Days and Times: MW 8:30-9 A.M., 11-11:50 A.M., and 2-3 P.M.
Office Location: AJH 112C
Office Phone: 530-898-6394
Days and Times: MWF 1-1:50PM
Location: TBA
Add/Drop Policy:
Students may add or drop courses or change grade options without restriction or penalty and without instructor approval during the first two weeks of the semester using the Portal or, where necessary, by submitting a Change Of Program (COP) form.
Prerequisite: a course in language development, or linguistic coursework that covered language development
Three examinations including the final
Written lesson plans
Final exam: W 2-3:50
If you have a special need due to a disability, please let me know by the second week of class
Please don't cheat. If you do you betray yourself.
McCormick, Loeb, and Schiefelbusch, Supporting Children with
Communication Difficulties in Inclusive Settings .
Review of Language Development
Perlocutionary Stage- (Pre-language period)
Birth to 6/7 mos
Children communicate their needs through crying or facial expressions. The child does not intend to communicate, but parents often interpret vocalizations as intentional. This is known as adult morphizing.
Illocutionary Stage- (Gestural Intentionality)
From 6/7 mos to 11/12 mos
Children communicate through gestures and vocalizations that are meaningful and precede first true words. Intentionality through gesture begins in this stage.
Locutionary Stage- (Speech Intentionality)
From 11/12 mos to 18/24 mos
Child is communicating with words. This is true intentionality through verbalizations.
PHONEMES
Phonemes DO NOT have meaning. Meaning occurs when phonemes are sequenced in words.
A syllable is greater than a phoneme.
MORPHEMES
Morphemes are the smallest unit of meaning
There are two types of bound morphemes:
Grammatical Morphemes
•Types
Bound: These are inflected morphemes (allomorphs). They cannot stand alone.
(ing, past tense, possession etc.)
Free: They can stand alone. Some examples are: in, on, the,and a,
Negation
Types:
(negative morpheme+auxiliary)
Form= Syntax, Morphology, and Phonology
Content= Semantics
Use= Pragmatics
Assimilation-
New information is incorporated into mental schema. Child sees a wolf, and incorporates into the “dog” schema he/she has.
Accommodation-
A change in cognition has to occur to allow for information input. Child sees a fox, yet they have to allow for cognitive change to create a new schema, since it cannot fit into his or her “dog” schema.
2. Perspectives on categorization and prevention
Incidental Teaching
Playing while teaching. This is not formal or direct, it is play.
Authentic Assessment
This type of assessment has originality and may be quantitative or qualitative. Assessment is performed in the child’s natural environment.
Standardized Tests
This type of testing is used to place students (there are several types).
They are not useful in giving a starting point for therapy
Criterion Reference Tests
This type of testing is informal and can tell how child is progressing. These references tests can look at a particular criteria at one point in time.
Cognitive Referencing
This measures intelligence and if age and language match up, a child will not go to special education because cognitive referencing assumes that if IQ and language age match up, there is not problem.
Children with Prelinguistic Impairments
SLP can help child come up with a classification and storage system by repeatedly allowing child to experience stimulation and using morphizing.
It is imperative that the SLP knows if the child has acquired the precursors to language.
Precursors to Language:
Crumpling or tearing paper
Understanding that an object exists even when it is no longer in view
Ability to solve problems mentally (cause and effect)
Understanding that one’s behavior can affect and be affected by others.
Using imaginative play, for example using a spoon as an airplane.
Well’s Six Techniques that Mother’s Use to Produce Dialogue
Parent monitors child’s gaze, then looks at what child is looking at and makes a comment.
Behaviors that optimize child’s ability to take in information and assimilate. For example, parent can use slow gestures and exaggerated facial expressions.
Daily routines and environment are structured to ensure success (bath and bed time).
Parent goes beyond the reference. For example, if the child shows interest in something and mother shows how to play with or handle what the child is looking at.
Parent makes sure that the child stays on task, directing behavior.
Child is told what to do.
Childhood Apraxia
SOL- Broca’s Area
Apraxics do not use language as a learning tool.
They have trouble introducing topics, poor eye contact, and lack proximity
Neurological Factors (Major Areas of Language)
Geshwind says that the association cortex is the most important area. It has axons from all four lobes. Association pathways do not carry motor or sensory information, but rather they associate different parts of the brain, allowing for communication
Specific Language Impairment (SLI)
Autism
A neurological disorder that is caused by biological deficits. There is abnormal brain patterns with high levels of serotonin, neurotransmitters, and opiates.
20% have an IQ between 50-60
20% have no cognitive change
Autistic Children Behavior Types
Repetitive and rhythmic behaviors such as rocking, hand flapping, and long gazes.
Children often engage in head banging, biting, and scratching themselves.
Lou Vass (a researcher) from Santa Barbara used electrical grids to help stop, yet this failed.
Children engage in biting, hitting, and scratching others.
