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Kandis Chatman, MS, CCC-SLP
Melissa Cheslock, MS, CCC-SLP
University of Montevallo, CSD
• More than just first words
• A social activity
• Any act in which one person gives or receives from another person
information about that person's needs, desires, perceptions,
knowledge, or effective states.
• May be intentional or unintentional, may involve conventional or
unconventional signals, may take linguistic or nonlinguistic forms, and
may occur through spoken or other modes.
• Everyone communicates!
• effectiveness and efficiency may vary
• socially inappropriate means to communicate
• We strive to recognize communication acts and seek ways to promote
its effectiveness National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992).
When communication is delayed, you may see:
o Poor eye contact
o Not indicating wants/needs
o Decreased interaction with peers
o Limited response to environmental sounds or speech
o Difficulty attending to an activity
o Imitation of speech without understanding
o Limited use of gestures
o Strengths in visual activities
o Negative behaviors
Late Talkers
Expressive and/or Receptive Language Delay
Auditory Processing
Hearing Impairment
Pragmatic Disorder
Autism Spectrum Disorders
Developmental Delay
Undiagnosed
Pre-linguistic communication lays the foundation for later communication development.
Joint attention and early communication behaviors are significant predictors of later expressive vocabulary (McCathren et al, 1999).
Joint attention and social development in infants are positively related to the emergence of social behaviors in preschool children (Vaughan Van Hecke, et al, 2007).
Attunement in secure parent-child interactions is related to later language development (Carol Westby, 2010).
Children who hear more words from birth to age 3 have more sophisticated communication and language skills (Hart and Risley, 1995).
Social Interaction
o engaging in playful turn-taking interactions with other with a positive
affect
Joint Attention
o using nonverbal behaviors to share the experiences about objects or
events with others
Behavior Regulation/Request
o responding to requests and eliciting help in obtaining objects or
events
Responding, Initiating, Maintaining
Other important skills: imitation, play
Social Interaction
o Smiles to adult’s voice and face
o Cries when put down/quiets when picked up
o Coos, gestures, and/or makes eye contact when game stops
o Looks to adult’s face and maintains eye contact
o Visually tracks moving person
o Shows interest more so in people, not objects
Joint Attention
o Looks to object that adult shows
o Looks to adult while playing with a toy
Behavior Regulation/Requests
o Turns to voice
o Resists releasing an object pulled away
o Cries when upset, differentiated cries
o Uses simple repetitive actions when toy stops moving
o Recognizes family member names (6-9 months)
Social Interaction
o Looks when name is called while playing
o Repeats an act that gained adult’s attention
o Initiates vocal or gestural turn taking
o Takes at least 3 turns in vocal/gesture turn taking
o Plays peek-a-boo by pulling off cover
o Vocalizes to call others
Joint Attention
o Follows adult’s line of regard/pointing 50%
o Alternates look between moving object and adult 3 times
o Looks at and points to objects/pictures
o Attends to objects mentioned in conversation
Behavior Regulation/Request
o Responds to no/stop
o Pushes hand as adult pulls object away
o Vocally protests as object is removed, paired with eye contact
o Sustained reach for desired objects
o Cries with eye contact when upset
Social Interaction
o Uses conventional gesture
o Initiates and responds to greeting by gesture or word(s)
o Initiates social routine game by gesture or word(s)
o Initiates object exchange
o Call for adult
Joint Attention
o Follows adult’s line of regard 75%
o Shows or gives objects to adult to look at
o Uses word(s) to label objects
o Identifies objects when named
o Points to pages in a book and looks back to adult
Behavior Regulation/Request
o Understands simple directions with gestures
o Uses word(s) to protest
o Finds objects or asks for objects out of view
Social Interaction
o Greeting
o Calling
o Requesting for social routine
Joint Attention
o Commenting on object/action
o Requesting for information
o Clarification
o Labeling/naming objects
Behavior Regulation/Request
o Requesting for object/action
o Protesting
o Requesting more of an object/action
United States Hong Kong Beijing
Daddy Daddy Mommy
Mommy Aah Daddy
BaaBaa Mommy Grandma
Bye YumYum Grandpa
Hi Sister Hello
UhOh UhOh Hit
Grr Hit Uncle
Bottle Hello Grab
YumYum Milk Auntie
Dog Naughty Bye
No Brother UhOh
Woof Woof Grandma Wow
Vroom Grandma Sister
Kitty Bye Woof Woof
Ball Bread Brother
Baby Auntie Hug
Duck Ball Light
Cat Grandpa Grandma
Ouch Car Egg
Banana Woof Woof Vroom
Engages in longer dialogue
Verbally introduces and changes topic
Asks and answers questions
Tells simple stories using labels and descriptions
Use of language in play increases
Requests permission for items
Participates in simple group activities
Begins to control behavior verbally rather than physically
Joins in nursery rhymes and songs
Uses appropriate eye contact
Engages in longer dialogue
Uses more fillers (uh-huh, ok)
Begins code switching
Makes conversational repairs
Maintains topics for 3 turns
Requests more information to keep the conversation going
Terminates the conversation appropriately
Uses hints/indirect requests to get the listener to do
something (e.g. That smells good!)
