SPCH7821- Consider Questions

3) Can I briefly explain how the theories relate to language development?

*Biological/Neural maturation Theory- Language is a function of brain development and as due to neuroplasticity early intervention produces more favourable outcomes *Nativist/ Lingusitic Theory- Children have an innate ability to learn language and a Language acquisition device (LAD). Typically developing children have an amazing language ability and drive to communicate. * Behaviourism Theory (skinner): Learning is passive- responding to environmental stimuli, child has a clean slate and behaviour is shaped through the + and - reinforcement. Clinical implications: Drill, Drill play and Clinician directed therapy. *Cognitive Theory (Piaget): Means-end- The child understands that an action brings about a reaction (press button=makes a noise) and object permanence (child understands objects that aren't perceived still exist)= Hiding games. Representational and symbolic play are pre-requisites for language learning as language is a system of symbols to classify referents * Social Interactionist (Vygotsky): • Communication interaction plays central role in children's language acquisition. Important to provide language facilitating/rich environments. Child centred approach to therapy: Communication temptations, indirect language indirect language stimulation techniques.

2) Can I provide examples of (i.e.name and briefly describe) responsive strategies introduced within the Hanen ITTT program?

- Child Centered - OWL (observe, wait, listen) & follow (imitate what child says/does) - Interaction - turns (take turns / eye contact / wait) - Language modeling (4S's: say less / stress / slow / show: repeat)

Can I provide examples of strategies for promoting communication interactions that could potentially be provided to a parent who has a child with a hearing loss?

- Comment on baby's interests / Follow baby's lead - Use gesture / facial expressions / intonation - Face-to-face - Touch - Leave hearing aid until last (bath time), explain routines - Follow a routine

2) What gestural behaviours are important in the identification of developmental difficulties?

- Frequency: A slower rate may signal difficulties - Type: Pointing predictor of later language skills; children with ASD and Down Syndrome frequently late to develop pointing - Function: Limited variety of gestures in 18-24 month old children is of concern, i.e. wanting to see gestures being used for joint attention and social interaction. - Gestures paired with eye gaze and/ or vocalisations: typically by 15 months -> Transition from contact to distal gestures: -> Transition from gesture to word use: -16 months: gestures and words for object names -20 months: words predominate for object names - greater 20 months: concern if persisting to use gestures to name/label objects-may be evidence of language delay

2) Can I describe four behaviours according to Kadervek(2011) which may signal 'communication intent'?

- Gestures (vocalisations, eye contact, reciprocal smiling) - Joint attn. (pointing, showing, joint vis.attn.) - Waiting (waiting for a response) - Persisting (persisting if not first understood - changes)

1) Can I briefly describe the three stages in the development of intentionality?

- Perlocutionary (looks, smiles, reaches)- Intentionality inferred by adult. 0-8months of age - Illocutionary (deictic gestures; pointing; reaching) - Nonverbal 8-11months of age - Locutionary (words + gestures) 12+ months of age

3) What are the five stages of pre-linguistic communication development and why is it important for SLPs to have knowledge of these?

- Phonation (reflexive vocalisations) (0-2months) - Primitive articulation (cooing; velar vowels; laugh) (2-4 months) - Expansion (vowels; pitch/loudness varies; squeals,yells,trills) (4-6months) - Canonical (reduplicated babble: ba ba, da da; non-reduplicated babble: ba-de-go) (6-10months) - Jargon (babbling; first words; strings of babble with timing and intonation) (10+ months) These are indicative of future language development and can be used to match the child against his chronologically aged peers.

4) Can I provide examples of case history questions I could ask a parent who has a child from a CALD background (i.e. according to May and Willams, 2012-questions that specially relate to CALD clients )?

- What is L1 - What is spoken at home - Age exposed to L2 - Experience of English 0-3yrs - % of time speaks L1 /L2 - Concerns - Which language used: books / play / dinner / home Get an idea of L1/L2 contexts and quantities in order to establish which language might be the weaker/dominant. #Aaronpuller4president

5) Can I list and briefly describe three informal assessment options for children from CALD background:

-Composite scores i.e. combine L1 and L2 vocabularies to get a total conceptual vocabulary score -Peer Child Comparative Analysis( a child suspected of language disorder is compared with a typically developing child from the same CALD background ) -Dynamic assessment (test->teach->retest) CALD-culturally and linguistically diverse people

2) Can I describe a typical language profile of children with autism?

-Deficits in social-emotional reciprocity -Deficits in nonverbal communicative behaviours (poorly integrated verbal and nonverbal communication, eye-contact and body language abnormalities -Deficits in developing and maintaining relationships appropriate to developmental level B. Restricted, repetitive behaviour, interests and activities in atleast two of the following: -Stereotyped or repetitive speech, motor movements or use of objects -Excessive adherence to routines, ritualized patterns of verbal or nonverbal behaviour, resistance to change -Restricted, fixated interests -Hyper -or-hypo-reactivity to sensory input or unusual sensory interests

3) Can I provide an example of a typical goal targeting syntax and an appropriate therapy activity?

-Increase sentence length -Increase sentence complexity -Increase variety of sentence types (e.g. questions, negatives)

4) Can I provide an example of a typical therapy goal targeting morphology and an appropriate therapy activity?

-Increase use of verb markers (e.g.tense) -Increase use of simple morphemes on nouns (plurals, possessives)

Can I list the core functions of attachment?

-Protection from predators and other dangers -Regulation of physiological arousal -Regulation of attention (effortful control-> regulation of emotional distress) -Foundation for mentalizing (learning about the human mind)

1) What can an observational assessment tell you?

-does the parent let the child explore for themselves? -Does the parent sit down with the child? -Does the parent get everything out for the child -Does the parent label everything, is the parent quiet? Is the parent asking lots of questions? Is the parents giving demands?e.g. sit down -What does the child do?-Are they interested? What do they play with? How do they play? -Do they engage in pretend play? -Does the child use any spont. Language? What is it? Single words, word combos, sentences? Record a language sample, are there any errors? -Do they initiate language or only respond or use direct imitation? -Do they repeat any words after the parens?Are they intelligible? -How does the child request help? Do they request help or do it themselves - Do they use gesture? -Are they able to follow the parent's instructions

3) Can I list potential impacts of having a language disorder/delay?

-may be more likely to have speech impairments when they are older, compared to their typically developing peers -poorer social communication -young children with language delay may experience anxiety, depression, withdrawal and sleep disturbances more frequently than their typically developing peers -increased behaviour problems, internalising behaviours(anxiety/ depression, withdrawal), externalising behaviours (e.g. aggression, non-compliance/rule breaking, attention issues) -experiencing conversational difficulties in terms of topic initiation, topic maintenance and turn taking -toddlers with language delay may participate in fewer social interactions -academic achievements -negative impact on how children rate their quality of life in later years -impact on parent child interactions

According to Hebbler and Rooney (2009), what are the best principles that guide the assessment when working with children who have suspected disabilities?

1) Assessment should include families as full partner in the assessment process 2) Assessment should be based on multiple sources 3) Assessment should provide information about the child's functioning within everyday settings and situations 4) Assessment should provide information to guide intervention

3) Can I list the 10 most discriminating items on the Quantitative checklist for autism in toddlers

1) Does your child look at you when you call his/her name? 2) How easy is it for you to get eye contact with your child? 3) Does your child point to indicate the s/he wants something (e.g.a toy that is out of reach)? 4) Does your child share interest with you (e.g. pointing at an interesting sight) 5) Does your child pretend(e.g.care for dolls, talk on a toy phone) 6) Does your child follow where you are looking? 7) If you or someone else in the family is visibly upset, does your child show signs of wanting to comfort them? 8) Would you describe your child's first words as typical? 9) Does your child use simple gestures (e.g.wave goodbye) 10) Does your child stare at nothing with no apparent purpose?

