Chapt 4

Joint action and routines allows the infant to make his/her first attempts "_______" and acquiring _____.

"cracking the linguistic code," the first words

Engage child as a "_______" in everyday activities like following a simple recipe. (adult modeling of literacy activities)

"helper"

Encourage child to dictate a _____ given _____. (experience with writing materials)

"story," visual stimuli

Introduce container filled with interesting object and reveal to child one at a time

Existence/Naming

______ are highly selective because children communicate about the social and physical events that are within their ______ and ______.

Initial lexicon, conceptual grasp, immediate environment

Offer objects that are known to be unappealing to the child

Rejection

_____ represent the infant's intentional use of a listener as an agent or tool in achieving some end.

Request

_____ and _____ are among the earliest communicative intentions to emerge.

Requests, statements

Focused stimulation includes the clinician provides concentrated exposure to a _____ in a _____.

target form, variety of contexts

Mutual gaze serves as a basic building block for later development of the important skill of _______.

turn-taking in conversation

Awareness of sounds in their environment by ______ and ______ for the source of the sound. (localization)

turning toward, visually searching

Children at age of 3-5 years have:

1. a rapid growth in vocabulary 2. acquisition of syntax 3. literacy is developed through exposure and interaction with print

Treatment approaches for infants, toddlers, and preschoolers include:

1. focused stimulation 2. incidental teaching 3. floortime/developmental, individual difference, relationship-based 4. family-centered

Intervention to communicative intentions aims to:

1. increase the number of different types of intentions a child can understand or express 2. increase the variety of forms understood or used to express a given intention

(Alphabetic letter name and sound knowledge) Program instruction hierarchically in the following order:

1. letters in which the sound represents the beginning and the letter name 2. letters in which the sound represents the end of the letter name 3. letters in which the sound is not related to the letter name

The acquisition of syntax for children 3-5 years includes:

1. morphological forms emerge 2. ability to understand and produce a variety of simple and complex sentences form

What are the three main considerations in selection of target vocab (initial vocab/first lexicon)??

1. words that can be used in many different contexts during the child's daily activities 2. words that are more important to the child such as names significant others or types of favorite toys 3. words that represent dynamic rather than static states, especially referents that can be acted on or manipulated directly by the child

The rapid growth of vocabulary for children 3-5 years includes:

3,000 words per year added

This is when children acquire the major portion of the linguistic system

3-5 years

Engage child in an activity such as making pudding that will elicit a number of different actions

Action

The meaning that a speaker wishes a message to convey

Communicative Intentions

Intentionally misname objects that child already knows

Denial

______ is crucial for infants who do not demonstrate prerequisite skills within the typically expected time frame.

Early Intervention (EI)

Focuses on building the foundations of social, emotional, and intellectual capacities in young children rather than targeting isolated behaviors or skills

Floortime/developmental, individual difference, relationship-based

_______ approach can encompass a wide variety of targets including vocabulary, grammatical morphemes, and syntax.

Focused stimulation

Is a prerequisite for all subsequent communication

Joint/Shared Attention

Engage child in play with props that encourage changes in location

Locative

Infant and caregiver looking at each other during social interactions

Mutual gaze

Expose an attractive object to the child and then hide it from view

Nonexistence

_____ is the most important context for the development of ______ and the natural context for ______.

Play, social communication skills, early language learning

Place a combo of the child and clinician's belongings in a box, pull them out one at a time, an sort into separate piles

Possession

Initiate a desirable activity and then stop

Recurrence

______ is a prepackaged or ritualized exchange between an adult and infant.

Routine

_____ are the infant's attempts to direct an adult's attention to some event or object in the environment.

Statements

Manipulating a doll to perform familiar activities such as kissing, dancing, etc. is an example of:

Symbolic play

Mutual gaze can be enhanced when ______ is accompanied by ______ and other _______, ______, and _____ or ______.

adult eye contact, smiling, facial expressions, touching, novel, entertaining vocalizations

Shared focus (joint attention) highlights the relationship between the _____ and the _____, _____, or ______ they represent.

adult's utterances, objects, actions, concepts

It is very important to _____ throughout the reading activity about what _____ and what _____. (shared book-reading and sense of story)

ask questions, has been read, might happen next

Early intervention is critical for children who are considered ______ for developing language difficulties due to factors such as ______, ______, _______, and ______.

at risk, prematurity, low birth weight, family history, medical complications

Interactive exposure to ______ experiences in ______ and ______ are the primary therapy strategies for infants.

authentic learning, natural environments, modeling/stimulation

Joint action and routines has definite structure with a clearly marked _____, _____, and _____ with clearly specified positions for appropriate vocalization. Order of events is highly _____.

