Transcript Typical Play Exploratory 0 to 12 mos Functional 1 to 2 years Creative-Symbolic 2 to 2.5 years Imaginative 2.5 years Sequential 3 to 5 years.

Typical Play
Exploratory
0 to 12 mos
Functional
1 to 2 years
Creative-Symbolic
2 to 2.5 years
Imaginative
2.5 years
Sequential
3 to 5 years
Age
Play type
Definition
Correlation to
language
9 mos
Nonspecific
object use
Exploring,
mouthing
Primitive
investigation of
environment
10-12
mos
Fillingdumping
Putting objects
in
Concept in/out
12 mos
Simple
means-end
15 mos
Appropriate use
of toys to make
something
happen
Functional use Appropriate use
of objects
of objects
Pointing,
vocalizing,
single words to
request
Understanding
objects
enhances
vocabulary
15
mos
Functional play
Use of objects to act
Vocabulary
out familiar activities in Sequencing
self-directed play
18
mos
Representational
play
Use of objects to
engage in play
directed to a doll
Vocabulary
Sequencing
21
mos
•Doll as agent
•Single scheme
actions
•Doll talks on phone
•One action for
different recipients
•Takes on voice
of another
•Classificationword related to
many objects
24
mos
Ordered multischeme
combinations
Two+ actions
performed in
sequence
Object
relationships,
sequencing
24
mos
Symbolic play
Object is substituted
for an absent one
Language is a
set of symbols
Age
Type of play
definition
Examples
2.5
years
Role play
Takes on the role of
familiar people
Mom in kitchen
cooking dinner
3 years
Role play
Takes of the role of
unfamiliar people
Fight a fire, towels
to dry truck, hats,
chairs for truck
3 years
Sequential play
Acts out simple
sequences of play
Take off clothes,
wash them, dry
them, put on
5 years
Sequential play
Sequences and
organizes objects
and other children
into more than one
event at a time
Planning a trip to
the beach, setting
up chairs for the
car, pretending to
drive, pretend to
go swimming
How to Elicit Play Types
• Exploratory
– 5 senses, many
different actions with
one toy, touch all
parts, move!
• Functional
– Show what you do
with toys- hand-overhand, model, prompt
– Sleep-doll, fly-plane,
drink-cup, hit-drum,
ring-bell
How to elicit play types…
• Creative
– Be theatrical! Be silly!
– Banana=phone,
blocks=train, stick=spoon
• Imaginative
– Role playing, dress-up
– Community helpers
– Social scripts- what to do at
circle
• Sequential
– Every day tasks in order
• Baby+bath, taking a trip,
putting out a fire
Play in the classroom
• Use a variety of toys–
especially for rigid
children
• Demonstrating play
schemes- how to
create a storyrelevant to monthly
theme
• Facilitating play with
peers
– Withholding items,
limiting amount of
How does play increase language?
• Learn about environment- increase
vocabulary
• Learn about objects
• Learn about actions and spatial concepts
• Develop imitation
• Attending, organization
• Turn taking is basic rule of interaction
Pragmatics
How we use language
Language- What do we use it for?
• Protest/Reject
• Request (mand)objects, actions,
information (asking
questions)*
• Comment (tact):
Look!
• Greet
Pragmatics/Attachment
0-3 mos Eye contact, laugh, cries for attention,
interest in people not objects
3-6 mos Different cries, maintain eye contact,
vocalizes in response to vocalization
6-9 mos Desire to be with people, shouts to gain
attention, gesture and vocal to protest
9-12
Fear of strangers, perform for social
mos
attention, pointing, wave hi/bye
12-15
Imitates others, shake head no, initiates
mos
turn taking
Pragmatics/Attachment
15-18
mos
18-21
mos
Points, shows, gives objects; uses
words to protest, request assistance,
plays away from familiar people, goes to
caregiver when stranger approaches
Uses words to interact with others,
during play. Takes turns during
conversation, words during pretend play
Socially Appropriate Language
•
•
•
•
Natural speech
Colloquialisms
Differentiate for children at different levels
Varied language forms
– Ways of “greeting”: How are you, what's up,
what's going on, how was your weekend, I like
your dress, hey, good morning
Rules of Conversation
•
•
•
•
•
•
•
•
Take turns
Eye contact
Stay on topic
Introduce topic
Rephrase when not understood
Personal space
Facial expressions
Politeness
SOUND DEVELOPMENT
Speaker # 4
Natalie Romanchukevich
Normal development- Prelinguistic
phase
• Birth – 1(Phonation)- reflexive vocalizations
(crying, burping, coughing, sneezing);
nonreflexive sounds that are similar to syllabic
nasals.