5) Can I identify and describe the three components of Enhanced Milleu Teaching (EMT)?

1) Environmental arrangement strategies: -Materials of interest; arranged to promote requests/engagements Tips: o Select toys with multiple parts(e.g. Mr.Potato Head) or add-ons (e.g. animals to the bathtub) o Select toys that require assistance opening (e.g. Play dough) or putting together (e.g. train track) o Select toys that require you to partner with the child (e.g. throwing and catching a ball; hinding and finding an object) 2) Responsive Interaction Strategies: o Following the child's lead o Balancing turns o Maintaining the childs topic o Modelling appropriate language o Expanding and repeating 3) Milleu teaching techniques: ->mands: requests Examples: 'what's that', 'tell me what you want', 'say' ->time delays Examples: child wants to be picked up SLP: waits for child to initiate... model (up) adult waits 15 seconds for the child to imitate..if child says up-praise.. if not use mands ->incidental teaching *Communication temptations (ENVIRONMENT), Indirect language stimulation techniques (RESPONSIVE INTERACTION STRATEGIES) Drill play (Milieu teaching techniques)#AdmiralAdrosAlwayssteerstheship

3) Can I list Hallidays's seven functions of language (i.e. learning how to mean) for young children and briefly describe each?

1) Instrumental (wants / needs / desires) *Get what we want to satisfy needs or desires 2) Regulatory (stop / go / give me) *Get others to do what we want 3) Interactional (relationships) *Connect with others and form relationships 4) Personal (individuality / personal: "me") *Express individuality and personality 5) Heuristic (What?) *Explore and gain knowledge about the environment 6) Imaginative (imaginative play) *Create a world of ones own to express imaginary environment 7) Informative / Representational (facts / info) Functions 1-4 help children to satisfy physical, emotional and social needs Function 5-7 help children come to terms with his/ her environment

According to Stein-Rubin and Fabus (2012), can I provide three rationales for why SLPS conduct case history interviews with caregivers of children with suspected language delay/disorders?

1) Obtain a full developmental history for the child 2) Determine parents concerns and perceptions of the problem 3) Determine parental involvement, attitude and motivation

According to Crais et al. (2006), what are practices that promote family centered assessment when working with children and parents of children who have suspected language delays/disorders?

1) Time was spent finding out the family's most important concerns 2) All assessment results were describe/explained to the family 3) Time was spent identifying the next steps for both family and professionals 4) Conclusions were summarized after sharing assessment results with the family 5) Family was asked if behaviours observed were typical of the child 6) Family was given a choice to be present for all assessment activities 7) Family was asked about the child's strengths 8) During the assessment, professionals made positive comments about the child 9) Family was given the choice to describe their child's daily routine 10) Family was given the choice to sit beside their child during assessment

3) Can I list the strategies that I could use to ensure my SLP intervention adheres to evidence based practice?

1. Clinical expertise 2. Best available research evidence 3. Patient's values & circumstances 4. Information from the practice context

1) Can I list factors to consider in order to select appropriate, initial target words for intervention?

1. Functionality (core vocab meal-time etc) 2. Phonological information (easy to pronounce/animal sounds/cv structure) 3. Developmental norms (appropriate to age: car/dog/baby/book-first words) 4. Lexical variety (themes/category/location/names/descriptive - not just trains) 5. Motivation 6. Ability to gesture *important (functionality), do-able (phonological info, ability to gesture) appropriate (developmental norms) and worth it (lexical variety- word not too specific too one category it's a waste of time, Motivation, ability to gesture) #Aaronpuller4president

4) Can I name 5 of the Hanen Programs and identify the target population for each?

1. It Takes 2 to talk - [Language Delay] 2. More than words - [ASD] 3. Learning language and loving it - [early childhood educators] 4. Target words - [late talkers] 5. Talkability - [high functioning ASD: verbal] 6. ABC & Beyond - [Early literacy]

2) Can I name, describe and provide an example of seven indirect language stimulation techniques?

1. Self-talk (describe your actions: "My car is blue. Uh oh. It crashed.") 2. Parallel talk (describe child's actions: "you have a pretty doll, you are feeding her." 3. Imitation (child's words: C: "bear"; SLP: "Bear, the bear is big" 4. Expansions (restate child's utterance: C: "baby...pram"; SLP: "The baby is in the pram") 5. Extensions (Add info to child's utterance: C: "Daddy car"; SLP: "Daddy's blue car") 6. Build-up / break-downs (expand->breakdown->Build up: C: "Dolly car"; SLP: "The dolly is going to drive the car. The dolly. The dolly is going to drive. Car. Drive the car. The dolly is going to drive the car.") 7. Recasts (new syntactic form, same meaning: C: "dolly car" [shakes head]; SLP: "The dolly is not in the car?"

2) Can I list three features of sequential bilinguals?

1. Silent / non verbal period 2. L1 may interfere with L2 3. Code Switching

5) Can I name three different responses to sensory experiences and provide an example of each?

1. Under-Responsive (low registration) : EG: not reacting to name) 2. Over-responsive (Sensitive) little feel like a lot: EG: cover ears to sound• Child may find some sensory input uncomfortable or distressing and react negatively to it 3. Sensory seeking (rocking, humming, jumping)

3) Can I briefly describe the format of the ITTT program?

8 group sessions for parents ONLY and 3 individual sessions, where the parents brings the child along o let your child lead o follow your childs lead o Individual Session-Video #1 o Take Turns o Add Language (expressive) o Add language (receptive) o Individual Session-Video #2 o Let's Play o Sharing Books o Individual Session-Video #3 o Music and wrap-up

Be able to define the terms: Antecedent events Shaping operant conditioning, consequent events(four types) behavioural chaining representational and symbolic play object-permanence means-end behaviour(causality) infant-directed talk scripts, zone of proximal development

Antecedent events: Stimulus that precedes a behaviour Shaping: Gradually building on close approximations until you attain the target behaviour Operant Conditioning: Provide (positive) or take away (Negative) stimuli that will encourage (reinforce) or discourage (punish) a target behaviour. If you don't reinforce a behaviour it won't happen (extinction) Behavioural chaining: occurs when an activity requires a number of linked steps, therefore, a complex behavioural sequence is broken down into smaller units Representational play :Pretend play which emerges when a child begins to use familiar objects in appropriate ways to represent their world Symbolic play: Pretend play in which a child used one object to represent another ( Means-end behaviour- Cause and effect (the child can demonstrate intentionality (push a button to hear a noise etc.) Object permanence: Child realizes an object exists even when the child cannot see it Infant-directed talk: Parentese- Slower, more simple, more repetitions, exagerated pitch,intonation and stress and varied loudness. Scripts:Parent-child routines provide scaffolding and predictable structure of an event that provides "slots" for participation and aids comprehension

4) Can I develop an informal receptive language assessment and explain what language skills are being assessed?

Assessment of receptive language skills: - Child will choose an object from the set of three unrelated obj to make it easier, related objects to make it harder (e.g. cow, pig, sheep) - Child will follow 1 level (1 verb) command using action words (e.g.give me the ball, push the car) - Child will follow 1 level (1 verb) command including 1 attribute such as size, color, shape (e.g. show me the red circle) - Child will follow one command including spatial direction (e.g, put teddy behind your back) - Child will follow 1 level command including object function/category direction (e.g. pick up the one you draw with, pick up the fruit) - Child will follow 1 level command including negative direction (e.g.do not touch the triangles) - Child will follow 1 level command including quantity direction (give me two blocks) - Child will follow command including attribute+spatial direction (e.g. put the green block next to the teddy) - Child will follow 1 level command including attribute+ spatial+object function direction (e.g. put the pink one that drives on the floor *Receptive: gradually build in complexity from a binary decision, commands 1,2,3 stage (verb) 2,3,5,6 linguistic elements (objects, attributes, spatial, quantity) #Aaronpullerforpresident

Can I define describe how an attachment disorder can negatively affect communication development in terms of social difficulties, emotional difficulties,behavioural difficulties, and difficulties with learning/cognition?

