MRD 7801Dr. Melinda Prague

Chat 3 Guided Learning… SEA

SEA Part 1Prepare an analysis of the child’s utterances for

Content, Form, and Use and identify the child’s placement based on the language continuum. 

Independently, complete the identification of Form, Content and Usage.

Use the mean length of utterance to compare the sample to developmental norms according to Brown and Halliday.

Determine any areas of language weakness and identify specific activities to address these areas using the Informal Language Sample Checklist.

SEA Part 2A case study will be provided for the purpose

of identifying exceptional and cultural conditions and their impact on language development. Using this case  study, candidates will be required to make connections between risk factors and literacy development and language skills.

Content, Form and UseContent: includes factors such as semantics, including

word knowledge and world knowledge, and vocabulary.

Form: includes the building blocks of language such as morphology (grammar), syntax (sentences) and phonological awareness (sound awareness).

Use: the area of pragmatics. That is, the understanding and use of language in a social context. This includes the ability to use appropriate language in a communicative and social milieu, and understand social rules.

PragmaticsPragmatics refers to the underpinnings of

conversation: how something is said, the intentions of the speaker, the relationship between the participants, and the cultural expectations of the exchange.

There are no reliable and valid standardized tests of pragmatics for the preschool population

The following are guidelines…..

PragmaticsChildren develop pragmatic language skills in

much the same way that they acquire milestones in other areas of development.

Pragmatic language skills, such as eye contact and smiling, begin to develop soon after birth. They coincide with and are embedded within regular language development.

Pragmatics…Birth to 3 MonthsBriefly looks at peopleFollows moving person with eyesQuiets in response to sound (responds more

readily to speech rather than nonspeech)Smiles/coos in response to another smile/voice

(1-4 months)Excites when caregiver approaches (1-4

months)Aware of strangers and unfamiliar situations (1-

4 months) Cries differentially when tired, hungry or in

painQuiets when picked up

Pragmatics…3 to 6 MonthsFixes gaze on faceResponds to name by looking for voice (4-8

months)Regularly localizes sound source/speakerOccasionally vocalizes in response to speech

Pragmatics…9 to 12 Months Shouts or coughs to attract attention Shakes head “no” and pushes undesired objects away Waves “bye” Affectionate to familiar people Begins directing others’ behavior physically and through gestures (pats, pulls,

tugs on adult) Uses pointing to learn new vocabulary (people in environment label things as child points) Extends arms to be picked up Participates in games such as “peek-a-boo” and “pat-a-cake” Reaches to request an object Begins to vary behavior according to emotional reactions of others; repeats

actions that are laughed at Participates in vocal play, using content and expression

Pragmatics…12 to 18 Months Brings objects to show an adult Requests objects by pointing and vocalizing or possibly using a word

approximation Solicits another’s attention vocally, physically and possibly with a word Gesturally requests action/assistance (may give back wind-up toy to request

reactivation) Says “bye” and possibly a few other conversational ritual words such as “hi”,“thank you” and “please” Protests by saying “no”, shaking head, moving away, frowning or pushing

objects away. Comments on object/action by directing listener’s attention to it with a point and

vocalization or word approximation Labels objects Answers simple wh questions with vocal response (may be unintelligible) Acknowledges speech of another by giving eye contact, vocally responding or

repeating word said. Teases, scolds, warns using gesture plus a vocalization or word approximation

Pragmatics…18 to 24 MonthsUses simple words or short phrases to

express the intentions listed at the 12-18 month level

Names objects in front of othersSays, “What’s that?” to elicit attentionBegins using single words and two-word

phrases to a command (move), indicatepossession (mine), and express problems (got

boo boo)Much verbal turn-taking

Pragmatics…2 to 3 YearsEngages in short dialoguesVerbally introduces and changes topic of discussionExpresses emotionBegins using language in imaginative waysBegins providing descriptive details to facilitate

comprehensionUses attention-getting words such as, “hey”Clarifies and requests clarificationPrenarrative development begins with heaps (collection

of unrelated ideas) andsequences (story elements linked by perceptual bonds)