• 2 – 3 months (Cooing and Gooing)- sounds
similar to back vowels; CV (consonant vowel)
and VC (vowel consonant) productions with
back vowels (e.g. /u/, /o/, /a/) and back
consonants /k/, /g/.
Normal development- prelinguistic
phase
• 4 – 6 months (Exploration/ Expansion)squeals, growls, yells, “raspberries” (bilabials- b,
p, m; marginal babbling with CV and VC
sequences.
• 7 - 9 months (Canonical Babbling)- some
reduplicated syllables (mama); seeing
increasingly more sounds.
• 10 – 12 months (Variegated Babbling)- different
CV syllables (e.g. tikati, bamegi)- variety!
Normal development- Speech-language
emergence
• Stage I (0;9- 1;6) labial and lingual sounds begin
to emerge (nasals, plosives, approximants,
fricatives).
• Stage II (1;6- 2;0) sounds that you are likely to
see: p, b, m, w, t, n, d.
• Stage III (2;0- 2;6) all of the above + new
sounds begin to emerge- k, g, h, n
Normal development continued…
• Stage IV (2;6-3;0) all of the above sounds are
solidified in the child’s sound system.
• Stage V (3;0-3;6) all of the above sounds + f, w,
s, j, h, the sound /l/ is emerging.
• Stage VI (3;6-4;0 and 4;0-4;6) see: p, b, m, f, w,
t, n, d, s, k, g, n, h, j, l, z, ch, dzh, sh, and r is
emerging.
Normal development continued…
• Stage VII (4;6 <) all of the above sounds are
solidified
Things you may see as children acquire
sounds…
• Final consonant deletion (dropping the final
sound) as in “cat” becomes /ca__/ or “dog”
becomes /do__/.
• Deletion of syllables as in “banana” becomes
“nana” or “butterfly” becomes “bufly”.
• Cluster reduction (breaking consonant
sequences) as in “blue” becomes /__lu/ or “fly”
becomes /__ly/.
continued…
• Stopping of fricative sounds (these are: s, z, f, v,
sh, zh, h)
• Examples: “sheep” becomes /teep/ or “fish”
becomes /pish/.
• Stopping of affricate sounds (these are: tch,
dzh).
• “cheese” becomes “teese” or “orange” becomes
/orand/.
Speech Intelligibility Expectations
•19 -24 months
25%- 50%
•2 - 3 years
50%- 75%
•4 - 5 years
75%- 90%
•5 + years
90%- 100%
Comparison of English sound
development to that of Spanish
Sounds
b
p
m
h (x)
n
w
g
t
English
3;0
3;0
3;0
3;0
3;0
3;0
4;0
4;0
Spanish
3;0
3;2
3;7
3;7
3;9
3;7
4;7
3;2
Comparison of English sound
development to that of Spanish
Sounds
f
l
s
English
4;0
6;0
8;0
Spanish
3;2
4;0
4;2
Comparison of English sound
development to that of Spanish
• Point: children that are of bilingual background
should not be expected to produce sounds that
still await development in their native language.
Some strategies for eliciting sounds
• Profile #1 (Video # 3 - DJ):
child with severely impaired
“sound system” - presents
with poor articulation
(pronunciation).
• Deletes final consonants (e.g.
“dog” becomes /do__/)
• Simplifies syllables- omits
one or more syllables in
multi-syllabic words (e.g.
“crocodile” becomes
/__codile/, etc.).
• Has difficulty achieving
appropriate lip closure
Some strategies for eliciting sounds
• For bilabial sounds (b, p, m), which become /f/ and /v/
instead (e.g. “ball” becomes “voll”)• Tactile (physical) cues such as: using index and middle
fingers to bring the child’s lips together (close them).
• Using visuals like mirror and self to model the target
production; verbal cues- use words to explain/cue.
• Carryover is very important- YOU and the parents can
use the techniques to help the child practice the
correct production when notice articulation errors.
Some strategies for eliciting sounds
• Following the hierarchy- child specific: how
much cueing does this particular child need?
• May vary from maximum multi-modality cues
(tactile- physical prompts, visual, verbal in
combination) to minimal verbal and/or visual
and/or tactile cues.
• Initially, DJ needed a lot of multi-modality cues
to achieve appropriate lip closure for bilabial
sounds (b, p, m).
Some strategies for eliciting sounds
• Profile #2 (Video # 1 – K):
Child presents with poor
articulation.