Attachment disorders affect our ability to empathise, form relationships, have appropriate/ meaningful interactions and connect with another person. The foundation of language development, use and comprehension is based on a connection (desire to communicate. So receptive expressive issues may result which would affect learning and cognition due to lack of input and interaction. Poor mentalization means there may be a lack of understanding of others and one's own emotions and therefore inappropriate behaviours may result. #Aaronpuller4president

4) Can I outline benefits/advantages and limitations of parent involvement in intervention?

Benefits: - Frequency - Generalization - Cost effective - Satisfaction with care - Increased awareness of child's needs Limitations: - Parent schedules - Parent training (reluctance / resistance)

(EXTRA Q) Key messages for development by 12months?

By 12 months they should have: Social: • Joint attention • Communication intent • Communication with reciprocity Expressive: • Use of gestures(showing, reaching, giving, pointing) • Complex babbling Receptive: • Recognises name • Understands simple commands such as no • Understands the names of familiar objects and people

3) Can I provide clear rationales for why I might select a CC approach v.s. CD approach v.s. a hybrid approach?

CD- Maximizes opportunities (dose) Good for some children (ASD)/ timid/less verbal CC- Behavioural problems Starting approach for minimal language

Can I list factors that may affect the communicative sample obtained?

Client factors: motivation, sick/tired? Environmental: communication partner (parents etc.) #Aaronpuller4president

2) Can I describe what is meant by the terms: Clinician directed therapy Child centered approach Hybrid approach

Clinician directed approach: SLP specifies all aspects of intervention (materials/activities/reinforcement /etc) EG: Drill / Drill play / CD modeling Behaviourism theory Child centered approach: SLP selects material But not activity -> follow child's lead (general communication) Social Interactionist theory Indirect language stimulation techniques (self talk/parallel talk...) Create opportunities Hybrid approach - Targets small set language goals / SLP chooses activities / materials / temptations - Social Interactionist - JARs & scripts therapy - Focused Stimulation - EMT (Enhanced Milieu teaching) - Hanen ITTT Program

3) What is code mixing and why is it typical among bilingual children?

Code switching/code mixing: the use of elements from two languages in the same utterance or in the same stretch of conversation. A word or concept might be better explained (or only understood) in one of the child's languages so they switch. #Aaronpuller4president

1) Bloom and Lahey provide a framework for exploring language competencies. Name and briefly describe key linguistic characteristics of language difficulty with respect to the 3 major aspects of language.

Content: Limited vocabulary, semantically empty speech Form: Lack or inaccurate Morphological/Syntactical complexity Use: Pragmatics (turn-taking, eye contact, topic maintenance etc.)

Can I provide a comprehensive description of what an SLP might endeavour to observe during a play based interaction between a child and their caregiver (completed as part of the assessment process)?

Does the child have communication intent? How is the child communicating- is the child using: -Joint visual attention -Age appropriate eye contact -Facial expressions -Gestures -sounds and what type of sounds(C, CV, CVC) -gestures with words -single words? -types of words, e.g. semantic -word combos Why is the child communicating? e.g. requesting, repeating, and labelling Play type: functional: banging, showing, kicking a ball, rolling, constructive: building a block or a tower with a plan in mind, pretend play: pretending to have a tea party (representational vs symbolic) • Child- caregiver interactions- examples: - does the caregiver sit face to face with the child - does the caregiver allow the child to choose the activity - Does the caregiver wait to let the child take a turn - Does the caregiver join in the play - Is the interaction balanced (balancing comments with questions)? - How is the caregiver communicating? (yes and no questions, non specific words, ZPD) - Does the caregiver use the language facilitation techniques?

Can I define the following terms? Fast or initial mapping Underextensions Overextensions

Fast or initial mapping - ability to acquire new words quickly - with limited meaning and from limited exposure one way children vocab grows so quickly "quick incidental learning"- QUIL Quick, sketchy, and tentative formation of a link between a referent and a new name that enables a child to have access to and use the word in an immediate, although somewhat limited way. Gradually the meaning of the referent widens as the word is freed from aspects of the initial context. Underextension ⇒ Process in which a child applies a word meaning to fewer exemplars that the adult would. The child's definition is too restrictive and more limited than in adult usage Example: Cup=only child's cup Overextension ⇒ Process in which a child applies a word meaning to more examplars than the adult would. The child's definition is too broad and thus beyond acceptable adult usage ⇒ Example: Daddy for all males

2) Can I develop relevant Goal Attainment Scales (including the 5 descriptors) for different types of 0-5 paediatric language intervention?

For X to combine 3 words in simple SVO sentences during structured play-based activities within the speech therapy session • +2: X ALWAYS uses 3 words in simple SVO sentenced during structures play based activities within the therapy session • +1: X OFTEN uses 3 words in simple SVO sentenced during structures play based activities within the therapy session • 0: X SOMETIMES uses 3 words in simple SVO sentenced during structures play based activities within the therapy session • -1: X RARELY uses 3 words in simple SVO sentenced during structures play based activities within the therapy session • -2: X NEVER uses 3 words in simple SVO sentenced during structures play based activities within the therapy session

Can I describe the different types of language samples?

Form: MLUw-mean length of utterance in words (measure of a childs gross language development) -Mean length of utterance in morphemes (used to identify Brown's stage of language development and used to identify predicted MLU from age) - Brown's 14 morphemes (can calculate % correct us of Brown's 14 morphemes) MLU-describes the syntactic complexity of the childs language Content: semantic analysis ⇒ individual semantic roles/ semantic relations ⇒ type token Ratio (TTR)-lexical diversity other observations: ⇒ underextensions ⇒ overextensions ⇒ indefinite words ⇒ gap verbs (do, put, get, come, go) Use: Discourse level analysis: • stays on topic • starts a conversation • take turns • developing presupposition • developing ellipsis • developing conversational repair skills Pragmatic functions: • primitive speech acts • PSA: An utterance, consisting formally of a single word or a single prosodic pattern which functions to convey the child's intentions before they acquire sentences

5) Can I describe the Communication and Symbolic Behaviour Scales Developmental Profile (i.e. the three components, including the 6 communication opportuntities created in the behaviour sample)?

From 6-24 months and can be used for: • Screening to identify children at risk for developmental delay or disability-autism • Evaluation to determine if a child is delayed in social communication, expressive speech/language, and symbolic functioning • Evaluation to document changes over time in childs communication behaviour Three main components: -1-page Infant-Toddler Checklist (6-24 MONTHS) -4-page follow-up caregiver questionnaire (6-24 MONTHS) -behaviour sample, taken while the child interacts with a parent present (12-24 MONTHS) Six communication opportunities in the behaviour sample are: 1) Wind up toy and toys in bag 2) Ballon and toys in bag 3) Bubbles and toys in bag 4) Jar and toys in bag 5) Books 6) Symbolic play- feeding, constructive play-blocks

Can I provide examples of how to measure outcomes for my paedriatric language intervention (other than using pre and post therapy standardised assessment measure]?

