Disclosure. Learner Objectives

Transcription

1 Parent Gesture Use: An Important Strategy for Vocabulary Development in Children Who Are Late Talkers 2015 ASHA Convention Denver, Colorado Cindy Earle, M.A. S-LP, CCC Speech Language Pathologist Program Director for Target Word The Hanen Centre 1 Disclosure Employed with The Hanen Centre as the Program Director for Target Word development, delivery and updating resources for Target Word The Hanen Program for Children who are Late Talkers No other financial relationships to disclose 2 Learner Objectives Define various types associated with children s early communication development Describe the developmental milestones for use in typical language-learning toddlers Explain a plan of action to help parents add specific types to their verbal language models in order to support their child s expressive language development 3 Hanen Early Language Program,

2 The Power of Gestures 4 Before we start. I support increasing children s use as part of my treatment plan for young children with expressive language delays because.. 5 Gestures and communication Marks intentional communication Regulate behaviour Decrease frustration Obtain and maintain attention Comprehension Transition to word combinations Promote joint attention Transition to spoken language Repair communication breakdowns Communication with and without words Social Other? Hanen Early Language Program,

3 Before we start. I support increasing children s use as part of my treatment plan for young children with expressive language delays because.. and I do this by.. 7 Agenda Children who are late talkers Definitions Gesture development in typical language-learning children The importance of use for children with expressive language delays Gestures and children who are late talkers Helping parents use s to support their child s expressive language development Summary and questions 8 Children identified as late talkers My clinical work 9 Hanen Early Language Program,

4 Hanen sclinical Definition of Children Who are Late Talkers and will benefit from intervention months < 24words months < 40 words months < 100 words &/or limited 2 word combinations No other significant developmental concerns Positive for the presence of risk factors ASHA Perspectives on Language Learning and Education, 2008 Based on MCDI Words and Sentences 15 th percentile norms Positive for the presence of risk factors Reduced or limited use of representational s Children who are late talkers and go on to have language difficulties are those who used less s and for fewer communicative functions (Crais, 2004) The higher frequency use of s in late talkers, particularly representational s, is tied to both comprehension skills and later language skills. Kahn, Swineford, Pierce & Wetherby, Hanen Early Language Program,

5 Children identified as late talkers My clinical work Parent Intervention Parent is the primary recipient of the intervention 13 Best Practice ASHA s four guiding principles: Services are family centered and culturally and linguistically 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 evidence that is available The Target Word Program Child-centred Developmentally appropriate Interaction before information Everyday activities and routines Caregivers are primary recipient of intervention Evidence-based Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: ASHA Technical Report, Parents as language facilitators Parent interventions and parent education are not the same thing Behaviour change requires more than information incorporating language strategies into interactions requires information and support for behaviour change For many parents, adding s to everyday interactions with their child requires behaviour change 15 Hanen Early Language Program,

6 Gesture a non vocal behaviour that meets criteria for a communicative act. May occur alone or with a vocalization or verbalization. Communicative act an interactive behaviour that consists of a, vocalization, or verbalization that is directed to another and serves a communicative function. CSBS 1993 Definitions Definitions Gestures - the most consistent early indicator of intentionality Intentional communication -sending a signal to affect another s behaviour Gestures are actions produced with the intent to communicateand are typically expressed using the fingers, hands and arms but can also include facial features (eglip smacking for eating ) and body motions (egbouncing for horsie: ). Crais, 2004 Definitions Deictic - establish reference -call attention to or indicate object or event - only interpreted by context (Crais, 2004) Hanen Early Language Program,

7 Definitions Contact s 7-9 months -contact between child and object or partner Distal s 9-10 months -no contact -close objects then objects further away (Crais, 2004) by 12 months children point to objects and use six conventional s: giving pushing away raising arms showing reaching waving shaking head no Wetherby, 2001 The Research predict size of children s spoken vocabulary by looking at their early vocabulary & predict specific words by looking at objects indicated using deictic s Goldin-Meadow, 2015 Hanen Early Language Program,

8 Definitions Iconic/Representational - establish reference and indicate semantic content - depict attributes or actions associated with objects Definitions complementary s - speech + combinations encoding a single semantic element Definitions supplementary s - speech + combinations encoding two semantic elements Hanen Early Language Program,