Communicates knowledge about the world to peers and
adults
Maintains topic for 4 turns
Provides information that is relevant to the listener
Responds appropriately to questions (where, when, why)
Extends the topic
Asks questions
Child is delayed in social communication development
2 year old is only using nouns
3 year old is not yet initiating conversation with peers or
teachers
12 month old is using no gestures and not following a point
to objects
Informal Observations
Parent/Caregiver Report
5-part Developmental Assessments (DAYC-2, E-LAP, etc.)
Early Social Communication Scales (Mundy et. Al, 2002)
Extended Profile for the Early Social Communication Scales
(Siebert & Hogan, 1981)
The Rossetti Infant-Toddler Language Scales (Rossetti,
2006) – pragmatic, gesture, and attachment scales
Early Social Behavior Scales (Wetherby & Prizant)
Social Interaction
Joint Attention
Behavior Regulation
Pragmatic Functions
Initiation
Turn Taking
Responding
Topic Maintenance
Talk to your baby (Modeling)
Use emphasis and intonation
Use repetition
Use gestures
Be animated
Follow child’s attentional lead
Respond to child’s signals and communication attempts
Put words to child’s actions
Sing songs
Read books
Create social routines
Provide Opportunities
Arrange the Environment
Communication Temptations
Evidence-Based Intervention Strategies
No one strategy is equally effective for all children
SLP- and Parent-Implemented
Play social games
Sing songs
Imitation
Fill in the blanks
Choices
Be super silly
Pretend to misunderstand or forget needed item
Pause/wait with expectant look
Read/look at books
Pair movement and sound together
Expand on child’s use of words
Shared book reading
Place desired materials in view but out of reach
Manipulate materials so that help is necessary to obtain
them
Violate the expected order of events
Give less than expected amounts of an item/activity
Hold items close to your face
Balloons
Wind-up toys
Music and/or lights
Pinwheels
Toys with movement
Bubbles
Samuel will point to food choices during family meals.
Hannah will participate in social games/routines by smiling,
vocalizing, and looking to mom when getting her diaper
changed.
Kristen will wave bye to her Dad when he drops her off at
daycare.
Leo will interact with his teacher during free play by
imitating sounds.
Tommy will interact with friends during circle time by taking
turns and sharing toys.
Sarah will use maintain a conversation for 2-3 turns.
Goldstein, Howard. (2007). PECS and responsive prelinguistic milieu teaching in children wth autism produce similar gains in requesting. Evidence-Based Communication Assessment & Intervention, 1 (3), 121-123.
Mancil, G. R. (2009, March). Milieu therapy as a communication intervention: A review of the literature related to children with autism spectrum disorder [Electronic version]. Education and Training in Developmental Disabilities, 44(1), 105-117.
McCathren, R.B., Yoder, P.J., & Waren, S.F. (1999). Prelinguistic pragmatic functions as predictors of later expressive vocabulary. Journal of Early Intervention, 22(3), 205-216.
Mundy, P., Delgado, C., Block, J., Venizia, M., Hogan, A., & Seibert, J. (2002). Early Social Communication Scales. Miami, FL: University of Miami.
National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities [Guidelines].
Vaughan Van Hecke, A, Mundy, PC, Acra, CE, Block, JJ, Delgado, CF, Parlade, MV, & Pomares, YB (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78(1), 53-69.
