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Prelinguistic Intervention (Emerging Intentionality (Enhanced Milieu…
Prelinguistic Intervention
Parent-Child Interaction
acknowledge challenge, lack of consistent response from child may discourage parent's early attempts
Key: enrichment and responsiveness
4 Types interaction behaviors:
Point
establish joint attention
Imitation
Sets
anticipatory sets
Turn-taking
Vocalizations
assess hearing
talking/babbling input
demonstrate stage-appropriate vocalizations
imitate baby's vocaliaztions
Higher than normal vocal interaction
Child-directed Speech register
Goldstein & Schwade (2008) ??
Emerging Intentionality
Prelinguistic Milieu Training/Responsivity Education
Goal: frequency, complexity communicative acts
focus on request and comments
enabling contxts
communication temptations
activities on social routines, play, book reading
social routines
ritualized exchange
predictable
structure/responses
events anticipated
highly restricted semantic content
help infants "crack linguistic content" establishing pattern
facilitates turn taking
6-9 mo.
Book reading
begin as soon as child can sit
book orientation
joint attention to pictures
wait for gaze, point, vocalization
face to face
Process: J.A. --> point --> voaclization --> approximate name/picture
criteria
produce <10 words/signs
understand <75 words
<1-2 intentional acts/min
Use for..:
9-15 mo w/o delay
2-3yr with delays
Techniques
WAIT to make actions contingent on child's actions
contingent motor/vocal imitation
time delay
verbal prompt
gaze intersection
modeling from child's repertoire
natural consequence (positive contingencies)
assist linguistic mapping
Responsivity Education (Parents)
8-10 sessions over 6 months
ensure clear understanding of child's intentional communicaion
i.d. on video review
enable contexts/establish communicative temptation
Focus on allowing child adequate time to communicate
No direct elicitation of responses
Hanen Program: it takes two to talk
promotes adult behaviors that support prelinguistic communication and early language
parents and family
group sessions, video review sessions
Key components:
activities child centered
promote interaction
model language
O.W.L.: observe, wait, listen
Strategies:
face to face on child's level
parallel or self-talk
respond with interest to child's actions
sounds
facial expressions
words
imitate child and make into a game
translate or interpret (out loud) what child is saying if not sure
expand/extend child's utterance
Other versions
General stimulation
no specific language goals
objective: successful joint interactions
length of engagement
number of conversational turns
focused stimulation independent
specific communication goals
focused repetition (3-5) to make salient
obligatory contexts for modeling and encouraging target
no specific propts to elicit
Enhanced Milieu Teaching
hybrid intervention
targets functional use of language in naturalistic interactions
EMT
environmental arrangement
high preference/interesting activity/toy
multiple parts
require assistance
omit some necessary pieces
toys in boxes, out of reach
limit # materials
communicative temptation
response interaction
conversational style of interaction
follow child's lead
imitate child's production
expand child's utterances
Milieu training
behavioral view of language learning
Modeling
mand/model
time delay
incidental teaching
emphasis on parents as language teachers
range of clinical populations
verbally imitative, >10wds, MLU 1-3.5
"Language is Key"
language facilitation techniques during shared book reading (and play)
Picture books as point of departure for talking and listening
Dialogic reading
Evaluate
the child's response
Expand
rephrase and add info
Prompt
child to say something about the book
Repeat
verify learning; repeat prompt
appropriate for LI and LEP
Strategies (parents)
comment
ask questions
expand child's responses
having fun!
Focused Stimulation: Fey 1986
Late talkers, SLI, ID
promote vocabulary, early grammar
emphasis on input vs. output
Key: careful selection of language targets
multiple opportunities for modeling and child attempts
focus on comprehension of forms
encourage attempts, do not require imitation