarten, the rate of brain development is the fastest of any other period in a person’s life and highly influenced by the quality of early experiences and relationships with their parents. Yet the public investments are at their lowest point in the infant and toddler years – when brain growth is the most rapid. (J.S. Shonkoff & D. Phillips, Eds., From Neurons to Neighborhoods: The Science of Early Childhood Development (2000), Washington D.C.; National Research Council & The Institute of Medicine, National Academy Press.)
41
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 42
Ashley S. Fairleigh, M.S., [email protected]
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
![[CATEGORIZED] in other words, into grammatical … [FORMING PARTS OF SPEECH] ... -ant -ed -fy-fully ... Noun Suffixes Adjective Suffixes Verb Suffixes Adverb Suffixes-ability-ful -able-ite-ows-ate](https://img.pdfslide.us/doc/110x75/5ad529437f8b9a6d708c8b88/categorized-in-other-words-into-grammatical-forming-parts-of-speech-.jpg)