• Among other articulation
errors- difficulty producing
/f/ and /v/ sounds (become
/p/ and /b/)- cannot place
articulators correctly to
achieve production.
• Initially: use multi-modality
cues (tactile, visual, verbal) to
“teach” the child to place her
articulators (lips, teeth,
tongue, etc) correctly.
Some strategies for eliciting sounds
• Fade cues as the child becomes more aware of
errors, less dependant on your support.
Some strategies for eliciting sounds
• Profile #3 (Video # 2 – E): E has
difficulty producing sounds /k/ and
/g/, which become /t/ and /d/ (no
longer developmentally
appropriate).
• Use all modalities to cue- initially
tactile is especially helpful because
/k/ and /g/ are difficult to cue
visually (back sounds ).
• Use “coughing” (nonspeech
sounds that require tongue
movement similar to that of /k/);
using the force of gravity to
facilitate production (video).
Teaching Speech to
Nonverbal Children
Where do I begin?
Where to begin?
• Talk with family and find out the child’s
interests, favorite activities, and preferred
items
• Observe the child in the home/classroom
• Talk to the parent and find out what they
want for their child
• Reinforcer Inventory
Total Communication Approach
• Utilize a variety of communication
modalities to promote functional
communication skills
– Sign Language
– Pictures
– Spoken Words
– Assistive Technology
– Communication Boards
Remember….
• The ultimate goal is for the child
to spontaneously communicate,
even if he/she is unable to use
spoken words
Use Reinforcers to Start the
Exchange
• Individual reinforcers and reinforcing
activities
• Expand a child’s individual reinforcer
repertoire with items of similar
characteristics
• Reinforcers can be visual, auditory, edible,
tactile, smells, social, vestibular
Teach the Mand (Request)
• Motivation  Response  Specific
Reinforcement
• For example, when I am hungry, only the
delivery of food will strengthen the response that
produces food (the mand)
• The mand may be the only verbal operant that
directly benefits the speaker, therefore it may be
the most easily acquired initially and holds the
most functional value to the child
Teaching the Mand
• Manding is communication (not necessarily spoken
comm.) that produces immediate benefit for the child and
therefore strengthens it
• Development of a strong manding repertoire may be
essential for the development of other types of language
and communication (tacting (labeling), intraverbals)
• Manding teaches a child that communication is valuable
• Manding is the first repertoire learned by all children.
Eventually children learn to say words so that they can
ask for different things that are reinforcing
Teaching the Mand cont.
• Teaching mand repertoire may eliminate
problem behaviors
• Begin teaching the child to ask for his/her
strongest reinforcers
Choosing a Response Form
• If an echoic (ability to imitate sounds/words) is
moderate = choose vocalizations
• If attempts to develop echoic repertoire is not
successful- choose alternative
• If child has physical or neurological disabilities =
pointing or selection-based (aided) system may
be best
• If child is young and without physical conditions
= signing (unaided) program may be best
• If child is older= may be best to use mix of sign
and pointing systems
Signing
• Sign mand for train: Motivation Sign
Train Receives Train
What we as Teachers Should Do
• Learn some manual signs
• Ensure that whomever works/interacts with child will
learn sign
• Teach first signs as mands for reinforcers. Say the word
each time he/she mands
• Use prompt and prompt fading procedures
• Ensure child has many opportunities a day to mand with
sign
• Use echoic teaching to help improve vocalizations
• Teach sign across all verbal categories (tacts,
interverbals etc)
Prompt and Prompt Fading
Procedures
•
•
•
•
Physical (full and partial)  Move Hands
Gestural  Demonstrate Sign
Vocal (echoic)  Name of Reinforcer
Fade Prompts to:
Motivation is Strong  Child Signs
Spontaneously
Pros/Cons of Sign
• Signing and talking may be
more similar
• Research shows that sign
programs support production
of vocalizations
• Research shows that signs are
acquired more easily with less
errors
• Signing is faster form of
communication
• Research shows support for
superiority of sign in replacing
problem behaviors
• Each sign must be shapedrequires skillful teaching
• Motor ability of children with
developmental disabilities may
be weak- makes teaching sign
more difficult
• People around child must also
know sign
• Most communication partners
are incompetent listeners with
sign- must develop community
of signers which include typical
peers
• May be necessary to teach
aided methods as well to
increase number of listeners
Aided Methods of Augmentative
Communication
• Using Assistive Device to mand for train:
Motivation Scan Pictures Find the Picture for
Train Select Picture Receive Train
• PECS to mand for train:
Motivation Scans for Book Gets Book
Opens Book Scans Pictures Picks up Train