GAS (Goal Attainment Scale) -is individualised -allows the SLP to document the childs behaviours in naturalistic settings -SLP can document baseline performance and numerically record behavioural changes Steps: 1) select target behaviour 2) describe the desired behaviour/outcome in objective outcome terms 3)develop descriptions of the probable outcomes from least desirable to most desirable • Functional Independence Measure for Children (WeeFIm) -Tool for measuring 'impact of health and neurological impairments on disability status over time" e.g. self care, transfer • AusTOMS -Each of the AusTOMS for speech pathology has four domains: ->Impairment: deviations of loss of body structure or function -> Activity Limitation: results from the difficulty in the performance of an activity-activity =execution of a task by an individual ->Participation Restriction: difficulties the individual may have in the manner or extent of involvement in their life situation ->Distress/Wellbeing: the level of concern experienced by the individual-concern may be evidenced by anger, frustration, etc • FOCUS-Focus On the Outcomes of Communication Under Six (FOCUS):Parent Form -clinical tool designed to evaluate change in communication participation -aged btw 1yr and 5;11 years -comp -completed by parent of a familiar caregiver who has the opportunity to observe the childs communication in a variety of settings • MPOC -measure of Processes of Care->measures of family centered services • Peadiatric Qol Measures-Paediatric Quality of Life Inventory -established validity for young children with chronic and acute health conditions -designed to measure health related quality of life in young children

1) How is gesture use linked to language development?

Gesture precedes and (according to some sources) predetermines language development as a child who gestures toward/about a certain object (presumably) has cognitive representation (idea) of that referent. So gesture also is a way to categorise and represent the world (symbolically). #Aaronpuller4president Also all children combined gestures with a single word several months before producing two word utterances(eg. Point to bird and said nap). So gesture enables the child to combine two different semantic elements within a single communicative act before the ability to produce a two word combo.

1) Can I name examples of assessments/ measures that provide information beyond language impairment?

ICF-impairment, activity limitations, participation restrictions, environment factors and participation factors Interactions: Parent child interactions Checklist Examples: • Checklist for Caregivers: Communication-Promoting Behaviours , Developed for First years • It takes Two to Talk: Child and Parent Observation Form • Parent Interactions with Children: Checklist of observations linked to outcomes (PICCOLO) Rationale: To see how parents interacts with the child, to see if the child has communication intent and see if the child uses gestures at all, such as using the index finger point. • Ages and Stages Quesitonnaires- Third edition (ASQ-3)) (1 month to 66 months) -looks at behaviour and expressive and receptive language Communication, gross motor, fine motor, problem solving, personal-social o Ages and Stages Questionnaires: Social-Emotional- Second Edition(ASQ: SE) (1 month to 7 months) o Self regulation -child's ability or willingness to calm or settle down o Compliance- child's ability or willingness to conform to directions or others o Communication o Adaptive Functioning- child's ability to cope with physiological needs, e.g. sleeping, eating and safety o Autonomy: the child's ability or willingness to self-initiate or respond without guidance o Affect: the child's ability or willingness to demonstrate his or her own feelings and empathy for others o Interaction with people: the child's ability or willingness to respond to or initiate social responses to parents or other adults or peers *Rationale: To see if the child is developing socially as he should, Social and emotional aspects of the child: • Eyeberg Child Behaviour Inventory (ECBI) (2-16 years) Rationale: *To assess childs behaviour, how often he gets angry, has a fit

3) Can you name and describe the intervention strategies?

Input strategies • speak in a slow, clear manner • converse face to face • shorter length of utterances • consistently label items • vary intonation patterns • Utilise self talk • Use frequent modeling • Answer at child's level Responsive strategies • Provide words to express childs feelings • Use frequent repetition of childs utterances • Expand on utternces by adding features • Repeat elements but change initial construction • Reward and highlight words and phrases • Change immature utterances to mature ones Clarification Strategies • Repeat any intelligible parts of the utterance • Ask choice questions to clarify meaning • Ask the child to show you what they mean • Be alert to topics that the child talks about • If not understood, the adult takes the responsibility

4) Why is secure attachment important for language development?

It creates an environment that is safe, secure and protected in which the child is best able to learn. Because language is learned in the context of relationship, where the caregivers should be able to respond in predictable ways to enhance communication development.

2) Can I list possible aetiologies of a language disorder/delay?

Language Disorder Definition: - > 6 month delay - > 2 SD below mean - Expectations for typical development not met - Unusual development - Delay persists pass 5 years Aetiology: Downs / ASD / HI / TBI / stroke / illness /FHx / Abuse/neglect - SES / Low mat. Edu / male / pre-term Impact: social / academic functioning - Comprehension / spoken / written / symbolic Language Delay: Definition: - Normal but match those chronologically younger - Will catch up (implied) Aetiology: Premature / OME / FHx / Abuse/Neglect Impact: Communication development - Social interaction / parent-child interaction / QoL - Topic initiation / maintenance / turn-taking - Anxiety / withdrawal / sleep / behavioural problems

4) How does administration of the CELF: P2 receptive language substests differ according to age, i.e., subtests administered to a child aged 3-4 years vs. 5-6 years?

Level 1 subsets: Identify whether or not there is a language disorder -measure of general language ability that quantifies the child's overall language performance -used to make decision about the presence or absence of a language disorder Derived from: sentence structure, word structure and expressive vocab Subtests administered to a child aged 3-4 years; -sentence structure, concepts and following directions basic concepts Subtests administered to a child aged 5-6 years: -sentence structure, concepts and following directions and word classes(receptive) Level 2 subsets: Describe the nature of the disorder -provide information about strengths and need across (receptive and expressive modalities, language content, language structure) -subtests are: concept and following directions, recalling sentences, word classes and basic concepts Level 3 subsets: Evaluate early classroom and literacy fundamentals Subtests are: basic concepts, recalling sentences in context, phonological awareness and pre-literacy rating scale Level 4: Evaluate language and communication in context

5) Can I briefly explain the four levels in Blank's Questioning?

Level 1: approximately 3 years "looking at thing present" (look at something and say what it is) Level 2: approximately 4 years "talking about features" (how and what) Level 3: approximately 4 1/2 years "think about it" Level 4: approximately 5 years "reasoning"- why questions

Can I briefly explain what happens when mentalization goes wrong?

Mentalization is the ability to focus on mental states in oneself and in others. If the the parent fails to or incorrectly maps the childs emotions then they will have an incoherent identity, difficulty empathising with others (interpersonal difficulties) and perhaps develop insecure attachment.

4) Can I list the predictors of the need for intervention in the pre-linguistic and toddler ages?

No Communication Intent: 8+months (during 9-18mths) Expressive: - Small vocab - Few verbs / GAP verbs Receptive: - 6+ month comprehension delay - Large comprehension-production gap Phonology: - Few pre-ling vocalisations - Few consonants / syllable structures - Limited babbling (variety) - Vowel errors Imitation: - Few spontaneous imitations - Reliance on direct modeling / prompting Play: - Limited symbolic play / types of play Gestures: - Few communication gestures Social Skills: - Reduced communication rate (see Comm acts profiling) - Reduced rage of Comm intentions - Behavioural problems - Interacts adults more than peers - Difficulty socializing with peers By 24 months (2yrs) & parents report any of the following: - 1.Child uses < 50 words & parents concerned about language development. - 2. Child uses < 50 words & 6+ ear infections during the first 2 years of life. - 3. Child uses > 50 words, BUT not yet combining words into phrases & parents concerned about language development. - 4. Child uses > 50 words, BUT not yet combining words into phrases & 6+ ear infections during the first 2 years of life.

According to Paul an Norbury, what health professionals may be involved in a multidisciplinary assessment team and what is their role?

PT- motor difficulties OT GP- to diagnose the child, Audiologist- if child has a lot of ear infections, hearing assessment is always important

Can I briefly describe the receptive and expressive language skills of a typically developing child, aged 39, 48 and 60 months?