Adaptive Motherese
Adapted motherese is a naturalistic approach to therapy that is action-oriented. This therapy provides both an active role for the Speech-Language Pathologist (SLP) and the client. Adaptive motherese is the SLP's way of fine tuning, while a child is learning language. In therapy, it is essential for the SLP to recognize that the power of language is the best reinforcer, rewarding naturally occurring contingencies. The SLP must provide a good linguistic model, by teaching indirectly through play, rather than teaching directly. The SLP should use a small core vocabulary, and be systematic and repetitive in helping the child. For example, if the client loves dogs, the SLP can set up the therapy room to look like a pet shop. The SLP would want to make a list of the vocabulary words that will be discussed. An example of a list that the SLP would use for the pet shop theme would be dog, cat, cat/dog food, kennel, leashes, customers, and money. In order to best accommodate the child, the SLP could share the list with the parent(s) so that this vocabulary can be practiced at home. If the child says feed doggie, the SLP should expand their utterance by saying, “Yes we feed the doggie”, or even extend the utterance by saying, “Yes we feed the doggie everyday.” The SLP would want to be in close proximity of the child and exaggerate gestures, facial expressions, and heighten their intonation to appear excited and involved. The systematic plan of the SLP should include multi-sensory therapy. There should be a clear sequence of events: a beginning (open the shop up), middle (feed the animals), and end (walk the animals and put them to sleep). Adaptive motherese must be naturalistic, in which the SLP practices being repetitive with the child. Having fun, being involved with a child, asking several questions throughout the session, and studying their interests to best suit their needs is a recipe for success in helping a child with their acquisition of language.
Milieu Language Teaching
A new word for naturalistic teaching
Scaffolding occurs (supporting a child in using complex language).
Incidental Teaching
Playing while teaching. This is not formal or direct, it is play.
Authentic Assessment
This type of assessment has originality and may be quantitative or qualitative. Assessment is performed in the child’s natural environment.
ELI
Therapy
Imitation first, then conversation cue
Assessment
Conversation cue first (Diagnostic)
Standardized Tests
This type of testing is used to place students (there are several types).
They are not useful in giving a starting point for therapy
Criterion Reference Tests
This type of testing is informal and can tell how child is progressing. These references tests can look at a particular criteria at one point in time.
Cognitive Referencing
This measures intelligence and if age and language match up, a child will not go to special education because cognitive referencing assumes that if IQ and language age match up, there is not problem.
Intervention Planning a. psycholinguistic approach b. behavioral approach c. developmental approach d. integrative approach (pragmatic/sociolinguistic/interactive) 5. Intervention for children at risk 6. Prelinguistic intervention 7. Intervention for preschoolers 8. Intervention for school-age children Learning goals/outcomes At the conclusion of the course the student will be able to: •Describe language development milestones •Differentiate disorders from dialects •Describe disorders of content, form and use •Compare and contrast various assessments •Explain intervention approaches •Prepare lesson plans for various disorders of child language
Cases
A case is a semantic role for a noun
McDonald’s 8 Semantic/Syntactic Rules (AKA Two Term Relations)
8.) X+Dative
Morphological Inflections (9)
These inflections occur during or after the four word stage.
When SLP is teaching inflections, they should be systematic and repetitive with a lesson plan.
Plurality and Possession
Laura Lee Says that there are two reasons why plurality and possession are hard:
In therapy, pick one allomorph. When working with plurality and possession, we typically pick Z because we make all things possessive.
Remediation is based on the order of acquisition.
Children with CP may not by able to start with the Z allomorph because of the lack of introral pressure.
SLP must be systematic and repetitive (start with Z and work with Z until it is used in 50% of its obligatory contexts, then introduce S.
Past Tense (T, D, Id)
Laura Lee suggests this is hard due to (as mentioned above) duration and varied models.
SLP should start with the T allomorph because D has one more distinctive feature.
The past tense should always be contrasted with its present form.
3rd Person Singular Verb
This is not marked in African American English.
In SLP’s lesson plan, it should be contrasted with the plural
Auxiliary
The early auxiliary is strictly a syntacticad device (a milestone in early language)
Laura Lee Claims the Auxiliary is difficult because:
In its simplest form, the auxiliary has noting to do with meaning.
Lee recommends giving the auxiliary meaning by comparing the past versus the present
(was vs. is). This is known as giving the auxiliary semantic weight.
“DO” is the next auxiliary to teach.
Do can be emphatic: "I do like you"
It is not typically used in the present tense and may act as a copula (Yes, I did.)
IN ORDER TO REMEDIATE, THE SLP MUST THE KNOW WHERE THE CHILD IS DEVELOPING
Questions
SLP should contrast the statement with its question form and engage in question turn taking.
Types:
1.) WH Question Introducers:
These do not have the auxiliary.
Example- “Why mommy?”
2.) WH Questions
The auxiliary is formed and question is introduced with a WH word.
3.) WH Pronoun
Easier because of lack of interrogative reversal.
Example-“The girl is the culprit.”
Example- “The girl WHO took the cookies drank the milk.”
WH Word Order
Order of Question Acquisition