Picture Scans for Strip Puts Train Picture on
Strip Scans for “I want” Picture Selects “I
want” Picture Puts “I want” Picture on Strip
Gives Strip to Listener Receives Train
What We as Teachers Should Do
• Take/Find pictures of all items in child’s environment,
reinforcers, people etc
• Laminate pictures and put together a communication
book
• Request for child to be evaluated for an assistive device
• Ensure child has many opportunities a day to mand
• Use echoic teaching to help increase vocalizations
• Ensure that child has his/her device/communication book
at all times
Pros/Cons of Aided Methods
•
•
•
•
Not dependent on strength of
learner’s motor skills
Also found to be productive in
producing vocalizations
Continues to allow child to interact
with others around them (ie. as
opposed to sign where people in
the community must know how to
sign to interact with child)
Also found to reduce problem
behaviors, although some
research suggests not as much as
unaided methods
•
•
•
•
•
•
Can be difficult to ensure that
relevant symbols are always
available- especially due to space
issues
Devices can be expensive and
bulky
Devices require evaluations by the
district
Speed of communication of aided
methods is usually slower
It’s not possible to teach truly
spontaneous mands because the
picture of the object must always
be present
Difficult to develop symbols for
more abstract concepts
Development of Vocalizations
• Total Communication Approach to manding
• Time delay and differential reinforcement of
sound production during manding
• Reinforce ALL vocalizations
• Pair the speech sound with the reinforcer to
increase vocalizations
• Assess echoic repertoire to select appropriate
targets and teach echoics
• Teach through shaping techniques
Time Delay and Differential
Reinforcement
• For all signs that are strong mands, withhold
reinforcement momentarily if sign is not accompanied by
vocalizations or sound approximations
• Immediately after sign, say word. Pause for 5 seconds
and allow child to say word or approximation
• If child says word or approximation, deliver reinforcer
immediately
• If child doesn’t say word, re-present word two more
times. If child ever says word or approximation, reinforce
immediately. If after third time, child remains silent,
reinforce anyway so as not to extinguish sign or cause
problem behaviors
Reinforce all Vocalizations in all
Situations
• Reinforce all vocalizations produced
during time spent with child
• Try to find activities that could lead to
increased vocalizations (jumping, singing,
tickling, raspberries etc)
Pair Speech Sounds and
Reinforcer
• Choose sounds that have highest frequency in
child’s repertoire or that may be easy for child
(ie. V, CV, bilabial sounds (/b/, /p/, /m/ etc)
• Present a sound three times with about a one
second time delay between presentations. If you
hear any approximation or any sound after
presentation, deliver reinforcer immediately.
• If there is no sound or approximation after third
presentation, deliver reinforcer anyway
Pair Sounds and Reinforcer
• For example, child is reinforced with
bubbles and has a “buh” sound in his/her
repertoire
• I say “buh” while holding the bubbles- 1
second- “buh” – 1 second- “buh” deliver
reinforcer
*If child says “buh” or “uh” or “ah” or any
other sound or approximation at any point,
deliver reinforcer immediately
Vocal Imitation (Echoics)
• Select targets for vocal imitation
- Developmentally easy
- High frequency sounds in repertoire
- Sounds and words associated with
reinforcers, especially the reinforcers
a child mands for
Vocal Imitations
•
•
•
•
Select echoic targets
Have strong reinforcers available and visible
Present sound/word to be imitated (“buh”)
Child says “buh” or some sort of equivalent = reinforce
immediately
• If child does not produce some sort of equivalent, represent the word 2 or 3 more times. If child produces
equivalent or a better response at any point, reinforce
• If child does not produce equivalent, switch to easier
vocal imitation (ie “uh”) and differentially reinforce
Teaching Vocal Imitations
• Can also use Kaufman Praxis Cards with
children who speak with limited C production
and with motor coordination difficulties
• Work on simplified, approximations of words
• Systematically work on shaping sounds to get to
the ‘adult’ form
• By working up the hierarchy, child may produce
intelligible sounds/words across many syllable
forms and decrease frustration
Kaufman Praxis Cards
mama
mah-mah
mom-ah
mah-ah
mah
mm-ah
Kaufman Teaching Principles
• Select target sounds to be taught first
• Present word approximation at the level of the
word that the child can do to ensure immediate
success
• Present next higher word form immediately. If
child produces equivalent = present next word
form and so on and reinforce.
• If child does not produce equivalent = continue
to present this word form for 3-5 more trials. If
child still does not produce equivalent= move on
to easier word form or something the child will
be successful at and reinforce.