RECEPTIVE (36month) - Follow 2-stage command +4 elements: "give me the spoon and push the car" - Understands same vs different - Starting to categorise basic groups - Recognize colours - Understands some Wh__ Q's EXPRESSIVE (36Months) - Uses 900-1200 words - Uses multiword utterances - Asks: What, where, who Q's - Over regularize past tense ("goed") - 75% intelligible RECEPTIVE (48months) - Understands 5600 words - Comments on daily activities - Uses word order strategies - Understands most wh_ Q's EXPRESSIVE (48months) - Uses 1500-1600 words - Names primary colours - Counts to 5 - Uses personal pronouns - 100% intelligible RECEPTIVE (60months) - Understands 9600 words - Temporal concepts (before/after; yesterday/tomorrow) - Follow 3 stage commands + 6 elements: ("Throw the dice, give me the cup and pick up a card") EXPRESSIVE (60months) - Uses 2100-2200 words - Mastered syntactic rules - Constructs short stories - Uses future / past tense

Can I briefly describe the receptive and expressive skills of a typically developing child, aged 18 months?

RECEPTIVE: - Responds to "What", "Where" Q's - Follow 1 stage commands+ 2 elements "throw the car" - Identify 3 body parts - Understands 50 words EXPRESSIVE: - Produce 10-20 words - Starts 2-word combinations - Uses jargon - Imitates 2/3 word sentences - Names some body parts

Can I briefly describe the receptive and expressive skills of a typically developing child, aged 24 months?

RECEPTIVE: - Responds to "What", "Where" Q's - Follow 1 stage commands+ 3 elements: "give me the car and the spoon" - Identify 4 body parts - Understand prepositions: in / on EXPRESSIVE: - Uses 50-200 words - 2-3 word combinations - Says "no" - Some pronouns used (not correct) - 50% intelligible

Can I provide examples of questions I could ask parents/ caregivers to probe their child's expressive or receptive language skills?

RECEPTIVE: Does child: 1) Recognize common words, e.g. daddy or juice, by looking or pointing 2) Point to body parts, e.g. nose/ eyes/ hair/feet when asked(12-18 months) 3) Follow two keywords instructions, e.g. throw the ball (18-24 months) 4) Identify objects for functional use, for example,which one do we eat with? (24-30 months) Does child follow instructions with: • In or on, e.g. put the cup on the table (18-30 months ) • Under (36 months), behind (48 months) e.g. put the ball under the table / behind the door • Two directions given together, e.g. get your shoes and give me the keys (36-48months ) • Comprehend two or more tasks in succession, e.g. First you have to tidy your toys before you can play outside EXPRESSIVE: • When your child wants something, how does he ask for it (Does your child point to request an item) • Does your child say any clear words or name any object when you point to it? Approximately how many words does he say? • Does child put two words (18-24 months); three or four words (25-36 months) together? • Can your child tell his name when asked? (30-36 months) • Does your child echo/repeat back what you/others have said to him? • Does your child use words like "I", mine, or you (30-36 months)-what, why to ask questions(36-42) • Does he tell you something that has already happened? (42-48 months) • Does he offer explanations (48-60 months)

Can I briefly describe typical caregiver and behaviours in children who have: Secure attachment Insecure avoidant Insecure ambivalent Insecure disorganised

Secure attachment: Caregiver is consistent and appropriate in response to child. Child protests caregiver departure but upn their return is easily comforted and returns to play Insecure avoidant: Caregiver offers little or no responses to distressed child, encourages independence. Little or no visible distress on departure. Little or no visible response to carer's return. Quality of play usually low. Insecure ambivalent: Caregiver is inconsistent between appropriate and neglectful responses. Child sad upon caregiver departure but quickly warms to STRANGERS and is ambivalent/ angry and reluctant to play with caregiver when they return. Insecure disorganised: Caregiver frightening behaviours. Intrusive vs. Withdrawn.Negative. Role confusion. Stereotypies on return e.g.freezing, rocking. Lack of copying strategy e.g.approaches but with the back turned

6) Can I describe the key social/ receptive/expressive communication and language milestones that typically develop by 12 months of age?

Social Milestones - Mutual eye gaze (6weeks) - Social smile (6-8weeks) - Protoconversations (3months) - Gaze coupling (3months) - Peek a boo (6months) Receptive milestones - - Turn head to voice (3months) - Responds to name (4-6months) - Responds to 'No' (5months) - Responds to music (11months) - Understands 10 words (12months Expressive communication- (development of verbal communication) -five stages of prelinguistic communication: • Phonation stage (birth-2 months) • Primitive articulation stage(2-4months) • Expansion stage (4-6 months) • Canonical stage (6-10 months) • Jargon stage (10 months)

2) Can I provide an example of a hierarchy to use during a vocabulary expression task such as picture naming i.e. provide examples of what the SP could say to make the task easier/harder?

o Immediate imitation of clinician: (The boy is eating a watermelon, what is he eating o Delayed imitation: this is a watermelon o Forced alternative/choice: Is he eating an ice-cream or a watermelon o Choice from a number of alternative: Is he eating ice-cream, watermelon, or a banana o Closure Task: Hes eating... Hes eating a water... o Response to questions with cues: What fruit is this. Its rounds and juicy. It has little black seeds. o Response to questions without cues: What fruit is this? o Spontaneous productions,i.e. naming objects/pictures shown o Incorporation of structure/vocabulary in more complex targets: "watermelon is a fruit... name other fruits)" o Error identification of own productions: child incorrectly name watermelon-rockmelon. "Is that right" *look for examples in notes

Can I name three of Rapin and Allen's subgroups of language disorders and identify the communication characteristics of each?

o Phonological-syntactic: most common form of LD comprehension better than expression morphological errors are common: me felled over syntax may be simplifies i.e. presents as a delayed patterns of syntax o Lexical-Syntactic: diagnosed later-may start as a late talker deficits in word retrieval**** -avoid initiating spoken communication immature syntax circumlocutions:talks around or about the intended word (due to difficulty retrieving the word) WFD less impaired in spontaneous speech Discourse/conversational problems dominate e.g.difficulties o Semantic-Pragmatic Disorder Expression better than comprehension Language range: 1-2 words to well formed sentences Over learned scripts leads to exact speech Semantic paraphrasias, i.e. word substitutions by meaning Literal comprehension deficits Cocktail party speech-verbose but empty content Superior vocabulary but odd conversational skills Often not recognised as having a language disorder Disordered, bizarre language-may present with ASD

1) Can I provide at least three examples of intervention activities/techniques for increasing vocabulary size?

o Use real contexts: ->label real time activities, rather than only using pictures o Provide a range of referents: ->Use it in more than one context o Let syntax help ->Introduce in simple, prototypical sentence patterns that conveys basic meaning e.g.agent-action-object-Johnny's catching the ball o Link to similar verbs: ->Use the new verbs in activities that highlight similarities in meaning with known verbs - Animal play: (sounds: moo, baa; words: pony, dog) - Block tower: (sounds: uh-oh, on, up, more; words: counting, block) - Cars & trucks: (sounds: beep, toot; words: go, honk) - Developmental words: (apple, baby, duck, juice, mummy, hug, more) - Sorting / naming categories (food, animals, colours) - Sorting / Naming within categories (orange things, farm animals, fruit) - Similar / different (3yrs) - Odd one out - Describing features *< 50 words used -> increase vocab * > 50 words used -> two-word combinations

7) Can I provide examples of different types of intervention for children with ASD?

