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Early lang theories (1) (Social interaction/sociocultural theory (Lang…

- - - - Stimulus that precedes a behaviour
      - eg. sees car (antecedent), "want car" (outcome)
      - Ix: sabotage env to stimulate lang learning
    - - Behavioural concept that describes production of closer approx to behavioural target BEFORE reinforcemnet. Modelling the correct word
      - Eg, ka (don't give) "you want a cracker" (modelling) kaka (give). Only give child cracker when child makes step towards the correct word
    - - Learning to make response bcos produces reinforcing effect
      - Learning to not make response bcos it produces punishing effect
    - - Positive reinforcement (to increase behaviour)
        
        praising talking, smile, nod, rewards
      - Negative reinforcement (to increase behaviour)
        
        Eg. rmb you didnt put on sunscreen, put it bcos you rmb that you got sunburn last time, you AVOID getting sunburnt
        
        strengthens a behavior by taking away a negative outcome as an effect of the behavior. When a negative result is avoided by performing a specific action, the preventative behavior becomes more likely to occur again in the future.
        
        Eg. taking away curfew bcos he has been home early this time
      - Punishment
        
        Reduce chance of behaviour. Say word wrongly (REMOVES PASTA)
      - Extinction
        
        ignore a behaviour
    - - When activity requires many linked steps
      - Break up long term goals--> Short term goals
      - Complex behavioural sequence broken into smaller units--> Child can be trained to complete multi stage task. Indv components rewarded
  - - - Clinician directed, very structured, SLP instructs clients what response is expected eg. specific targets word, sound, phrase
      - Lots of modelling eg. child repeats/imitates clinician--> prompts will decrease
      - High rate of stimulus presentation (flashcards), client responses per unit time
      - More reinforcement provided after desired response heard
    - - Antecedent, subsq motivating events eg. feltboard, child naming clothing items
      - Antecedent: child allowed to choose any sticker from set that he would like to put on scrapbook
      - Says name of clothing item (reinforcement of correct labelling)
      - Subsq motivating event: child allowed to put sticker on feltboard
    - - Specific targets-modelled, imitated
      - Prompts gradually faded
      - +ve reinforcement
      - Increase rate of stimulus presentations per unit time
    - - Choosing stimuli
        
        Objects preferred to pictures when teaching words to very young children/children w delay
        
        Toy name to be paired w actions, adjectives
        
        Need realistic photos
- - - - Consider how lang can be dev, supported by child's comm partners eg. lang models provided MUST BE ABOVE child's current level. CANNOT BE STUCK AT LABELLING
      - Influence Ax: Consider child's independent perf, also when assisted
      - Goal setting: Target just beyond what child can do on their own, impt to select goals w/i child's reach, with some help. Find soft spot.
      - Provide models at lvl higher than child's current lvl. Impt for SLPs to know what the next lvl is