Pragmatics…3 to 4 Years Engages in longer dialogues Assumes the role of another person in play Uses more fillers to acknowledge partner’s message (uh-huh, ok) Begins code switching (using simpler language) when talking to very young children Uses more elliptical responses Requests permission Begins using language for fantasies, jokes, teasing Makes conversational repairs when listener has not understood Corrects others Primitive narratives: events follow from central core/use of inference in stories Topic maintenance for 3 turns and provides explanations Requests more information to keep conversation going Appropriate eye contact Terminates conversation appropriately Uses indirectives/hints to get listener to do/get something Refines speech to insure listener has background information Role playing, temporarily assumes another’s perspective-jokes with conversation

partner, provides warning, teases

Pragmatics…5 to 6 YearsUses indirect requestsCorrectly uses deictic items such as this, that, here, thereUses twice as many effective utterances as 3-year old to

discuss emotions and feelingsNarrative development characterized by unfocused chains;

stories have sequence of events but no central character or theme

Tells a story by looking at picturesDescribes functions of objectsCommunicates cause-and-effect relationshipsUses contingent queries to maintain a conversationCreates interest in a listener by indirect referencesCommunicates knowledge about the world to peers and adults

Pragmatics…5 to 6 YearsTells 2 familiar stories without pictures for help; includes all

important partsStates a problemSustains a topic for 4 turnsProvides information that is relevant to the listenerResponds appropriately to questions involving time conceptsWill answer/ask “where”, “when”, “why”, “how many”, “what

do you do?”, “why do we?” Extends topicAsks permission to use other’s belongingsUses such terms as, “thank you”, “please”, and “you’re

welcome” appropriatelyRecognizes another’s need for help and provides assistance

VideosAs we watch the videos of children at

different stages of development, use the pragmatic checklist to help identify the correct stage of development.

https://youtu.be/xwglVbiIvtc?list=PLDYJcCsNOlOA-nyoQNXixGlG6MXjrXWLu

Morphemes

Halliday

Brown’s Stages

Part 2: A case study will be provided for the purpose of identifying exceptional and cultural conditions and their impact on language development. Using this case study, candidates will be required to make connections between risk factors and literacy development and language skills.

Case Study #2 (Poverty) Kelly is a preschool old child and was the product of an “unremarkable

pregnancy.” There were no complications during labor or delivery, except for low amniotic fluid during the last trimester. Kelly suffered from chronic ear infections and allergies for the first 12 months. Parent report indicates that Kelly was a late talker. She did not babble and spoke her first word (“moo”) at 18 months of age. Kelly was reported to have limited sound repertoire, and the mother summarized Kelly’s speech development as “she was a quiet baby.” Kelly would produce a sound or a word for awhile only to lose it approximately 2 weeks later. Kelly is the youngest of 3 siblings all boys ages 4, 6, and 8. Kelly attends an urban extended day preschool 5 days a week from 6:30am until 6:00pm. Kelly’s mom works at Walmart and has not seen her father for 2 years. They live in a 2 bedroom apartment on a month to month lease. Kelly has changed preschool/daycares 7 times in the last 3 years. Kelly’s mother relies on the community for additional support in raising her children. They currently are on welfare and food stamps. Kelly’s mom often works odd jobs at night and is watched by the neighbor’s daughter next door who is 15 years old.

PracticeHow many morphemes?How many utterances?What is the MLU?

After you have counted all the morphemes, you are ready to calculate the MLU. The traditional method of calculating MLU is dividing the number of morphemes by the number of utterances. For example:

150 morphemes / 50 utterances = 3.0 MLU

25 months sampleMorpheme Count Form Conte

ntUse

Answers

MLU Calculation- http://screencast.com/t/JvFfdMrCFCU Chart- http://screencast.com/t/QueqRkcgvTL