• Behavioural Interventions: - Applied Behaviour Analysis (ABA)- ABA is not a therapy in itself, but a theory or a set of principles on which some therapies are based. The theory identifies various teaching techniques that generally involve breaking down complex skills (or behaviour) into smaller steps and teaching them through the use of clear instructions rewards and repetition • Developmental interventions: -DIR- a specific technique to both follow the childs natural and emotional interests (lead) and at the same time challenge the child towards greater and greater mystery of the social, emotional, and intellectual capacities. • Therapy based interventions: -PECs (Picture Exchange Communication System)-unique augmentative/alternative communication intervention package for individuals with ASD related developmental disabilities, focus is on initiation component of communication -Manual Signing- An AAC system for communicating. Claims AAC systems hep children with autism with their communication skills -Social Stories- highly structured interventions that use stories to explain social situations to a child with autism • Combined interventions: -TEACCH( treatment and education of autistic and related communication handicapped children-intensive intervention program that supports children by creating a very structured learning environment, help children understand how daily life works when they become more independent -Early Start Denver-play-based approach to teaching that focuses on helping children with ASD develop social communication skills (showing interest and responding to others) • Family Based Interventions: -Hanen More than Words-a parent education approach to promote positive interactions and opportunities for language and learning • Other interventions: music therapy

4) What are typical strategies used in parent administered language interventions?

• Child-centered strategies • Interaction-promoting strategies • Language modeling strategies • Focused stimulation

4) Can I name language batteries used with children aged 0 to 5 years and explain why I might choose to administer each assessment?

• Clinical Evaluation on of Language Fundamentals: preschool- second edition (CELF-P2)- 3-6:11 children who speak in sentences as the test looks at semantics morphology and syntax. • Preschool Language Scales (PLS-5) Birth to 7.11 years To assess the child's play, gesture, attention, vocal development, social communication, semantics, language structure, literacy skills and integrative language skills Preschool Language Assessment Instrument-Second Edition (PLAI-2) Ages 3.0-5.11 years old To ensure young children are prepared to participate in a school environment Measure the child's receptive and expressive language Help to see if the child struggles with pragmatics and behaviour • Test of Early Language Development-Third Edition (TELD-3) 2 years to 7.11 years assess overall spoken language (expressive and receptive) • The New Reynell Development Language Scales identifies speech and language delays and impairments in very young children using a mix of play-based activities with a range of stimulus material 3 to 7.6 years multilingual and a good assessment for other languages • Comprehensive Assessment of Spoken Languages (CASL) 3 to 21:11 years in-depth oral language and processing skills assessment. -Focuses on listening comprehension and oral expression for the preschool and primary aged child to young adults - Expressive and receptive as well as word retrieval

Can I describe how best I might set up the room when planning to conduct the above and provide a rationale for this room set up?

• Consider the environment- it should be set up to get a meaningful interaction • Communication temptations to give the child a reason to communicate with you, such as toys in a box, toys high up, cause and effect toys for creating opportunities • Chair to see if mom sits on it or gets face to face on the ground with child • Books to capture the childs interest and to give mom a chance interact with her child, and see how mom uses the book to communicate with the child

1) Can I provide examples of specific language characteristics/difficulties that may be evident when a child has a disorder within a)content, b) form and/or c)use?

• Content (semantics): Vocabulary Poor vocabulary, word retrieval, semantically empty sentences, overextensions, reliance on gesture, • Form: Incorrect/simple/overused syntactical forms: pronouns, word order, auxiliaries wrong, omitted, and or over-generalized tense forms or plural forms • Disorders of Use: Poor/inappropriate eye contact, topic/maintenance/turn-taking. Inflexible language use (tailored to listener #Aaronpullerforpresident

5) What are useful resources for therapy activities?

• Copying (actions, dancing, puppets) • Turntaking(peek-a-boo) • Cause Effect(push-pull toys) • Vocabulary (jigsaws, telephone) • Early Sounds(sound toys) • Toys (Mr. Potato Head) • Technology (Clip Art)

1) Can I name the CELF -P2 subsets administered to calculate the Core language Score i.e., subsets administered when trying to answer the question: Does this child have a language disorder?

• Core Language Score • Receptive language Score • Expressive Language Index • Language Content Index • Language Structure Index CELF-P2- Core score, receptive expressive, content and structure #AdmiralAdrosAlwayssteerindaboat

4) Can I provide examples of red flags for ASD, i.e. what might be observed in a speech pathology context?

• Difficulty engaging the child in interactions • Limited attention to activities • Not responding to name or directions • Limited or unusual eye contact • Delayed, uneven and typical language profile • Expressive language better than receptive language • Use of jargon • Echolalia and stereotyped language*** • Repetitive/unusal behaviours*** • Limited interests • Delayed play skills-lack of symbolic play skills**** • Child may become distressed with little warning • Inconsistent demonstration of skills across time and place-'consistently inconsistent' • Parent concern about development- history of limited interactions

2) Can I name and briefly describe formal assessments used for assessing specifically within the language domains of content, form and use?

• Formal assessment for assessing content: Semantics Word Finding Vocabulary Test-(Renfrew language scales) Peabody Picture Vocabulary Test: Fourth Edition Expressive One-word Picture Vocab Test -Fourth Edition Receptive One-word Picture Vocab Test-Fourth Edition Bracken Basic Concept Scale-3rd Edition-Receptive Bracken Basic Concept Scale-3rd Edition-Expresive • Formal assessment of Form: Syntax The test of reception of Grammer-Second Editon(TROG-2) Renfrew Action Picture Test Bus Story Test • Formal Assesments of Use: Pragmatic difficulties Children's Communication Checklist-Second Edition Pragmatic Profiile of Everyday Communication Skills in Children Language Use Inventory

1) Can I describe an assessment protocol for assessing a child with emerging language skills, including naming play assessments?

• Gesture: Informal assessment: Observation of deitic gestures (showing, reaching, giving, pointing) and representational gestures(i.e. conventional and symbolic) -Frequency- a slower rate may signal difficulties -Types- pointing predictor of later language skills: children with ASD and Downs frequently late to develop pointing -Function-Limited variety of gestures in 18-24 months old children is a concern i.e. wanting to see gestures being used for joint attention and social interaction -Gestures paired with eye gaze or vocalizations (15 months) -Transition from contact to distal gestures (concern if not using gestures to indicate objects at a distance) -Transition from gesture to word use (16 months-gestures and words for object names, 20 months- words predominate for object names, * greater than 20 months-concern if persisting to use gestures to name/label objects (evidence of language delay) Formal assessments gesture: Rosetti Infant Toddler Language Scale: A measure of communication and interaction MacArthur Bates Communcative Developmental Inventory (CDI), Communication and Symbolic Behaviour Scales Developmental Profile • Play - Westby Symbolic Play Scale - Test of Playfulness - Penn Interactive Peer Play Scale - Symbolic and Imaginative Play Developmental Checklist - Child-Initiated Pretend Play Assessment • Communication Intent Consider: - Kaderavek's 4 behaviours that may signal 'communication intent' - Range of communication functions: -Halliday's 7 functions of language of young children - Dores primitives speech acts - proto-imperatives: used to get the adult to do something , request for objects, requests for action, rejections or protests -proto-declaratives: pre-verbal attempts to get the adult ot focus on an object or event by showing off, or showing or pointing out objects for the purpose of establishing social interaction or joint attention *proto-imperatives and proto-declaratives appear in infants between 8 and 18 months 18-24 months ->discourse functions(request information, answer) • Frequency of expression of intentions 18 months : 2 instances of intentional communication per minute. 24 months: >5 instances of intentional communication per minute • Forms of communication: - 8-12 months: gestural means of communication predominate - 12-18 months: gestures are combined with word-like vocalisations containing consonants -18-24 months: conventional words or word combinations are used with increasing frequency to express a range of intentions

6) Can I list key elements of effective interventions for children with ASD, according to Prior et.al, 2010?

• Individualised programming based on strength and needs • Highly supportive teaching environments and generalisation strategies • Predictability and routine • A functional approach to challenging behaviours • Transition support • Family involvement • Use of visual supports • Multi-disciplinary collaborative approach

3) Can I provide examples of informal tasks used for assessing specifically within the language domains of content, form and use?

