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Emerging Language

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Laura Pazos

on 11 December 2013

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Transcript of Emerging Language

Emerging Language
1-3 yrs, easy to id, id as a toddler, or late talkers
lang- production, comprehension, imitation, phonology
non-lang- play, gestures, social skills
deictic- showing, giving, pointing and reaching
symbolic- play schemes, actions carried out with an object to represent how it is used
representational- does not use an object, a form is used to represent a concept
8-9 mo= proto-imperative- requests for objects, actions, rejection/protest
proto-declarative- comment, social-interactive intentions
Assessing Emerging Language
play development
gesture development
communication intention
productive language

symbolic play levels
<18 mo= pre-symbolic- no pretending; picks up object briefly
18-24 mo= autosymbolic- pretends on self w/ common object
24-36 mo= single scheme symbolic- includes others, one event
self-limiting sequences- stirs spoon in bowl and eats
multi-scheme sequences- stirs spoon, blows it and washed bowl
plans single action and multi-scheme acts
Late- Talker
24 mo less than 50 words
and/or no expressive word combos
10-22% of 2 yr olds are late talkers
number one reason children are referred to therapy

risk factors
family hx
receptive delay 6mo less than CA
little to no use of gestures\environmental factors
ear infections
delays in symbolic play/ social skills
play behavior development
18-30 mo= relatistic, life-size, familiar toys (dishes, cleaning supplies)
24-36 mo= realistic, life size familiar toys( drs. kit, tools, school supplies)
36+= miniature toys
Types of play
spatial relations- blocks, balls, sorters, puzzles, marble chutes
gross motor- balls, dance, push/pull toys, tricycle
fine motor- blocks, coloring, finger paints, playdough,books
facts about LT
likely to
have a sibling
have a parent with a hx of LT
be male
beborn 32 wks or less
be 85% or less optimal birth weight
have overall developmental delays
long-term language difficulties
late talkers at 7 yrs old
overall in normal range
lower than peers who were not late talkers
difficulties in morphosyntax
no gender differences
grammatical deficits in writing later on
deficits in language processing as adults
parent education
home therapy
therapy w/ clinician
good preschool setting
of play
<24 mo= independent play- no observing each other, no playing together, no sharing
24-36 mo= parallel play- play alongside, rarely interact, has own agenda, often will imitate
30mo-5yrs= associative play-play in group, frequently watch and other imitate, will share and converse but no planned agenda
4.5-5 yrs= cooperative play- understand rules of games, plans elaborate pretend games with friends.
assessment can be used as contexts in which language intervention takes place
helps in selection of developmentally appropriate materials, expectations and therapy objectives
zone of proximal development- higher play levels can be modeled
use toys to promote therapy
parallel play first
assess if child imitates you
"bump-up" level of play and see if child follows
communication intention
must be:
directed to adult
effect of influencing adult's behavior

dore's primitive speech acts

requesting action
requesting answer
dore conversational acts
response to request
organizational device
18 mo- 2 interactions every min
24 mo- 5 or more
semantic- substantive, naming and function words
state relational- most common: existence,nonexistence, disappearance, recurrence
action relational words- verbs: in,out,up, here, bye-bye
location relational words- directional/spatial: knock on door "door" movement important
possession relational words- object associated with particular person: name, own name, "mine"
attribution relational words- characteristics, differences: rare in SW and early multi-words
reflextive relational
semantic syntactic analysis

grammatical classification of first 50 words
nominals- general 51%, specific 14%
action words 14%
modifiers 9%
personal-social 9%
functional 4%
intervention of emerging language
functional and symbolic play and gestures
use intentional communicative behavior
language comprehension
production of sounds, words, and words combinations
developing play and gesture
basic reciprocity and anticipatory behaviors
symbolic schemes: autosymbolic, single-scheme symbolic, self-limiting, multic scheme, cooperative play
use simple language
step up play scheme and model
play scripts and routines
picture book scripts
developing intentional communication
increase maturity of communication
extinguish maladaptive behaviors
clinician/parent directed
developing receptive language
indirect language
teach parent modeling expansion, extension, recasts open ended and verbal reflective questions
understand specific goals
involve everyone
delineate responsibilities
explain purpose of procedures
collect baseline data
model procedures for parents

observe parent
provide feedback
maintain contact
monitor effectiveness of intervention

phonological skills
early goal- enlargement of consonant inventory and range of syllable shapes- not drill on a particular sound
approaches for lexicon and word combinations
millieu teaching
focused stimulation approach
forced choice, selected vocabulary, incidental teaching
script therapy
elicited imitation techniques
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