Prelinguistic/ Preintentional

Assessment Areas- Preintentional/prelinguistic

assessment areas

Preintentional/prelinguistic

Feeding and Oral-Motor Development

Vocal Development

• Rate of babbling – increase with age (vocalization/minute)
• Rate of consonants to vowels – increase with age (16 months more C than V)
• Canonical Babbling – Reduplicated Babbling /bʌ-bʌ-bʌ/ (before 10 months)
• Multisyllabic babbling – non-reduplicated babbling by end of first year (increases over 18 months)
• Intonation of native language – 12 months

• Developmental Batteries –

look at multiple areas (gross motor, fine motor, cognitive, language, social skills)

• Ages and Stages Questionnaires (2nd) - screening
• Bayley Scales of Infant Development (3rd)
• Vineland Adaptive Behavior Scales – II
• Carolina Curriculum for Infants and Toddlers with Special Needs (3rd) – criterion based

• Assessing readiness for communication
• Work with parents to help them interact

with child once they are stable and responsive

• Educate parent on how to recognize “states” that are conducive to interactions with child
• Turning in
• Coming Out
• Reciprocity

Assessment

Modeling

Vocal models of sounds child has produced and connecting it to an action or object

/ba/ - what could you connect that with?

Gestural models are similar. Take action child can do and connect it intentional communication.

• Case History - Developmental/Medical
• Oral-Motor/Feeding/Speech-Motor
• Hearing (Conservation)
• Child Behavior/Development
• Parent-Child Interaction

Parent Report

Communication Temptations

Eat a desirable food item in front of child

Activate a toy, let it run down, hand to child

Blow up a balloon, deflate and hand to child

Roll a ball to the child. After several rolls, substitute a car.

Pay less attention than usual to the child; back away or turn back during a game. Wait for child to elicit your attention.

Give the child the run of the room for a few minutes. Wait for the child to direct you attention to an object he or she finds of interest.

Your ideas?

MacArthur-Bates Communicative Development Inventory: Words and Gestures (Fenson, et al 1993)

Preschool Language Scale – 5 (PLS-5) Parent Questionnaire

Receptive/Expressive Emergent Language Scale (REEL)

INCREASE FREQUENCY OF INITIATION (Brief, positive, natural)

Time delay prompts

Interrupting an ongoing turn taking activity or routine and withholding the continuation until child initiates

Verbal prompts

Open Ended questions (What?)

Directions (Look at me.)

Gaze intersection

Moving into child’s gaze when child doesn't make eye contact – then fades as child uses eye contact to regulate interaction.

Prelinguistic/ Preintentional

Birth- 1 mo, 1-9 mo, 9-18 mo

Intervention

Family Centered

• Individual Family Service Plan (IFSP)
• Primary and secondary prevention are predominate goals
• Risk Factors- Prenatal factors, Prematurity and Low Birth Weight, Prior to 37 weeks, <5.5 pounds, Genetic and congenital disorders

Parent – infant communication- Pre-intentional Stage ( 0 – 9 mos.)

Educate parents and other caregivers of normal communicative patterns of infants and how to “tune in” to baby’s capacities.

Provide instruction and modeling of adult-infant communication

Help parent develop self-monitoring skills

Communicative patterns of infants – 2 way street

Infants have very little choice about how to interact

Parents will be the ones who need to adapt for interaction to succeed – even when the infant is difficult or unresponsive.

The ideal interactive context is whatever they and the baby like to do together

To enhance development, communication is enriching and responsive

Management at Prelinguistic Stage (9 – 18 mos.)

Parent responsiveness is a significant predictor of language development in children with disabilities (Brady, et.al. 2004)

Encourage parents to learn how to scaffold or support child’s progress to conventional communication

Teach how to demonstrate relations between words and action (example: Child gestures up. Parent says “Up”).

Award any gesture or vocalization used as communication signal (PMT)

Guiding Principles

Ways to elicit intentional communication

• Prompt- free approach (Mirenda and Santogrossi (1985)
• Reward for accidental touch to picture (e.g.; cereal)
• PECS
• Create a more supportive environment for their communicative attempts.
• Communicative Supports Checklist
• SCERTS
• Teach repair of communication breakdowns (Halle, et al 2004)

Services Are Family-Centered and Culturally Responsive

Services Are Developmentally Supportive and Promote Children's Participation in Their Natural Environments

Services Are Comprehensive, Coordinated, and Team-Based

Services Are Based on the Highest Quality Internal and External Evidence That Is Available

Modeling Interactive Behavior

TIPS – four interactive behaviors

Take turns – (Back and forth games)

Imitate (Match and Wait)

Point things out (establish joint attention)

Set the stage ( develop anticipatory sets)

Developing Self-Monitoring Skills

• Help parents develop confidence in own skills by videotaping
• Parent analyzes self
• Develop own strategies for assessing effectiveness of interaction & how to modify
• Clinician comments on positive aspects and asks neutral questions about how interaction might have been conducted differently if infant was unresponsive
• Hanen Early Language Parent Program, ECO program, Brickers’s AEPS system, Carolina Curriculum for Infants and Toddlers.