• Informal assessment of content: Semantic Difficulties point to objects in the room and ask child to name them ask child to define/describe words ask child to tell you the opposites e.g.hot, open ask child to tell you word that mean the same as e.g. big ask child what do words have in common e.g.milk, juice, water ask child to name items in categories e.g , animals , colours *Naming/categorizing/defining • Informal Assessment of Form Language samples Following instructions of increasing length and complexity • Informal Assessment of Use: pragmatic difficulties Respond to greetings: observe the child when you say 'hi, how are you' Describe events: ask the child what he/she did in the morning Make requests: ask the child to draw a picture but don't provide a pencil Take turns: count to ten, I say one, you say two Eye contact: consider whether the child have maintained normal eye contact during assessment

4) Can I describe and provide examples of the following interventions(all hybrid approaches):

• Joint action routines-> technique for expanding the child's intentional communication ->joint action routines(shared action sequences) provide basis for many scripts ->within routines, SLP/parents introduce variations in routines and/or the use time delays to provide opportunities for the child to signal intention ->example of time delay: peek-a-boo, round and round the garden (use music routines to prompt child to take a turn) ->example of variation in routine: withhold objects requires to complete routines, violates the normal use of objects in routines **Goal=The child will engage in the joint action routine of.... During.. with... in order to... • Script Therapy -> scripts: scaffolding or predictable structure of an event that provides 'slots' for participation and aids comprehension ->SLP develops 'scripts' with the child in the intervention context/re-enacts already known scripts ->familiar interactions allows the child to anticipate his/her role in the interaction (builds pragmatic communication skills) ->in the intervention the known script is disrupted-challenging the child to communicate to repair the disruption Examples: -repeated book reading with pausing -SLP reads the child a book several times ->know by heart->misread various parts -changing the words in a familiar songs/nursery rhymes (e.g.Hickory dickory had a great 'doll') • Enhanced milleu teaching (EMT)->Hybrid intervention approach which involves a combination of the three key components (look at three components in the next question) • Focused stimulation-> child is exposed to multiple exemplars of a linguistic target (e.g.a specific vocabulary item or grammatical morpheme) ->provided in meaningful contexts(natural conversation) -> child may be given opportunities to produce the target, but not obligatory in this approach ->SLP attempts to elicit target spontaneously, rather than imitation ->Focused stimulation can be used to promote the form, content, and or use of language

2) What are the intervention principles?

• Language emerges from natural conversation • Intervention involves the child and the primary caregiver • Turn-taking becomes a critical skill for natural language teaching • Children with reduced communication are often inappropriately responded to • Caregivers need to be taught how to respond **Goal of the intervention is not to finish the activity, but to stimulate communication • Arrange the environment for communication • Don't force any verbal output • Try a variety of techniques • Use periods of silence during exchanges • Use action oriented activities(jump) • Expand communication to other settings • Avoid yes and no questions • Work toward functional communication

Can I list strategies for gaining a more representative language sample?

• Make sure child is comfortable- establish rapport before you start recording • Adjust your language to the child's comprehension level • Listen well (100% focus on the child) • Follow the child's lead • Allow time for the child to respond (more than you expect) • Use open ended questions and commands (What did you see? Tell me?) • Consider the effect of the environment (background noise, distractions) • May need to collect multiple samples • Compare analysis of different samples (findings should be similar)

2) Can I describe the strengths and limitations of using parent report?

• Parent has opportunity to interact and observe child in a wide range of situations-> can provide data more representative of child's actual language • Data collected in a clinical setting is likely to be influenced by aspects of a child's personality e.g.shyness and mood-> parent report less susceptible to such factors • Cost effective • Can be obtained in advance of seeing the child-> can guide in Ax selection • Can use parent reports to validate (or question) SLPs own impressions and observations • Parent report on behaviours that occur outside of the clinical setting-> important for monitoring outcomes • Family centered assessment, i.e. family was given the choice to complete an assessment tool or checklist • May be accused of being biased observers-> overestimate or underestimate child's abilities • Parent report most likely to be accurate when: the assessment is limited to current and emerging behaviours and a recognition format is used, i.e. picking from examples rather than relying on recall

1) Can I provide examples of how to create communication opportunities/arrange the environment to promote communication?

• Place a favourite toy out of reach ... then wait (e.g. food, bubbles, ball slide) • Offer a little bit... then wait (e.g. food, bubbles, fill up drink so they can request for more) • Choose an activity that the child cant do without help... then wait (e.g. wind up toys, cover lid, give them a paper and don't provide the pen, need to model it with parents) • Offer choice...then wait (e.g. car or book need to model) • Hide objects in surprising places ... then wait (e.g. car in a weird place that the child wouldn't expect) • When things go wrong... wait (e.g. child drops a crayon, or spills the drink, WAIT and see what they do) • Eat a desirable food in front of the child without offering them any • Hold a food item that the child doesn't like beside their mouth • Wind up a toy and let it stop completely before giving it to the child • Give child a toy one at a time (e.g.block) to drop into a container • Bubbles-blow some- then close jar and hand to child • Toys in a clear container with a tight lid. Give container and wait • Childs hand in wet or sticky substances • Roll a ball to the child. After several turns- wait and see if the child requests a turn • Noisy toy in a bag-shake bag for child to see- wait and see if child requests/responds

EXTRA QUESTION Á la Lashooshoo!! (if anybody got time for that;) - Provide some pros/cons about the REEL-3, Rosetti and MacArthur Bates

• REEL-3 (birth to three years) +User friendly +Informative, concrete +Caregiver input -reliability b.c of caregiver input -SP has to ask some questions to the caregiver which need a yes/no answer, cannot be all done at home. Rosetti (birth to 3 years) + Easy to administer + Parent questionnaire + Natural testing =comfortable environment - No new editions - Test does not account for deficits in children - Use of receptive language abilities needed MacArthur Bates (8months-3:1) + Minimizes language and structured tests + Short admin. Time (scoring) + Easy to administer and score - Manual difficult to comprehend - Has a lot of fluff, does not get straight to the point - Has a lot of work for parents to fill out the form

Can I describe different methods used for obtaining a language sample:

• Spontaneous e.g. record child while playing • Imitation (say what I say) • Automatic (days of the week, counting) • Patterned elicitation (fill in the blanks... A dog says... a cow says....) • Conversational (Questions about their-favourite food, questions about recent activities- tell me what you had for lunch today, other- tell me about the best holiday ever) • [spoken] narratives (story retell, procedural e.g. steps in making a sandwich, story generation-true or fictional)

5) Can I provide examples of what SLPs may look for when observing parents interacting with their at-risk babies?

- Responsiveness to child's readiness cues / pleasantness - Reciprocity - Appropriateness (objects / topics / safety) - Language stimulation - Encouragement of joint attn.

4) Can I provide examples of possible SLP roles in the management of prematurely born infants?

- Sensory overstimulation (lights) - Help parents interpret readiness to communicate / infant states - Turn taking (gain attn.->act/speak->wait->imitate response - Establish joint attn. -> comment on baby's focus - Joint action routines-> peek-a-boo

3) Why is knowledge of communication intent relevant for speech pathologists who work with young children with delayed/disorder communication?

- Typical development = 8-11mths - Red flag = no signs of communication Intent by 12 months. ASD? Neurological issues? consider referring on.

9) Can I list 5 diagnostic criteria for Selective mutism according to DSM-V?

- 1. Consistent - failure to speak (social) - 2. Interferes with Education - 3. > 1 month duration (not first month of school) - 4. Not due to lack of knowledge - 5. Not explainable by other language disorder

2) Can I list the Supplemental Measures within the PLS-5?

