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Evaluating Early Childhood Populations
- expectation for normal speech and language change rapidly in early years
- traditional methods of assessment may be inappropriate
- SLP must be familiar with typical lang and speech acquisition
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Lang Behavior 0 - 1 Month
- Startled response to sound
- quieted by human voice
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Lang Behavior 2 - 3 Month
- Cooing
- production of some vowel sounds
- responds to speech
- babbling
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Lang Behavior 4 - 6 Month
- Babbling strings of syllables
- variation in pitch and loudness
- imitation of sounds
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Lang Behavior 7 - 9 Month
- Increased imitation of speech sounds
- comprehension of some words and simple requests
- may say or imitate “mama” or “dada”
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Lang Behavior 10 - 12 Month
- Understanding of “no”
- responses to name
- responses to requests
- production of at least one word
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Lang Behavior 13 - 15 Months
- Production of 5 to 10 words (mainly nouns)
- appropriate pointing responses
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Lang Behavior 16 - 18 Months
- Production of two-word phrases
- Following simple directions
- production of I and mine
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Lang Behavior 2:0 - 2:6
- Responds to some yes/no questions
- name everyday objects
- use of phrases and incomplete sentences
- production of present progressive, prepositions, regular plural forms, and negation (“no” or “not”)
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Lang Behavior 3:0 - 3:6
- Production of 3-4 word sentences
- use of the possessive morpheme, several question forms, negatives “can’t” and “don’t”
- comprehension of “why,” “who,” “whose,” and “how many”
- initial production of most grammatical morphemes
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Lang Behavior 3:6 - 5:0
- Advanced mastery of articles, varied tense forms, copula, third person singular, and other grammatical morphemes
- production of grammatically correct sentences
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Disordered Early Lang as a Predisposing Factor
- Literacy (Reading, Writing, and Spelling)
- Other Academic Subjects
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Predisposing Factors to Having Lang Disorder
- - Natal conditions that cause brain damage
- - Maternal drug and/or alcohol use
- - Significant prematurity with low birth weight
- - Presence of genetic syndrome
- - Sensory deficits
- - Neglect or abuse
- - Lack of mutual gaze and joint attention
- - Limited use of gestures
- - Delayed babbling
- - Early Phonological Difficulties
- - Lack of Play
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4 Sources for Assessing Lang with Infants and Toddlers
- Case History
- Parent Interview and/or Questionnaire
- Direct Observation
- Direct Testing
** relies heavily on informal info and parent input
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Assessing the Nonverbal Child - Specific Lang Skills
- Play behaviors
- Use of gestures, signs, and symbols
- Use of non-speech vocalizations
- Use of meaningful vocalizations
- Nonverbal responses to verbal stimuli
- Appropriate use of objects
- Imitation of words
- Possible spontaneous production of words
- Communicative Intent
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Assessing the Minimally Verbal Child - Specific Lang Skills
- Play behaviors
- Use of gestures, signs, and symbols
- Use of non-speech vocalizations
- Use of meaningful vocalizations
- Nonverbal responses to verbal stimuli
- Appropriate use of objects
- Imitation of words
- Possible spontaneous production of words
- Communicative Intent
**they communicate using mostly single words
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Assessing the Multi Word Combinations Child - Specific Lang Skills
- Response to simple commands
- Use of syntactic structures
- Use of various semantic relations
- Use of more advanced grammatical morphemes
- Phonological processes
- Use of more advanced pragmatics
- Comprehension of conversational speech
**Plus the skills noted in minimal and nonverbal
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Assessing the Conversational Child- Specific Lang Skills
- Conversational speech
- Narrative ability
- Ability to understand humor
- Response to complex commands
**Plus the skills noted in minimal, nonverbal, and multi word combo
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Cognitive Development
- Cognition and Lang are closely related
- cognition lays foundation for lang
- SLP need to understand cognitive development to assess lang of young children
Marked by...
- imitation and deferred imitation
- means end (volitional act to achieve a goal)
- object permanence
- functional use of an object (use as intended)
- symbolic play (use object to rep something else)
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Piaget’s Stages of Early Cognitive Development
- 1.Sensorimotor Stage (birth to two years)
- 2.Pre-operational Stage (two to seven years)
- 3.Concrete Operational Stage (7 to 11 years)
- 4.Formal Operational Stage (11 to 18+ years)
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Informal Language Testing
Analyze communication sample
- MLU (SYNTAX and morphology)
- TTR
- Pragmatics (topic maintenance, turn taking, intent)
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Test of Language Development
- Test of Language Development
- Expressive One Word Picture Vocabulary Test
- Receptive One Word Picture Vocabulary Test
- Peabody Picture Vocabulary Test
- Comprehensive Assessment of Spoken Language
- Oral and Written Language Scales
- Test of Semantic Skills
- Test of Auditory Comprehension
- Preschool Language Scales
- Receptive Expressive Emergent Language Test
- Test of Language and Literacy
- Test of Narrative Language
- Test of Expressive Language Development
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Specific Language Components
- Morphologic Skills
- Pragmatic Skills
- Semantic Skills
- Syntactic Skills
- Phonological Skills (usually included in assessment of speech sound production)
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Stuttering Facts
- no conclusive cause of stuttering.
- more common in boys than girls
- maybe some people genetically predisposed to stutter
- onset usually occurs before the age of 6
- period of normal disfluency that occurs between ages 2 and 5
- presents differently depending on the person
- Some types of disfluency are more indicative of a fluency disorder than others
- There is a strong emotional and psychological impact connected to stuttering
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Types of Disfluency
- Repetitions (part/whole word, phrases)
- prolongations (sound, syllable, silent)
- interjections (sound syllable, word, phrase)
- silent pauses (longer than normal)
- broken words (pause within word)
- incomplete phrases (grammatically incomplete utterances)
- revisions (change words or ideas)
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Assessment Procedures
- Formal Testing
- Speech Sample (multi setting)
- Disfluency Index (% of disfluent speech in sample; multi setting; within diff modes of speech)
- Accessory Behaviors
- Speech Rate
- Feelings and attitudes
- Stimulibility
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Stuttering
- Awareness of disfluency
- Less fluent when trying to be fluent
- Less fluent with strangers
- More sound and syllable repetitions
- Fewer language problems
- Speech rate may be normal
- Fewer articulation errors
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Cluttering
- Unaware
- More fluent when trying to be fluent
- More fluent with strangers
- Less sound and syllable repetitions
- More language problems
- Speech rate typical very rapid
- More articulation errors
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