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???

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