9 The Research children rarely combine s with other s but use supplementary s before producing word + word combinations Goldin-Meadow, 2015 McEachern, & Haynes, 2004 The Research changes in use predict changes in language age of first supplementary + speech combinations reliably predicts age of two-word utterances Goldin-Meadow, 2015 The research number of supplementary + speech combinations at 18 months reliably predicts complexity of sentences at 42 months Goldin-Meadow, 2015 Hanen Early Language Program,

10 Children who produce + speech combinations (supplementary ) utter first twoword utterance before those who have not yet produced + speech combinations McEachern, D., & Haynes, W. O. (2004) The Research It is the ability to combine two different semantic elements within a single communicative act not simply the ability to produce and speech together that predicts the onset of two-word speech (Iverson and Goldin-Meadow, 2005) The Research Children Who are Late Talkers limited 2 word combinations Reduced or limited use of representational s Hanen Early Language Program,

11 Children Who are Late Talkers By increasing vocabulary and use we create opportunities for children s messages to include supplementary s Let s try it complementary? Let s try it supplementary? Hanen Early Language Program,

12 Parent Gesture Important for Children s Language Development - children who did not use particular representational s, parents reported they also did not use those s - compared to deictic s, representational s are more dependent on modeling by caregivers - significant relation between quantity of maternal pointing and child vocabulary at 16 months - number of times parents provide word labels in response to child s pointing predicted number of object names in child s vocabulary The Research When mothers interpret their child s s into words: - they provide the child with timely verbal input - words tended to become part of the child s spoken vocabulary several months later When we support parents to use more s during interactions with their children we are also supporting the child s expressive language growth Hanen Early Language Program,

13 Do you think parents are natural s? If not, and we want them to add s to their interactions, we are asking for behaviour change. Parents need information and guided practice Adding s to interactions is a behaviour change Using s is different from using s plus a word (complementary) It starts with parents joining in their child s play and other activities Support parents to become aware of their use as they interact with their child Hanen Early Language Program,

14 Video Clip 40 Gesture (contact) Gesture (distal) Synchronized vocalization with Complementary Supplementary Word combinations Children s Gestures changes in not only predate but also predict changes in language (Iverson and Goldin-Meadow, 2005) Gesture (contact) Gesture (distal) Synchronized vocalization with Complementary Supplementary Word combination Child s message to mom is: come with me Hanen Early Language Program,

15 When the children who are late talkers send messages Gesture (contact) Gesture (distal) Synchronized vocalization with Complementary Supplementary Word combination Their parent s should Distal + word Copy + word Copy + word Copy and word and expand Copy + word and interpret Expand Parents need information and guided practice Adding s to interactions is a behaviour change Using s is different from using s plus a word (complementary) Support parents to become aware of their use as they interact with their child When the children who are late talkers send messages Gesture (contact) Gesture (distal) Synchronized vocalization with Complementary Supplementary Word combination Their parent s should Distal + word Copy + word Copy + word Copy and word and expand Copy + word and interpret Expand Hanen Early Language Program,

16 When the children who are late talkers send messages Gesture (contact) Gesture (distal) Synchronized vocalization with Complementary Supplementary Word combination Their parent s should Distal + word Copy + word Copy + word Copy and word and expand Copy + word and interpret Expand Given at Pre-program consultation Parents use throughout the program Consider their use in response to their child s message (Rarely/Sometimes/Often) 47 When my child 48 Hanen Early Language Program,

17 Parents as data collectors 49 Supporting parents to use s Clarify their feelings about including s Share information about why s are so important for their child Have them reflect on their own use Identify how to include s to support their child s language goals Include them in data collection for themselves and their child Now that we re done. I support increasing children s use as part of my treatment plan for young children with expressive language delays because.. 51 Hanen Early Language Program,

18 Gestures and communication Marks intentional communication Regulate behaviour Decrease frustration Obtain and maintain attention Comprehension Transition to word combinations Promote joint attention Transition to spoken language Repair communication breakdowns Communication with and without words Social Other? Now that we re done. and I do this by supporting parents to add s to interactions with their children 53 Children who are Late Talkers benefit when their parents to model words and s that match their messages Summary Parents of Children who are Late Talkers need information and support to add s to their child-centred interactions 54 Hanen Early Language Program,

19 55 Hanen Early Language Program,