- Articulation Screener Raw Score - Language Sample Checklist - Home Communication Questionnaire

1) Can I list the three norm referenced scales obtained from the PLS-5

- Auditory comprehension (AC) scale - Expressive Communication (EC) scale - Total language (TL) scale PLS-5- AC=receptive + EC=expressive= TL (total language scale)

2) How might a child be intentionally communicating before the onset of first words?

- Changes in facial expression - Makes sounds / imitates sounds - Eye contact / joint visual attention - Takes by hand (leading communication partner) - Crying / laughing - Gesture

Can I list the appropriate number of words according to Roth and Worthingtons typically developing children have in their expressive vocabulary at 12 months, 18 months, 36 months, 48 months, and 60 months?

12months : 5+ words 18months: 10-20words 24months: 50-200 words 36months: 900-1200words 48months: 1500-1600words 60months: 2100-2200words

When do children typically begin to combine words and what facilitates this?

18months vocabulary of 50 words.

6)Can I identify the theory of language development on which the EMT is based?

EMT involves: operant conditioning Theory of language development: behaviourism theory

1) Can I name different types of echolalia and provide different examples of each?

Echolalia Immediate (Adult: Look at the dog, child: look at the dog) Delayed (Adult: look at the dog, five minutes later-Child: look at the dog) Mitigated(Look at the dog, child:look at the cat) *echolalia- imitations that persists after 36 months and is the hallmark feature of autism

Can I define the following terms? Ellypsis Presupposition

Ellypsis: conversational device of omitting redundant information Presupposition: process of assuming which information a listener possesses or may need

2) Can I identify if a CELF:P2 Core Language Score, Receptive Language Index and Expressive Language Index are within/outside the average range?

If The core Language score is 115 and above-good/above average If 78 to 85->mild, 71-77-> low range and 70 and below->severe

3) Can I name examples of and briefly describe informal and formal parent report tools for gaining information about early language development?

Informal: • Diary-> info about childs day to day communication (oldest type) ->parents may lack training about what the are observing • Langauge Development Survey -> vocab checklist • Assessment of Language Development ->checklist from birth-7 years • Parent Questionnaire for Early Language Development->series of yes and no questions and some open ended questions • Checklist for an Informal Assessment of Language • ECE (Early Childhood Educator Observation Guides)-> How the child communicates ->Why the child communicates ->What the child understands ->How the child interacts (development of pretend play) FORMAL: • Receptive-Expressive Emergent Language Test (REEL-3) • Rossetti • M. Bates • Communication and Symbolic Behaviour Scales Developmental Profile-Checklist Questionaire

5) Define the following terms: Joint-Attention Communication Intent Protoconversations

Joint attention: Following the direction of a communication partner's: Gaze, gesture or general focus (Red flag at 18months) Communication intent- communication for a reason Protoconversations (3 months)- vocal exchange btw parents [caregivers] and infants that resemble the verbal exchanges of more mature conversations -> identifiable phases-turn taking (both adult and child active participants) -> initiation and disengagement

Which class of words (i.e. nouns, verbs and adjectives etc) typically dominate in children's early lexicon and why?

Nouns dominate a child's lexicon because: -they are less complex morphologically (i.e verbs=conjugate etc) - the child is presumably exposed to them frequently (parentese -repetition of nouns), - might represent a need/ wants of a child (food etc.) they also have a tangible referent so child has a physical example to interact with. #AdmiralAdrosAlwaysSteerstheship

3) Can I provide rationales for when I might choose to administer the PLS-5 or the CELF-P2?

PLS-5 Overview of developmental language skills in many areas Ages birth to 7:11 Can assess preverbal children with low language ability Can assess children functioning in supported classroom environments (such as early childhood and classrooms for children with pervasive development delays such as autism) = 0-7:11, comprehensive, good for ASD/ Low functioning CELF-P2 In-depth assessment of semantics, morphology, syntax Ages 3:0 through 6:11 Assess children who speak in complete sentences Assess children functioning in mainstream classrooms = 3-6:11 children who speak in sentences as the test looks at semantics morphology and syntax.

Can I briefly describe the receptive and expressive language skills of a typically developing child, ages 12 months?

RECEPTIVE: - Follows simple commands - Identify 1 body part - Select object in discrimination task - Understands up to 10 words Expressive: - Produce 5+ words (nouns) - Use true words with play - Mix words/jargon - Voice/gesture to get object - 25% intelligible - Animal noises

1) Can I define the term 'simultanteous bilingual' and 'sequential bilinguals'?

Simultaneous: - L1 + L2 from birth - Before 3yrs Sequential: - L2 learnt after L1 is already established

1) Can I identify the theory of language development which the Hanen approach is based?

Social interactionist

3) Can I identify the theory of language development on which using 'indirect language stimulation' technique is based?

Social interactionist

1) Can I clearly explain how the zone of proximal development (ZPD) relates to selecting appropriate therapy goals?

ZPD is the different between the independent and assisted ability. #Aaronpuller4president • Important to select goals that are within the child's reach, with some help. Not too hard and not too easy as choosing a goal within the child's current knowledge base is not recommended, i.e. teaching something that is already known

Can I define the 'internal working model' which is a basic principle of attachment?

The internal working model are early experiences with caregivers gradually give rise to a system of thoughts, beliefs, expectations, emotions, and behaviours about the self and others.- "Like in the movie Inside Out" :)

2) Do I have knowledge of techniques for expanding a child's vocabulary?

Vocabulary Comprehension o Discrimination: (choose 1 from a choice of 2) o Demonstrate action after verbal model: (can you point to your nose) o Picture Identification after a verbal model:(can you point to the picture of the nose) o Error Identification: (which picture isn't something on your face) o Naming: Encourage parents and children to take turns to name objects in everyday situations, as part of daily routines e.g. unpacking shopping, putting clothes in washing machine o Naming routines: Naming objects, actions, and attributes as part of a routine o Matching: Matching toy animals to a farm book, i.e.look at the book and encourage the child to fins the one that matches o Memory/Whats missing? : Have four objects out, when child is not looking remove one and see if they can recall what it was. Take turns

4) Can I describe the MacArthur Bates Communicative Development Inventories, Second Edition Including how the two forms differ?

Words and Gestures Form (8-18 months) Part 1A: First signs of understanding, e.g. responds to name Part 1B: understands phrases Part 1C: Starting to talk Part 1D: 396-item vocab list Part 2A: First communicative gestures Part 2B: Games and routines-Peakaboo Part 2C: Actions with objects Part 2D: Pretending to be a parent Part 2E: Imitating other adult actions Words and Sentences Form (16 to 30 months: Words Children use) Part 1A:680 item vocab list Part 1B: How children use words-5 questions Part 2A: Word endings Part 2B: Word forms Part 2C: Wrong word endings Part 2D: Examples of the longest sentence Part 2E: Complexity

1) Can I define the following terms and explain the difference between: Language disorder Language Delay Late talker

• A language disorder deviation from average performance, an impairment in comprehension and/or use of a spoken, written and other symbol system. -normal range is two standard deviations from the mean -when expectations for typical development of language are not met and children are delayed in achieving developmental milestones by a significant degree • A language delay Early language skills are developing late, usual pattern of language development, but slow - slowness in maturing -children with a language delay present with protracted development of language , however they follow a typical course of development. Their profile matches those of younger, typically developing children, rather than chronologically matched peers • Late talker-> - The Macarthur bates definition is if a child is a late talker if at 2 they: Have fewer than 50 words in their spoken vocab Use no word combos or Achieve a score equivalent to children in the bottom 10% of the CDi sample At age two, language comprehension is normal but fewer than 50 words in their expressive vocab, not using word combos