beginning, middle, end, predictable

Provide materials that permit children to write ______. (experience with writing materials)

by themselves

Localization marks the beginning of an infant's conceptual grasp of ______.

cause-effect relationships

Family centered approaches address the _____ within the sole relevant context for the ______.

child's needs, child-family unit

Floortime/developmental, individual difference, and relationship-based approaches encourage socially appropriate ______ with emphasis on ______, ______, and the relationship between the ______ and others in the ______.

child-initiated interactions, developmental milestones, individual differences, child, environment

EI acknowledges the _____, _____, _____, and _____ or ______ that may affect family dynamics.

cultural, social, economic, values, belief factors

Goal of EI is the ______, thought to be critical to successful _____, _____, and _____.

development of basic skills, speech, language, communication learning

Expose the child to quality literature that is _____. (shared book-reading and sense of story)

developmentally supportive

Intervention is provided ______ through _____ and _____.

directly, infant stimulation, family enrichment programs

The clinician should provide ______ in which the communicative intentions are obligatory or at least highly likely to occur.

facilitating environments

Encourage the child to recount ______ that occur routinely in daily life. (shared book-reading and sense of story)

familiar experiences

EI is characterized by a primary emphasis on ______ and _____.

family involvement, education

It may be necessary to ______ to a particular object and then ______ and _____ to promote joint visual regard.

follow the infant's gaze, point to, label it

Facilitate all _____ of writing. (experience with writing materials)

forms

Incidental teaching is a naturalistic approach that encourages a child to _______ by arranging the environment to increase the likelihood that the child will produce a _______ intervention target.

initiate communication, verbal or nonverbal

(Nonsymbolic and symbolic play) Children use objects for their ______ and do not require the use of ______.

intended purposes, symbolic agents

Call attention to the way _____ are formed by the _____. (Alphabetic letter name and sound knowledge)

letters, mouth

Variations of incidental teaching include _____ and _____.

milieu, time-delay approaches

EI services promote children's participation in their ______.

natural environment

Treatment approaches for infants, toddlers, and preschoolers emphasize the provision of intervention in ________.

naturalistic contexts

The family-centered approach trains parents and other caregivers to foster the development of language and communication in ______, such as the _____.

naturalistic contexts, home setting

Infants gain experience in how both receptive and expressive language function by participating in _____.

nonsymbolic play and symbolic play

(Birth-Preschool years) Overall goal of emergent literacy intervention is to promote _____ and _____ skills.

oral, print-knowledge

Clinician can enhance localization behaviors by presenting a rattle or other noisy object ______.

outside the baby's visual field

Encourage the child to recount ______, which are event sequences experienced by ______. (shared book-reading and sense of story)

personal event narratives, someone else

Method of facilitation is to _____ an attractive or noisy object in front of the infant, _____, and _______. (joint/shared attention)

place, look at it, comment on it

(joint action and routines) Occurs in ______ known as ______ such as peekaboo and patty-cake.

play sequences, sound-gesture games or routines

Direct the child's attention to the _____ rather than focusing solely on _____. (shared book-reading and sense of story)

printed words, pictures

Provide frequent opportunities for the child to observe adults engaged in ________ like preparing a grocery list. (adult modeling of literacy activities)

reading and writing in natural contexts

One evidence-based strategy to promote simultaneous development of receptive and expressive vocabulary is ______.

reading books together

Intervention aimed the the facilitation of a child's _____ generally consists of repeated presentation of a ______ as well as the use of ______ and exaggerated/varied ______ to highlight salient aspects of an ______.

receptive vocabulary, target word, gestures, patterns, object/event

Prevention activities attempt to _____ or _____ the risks and conditions that may result in ______.

reduce, eliminate, communication disorders

A clinician can also imitate the infant's vocalizations in a playful manner to initiate a ______.

repetitive imitative exchange

Natural environment encompasses all _____ and ______ with whom the child has ______.

settings, individuals, regular contact

Call attention to the _____ that each _____ makes. (Alphabetic letter name and sound knowledge)

sounds, letter

The first year of life, the infant gains increasing control over the ______ and exhibits significant expansion in the _____ and ______ of ______.

speech mechanism, quality, variety, vocalizations

What are some ways a clinician can stimulate vocalizations?

talking to the infant, singing, humming, cuddling, tickling, or playing sound-gesture games such as peek-a-boo

Select predictably patterned stories with repetitive _____ and well-developed ______. (shared book-reading and sense of story)

themes, plot structure

Ideal books for infants include things to _____, _____ that repeats over and over again, and colorful pictures of ______ and words to ______.

touch, language, objects, match

Joint action and routines facilitate ______ and ______ in dialogue, both important building blocks of conversational exchange.

turn-taking behavior, role shifting