Responsiveness RoutinesModeling & Expansions Complexity Education Income Crowding Adult-Child Ratio Depression Stress Social Support Learning Materials Innate Child Abilities ADULT CHARACTERISTICS CHILD EXPERIENCE ENVIRONMENT Shared Genetic Traits ADULT BEHAVIOR Adult-Child Interaction & Development Delaney & Kaiser, 1999 Joint Attention Instructions

Adults As Role Models? n Adults directly and indirectly model how to communicate. l Children learn how to interpret and respond to others by watching adults.

Components of Responsive Interaction n Joint Attention: Sharing the child’s focus on an object, person, event, or topic. n Contingent Responsiveness: Assigning meaning to child language or communicative attempts by following child communication with related adult response n Expansions. Repeating and adding to what the child says. n Following Child’s Lead. Matching one’s verbal and nonverbal behavior to the child’s topic, agenda, or behavior. n Matching Communicative Intent. Matching adult language to child’s nonverbal behavior and/or verbal behavior.

Components, Continued... n Match linguistic complexity: talk in phrases or sentences that the child can understand but that are slightly above his/her current level of productive language. n Modeling language: provide an exact example of the language wanted from the child. n Nonverbal engagement: communicate without using words. n Pause: allow at least 3 seconds to elapse between adult utterances. n Real questions: seek information or opinions that the adult does not already know. n Turn –taking: match the frequency of adult and child verbal and/or nonverbal interaction.

What Does A Conversation Need? at least 2 people a shared interest talking listening turn-taking

Responsive Communication Style n Ascertain the speaker’s meaning. n Respond to the child in a supportive, communicative manner. n Offer language that could be used to represent or expand the child’s meaning.

Following Child’s Lead: Letting child be “the boss” while playing. Rules: 1. Watch child. 2. Listen to child. 3. Imitate child with words and actions. 4. No unimportant directions. 5. No “test” questions.

How to Get Into the Interaction n Sit next to the child -- face to face is best. n Touch the child when it is appropriate. n Exchange materials within the interaction. n Relate your materials to the child materials. n Draw on the same paper, read the same book. n Place your objects next to the child's (build together, have animals play together, race cars). n Make the same thing the child is making, mimic the child's movements. n Give the child things to add to his play (more clay, another crayon, ruler, another block). n Follow the child's agenda -- don't let your own play with materials occupy you - get the child occupy you. n Watch what the child is doing and talk about it. n Describe the child's scheme and elaborate on it (you made a snake and a turtle, we could have a zoo!). n Get down on the child's level. n Make eye contact -- but don't force it. n Talk to the child--really talk TO him, not around him or to your self. n Smile. n Exude positive affect and global approval of the child ~ let him know you like him and you like being with him in this activity. n Take your cues from child -- if he wants you to back off, leave his materials alone, etc. --Do so! n Set up turn taking (filling a bucket with sand, feeding the baby, racing cars. n Talk softly but make sure he hears and understands you. n Be playful even when you are working hard at doing the intervention.--.when you are playful the child feels you are available.

Conversation Definitions Pausing: wait 5 seconds after you say something before you say something else. This will give child a chance to think about what you said and answer it. Turn-Taking: child talks, then you talk. Listening: show child that you are listening by looking at him when he talks and by responding to what he says.

Adult Pause Errors baseline intervention Session Frequency Spontaneous Utterances Session Frequency Percent FrequencyPercent baseline intervention

Turn-Taking baseline intervention Session Frequency AdultChild

Words that Answer, But Don’t Teach When Used Alone

Descriptive Talk: Words that Tell Something New

E x p a n si o n s Word Expansions: “fixing” what the child says by adding a beginning, ending, or middle: c: I runned fast!c: That’s the condition. A: You ran fast!c: The air conditioner. C: I get.c: It break A: You get car!c: The tower broke. Meaning Expansions: adding new information to what the child said: C: I runned fast!C: Oops! A: You ran faster than I did.C: Oops you dropped the block C: It dropped.C: No! A: The car fell on the floor.A: No don’t touch the game.

Colors… C: That’s my car.... C: I want to paint... C: I drew a flower... Prepositions… C: My car fell... C: I want juice.... C: He hit me... Using Expansions to Teach...

Reflective Statements Giving words to a child’s emotion Sometimes young children hit, kick, scream, yell, or cry because they don’t know how to explain what they are feeling. Reflective Statements are good ways to replace actions with words Crying: You must be sad that it is time to go home Hitting: I know you are mad that he took your toy. Screaming: You must be very mad at me for touching your toy! Yelling “No!”: No, I won’t touch your doll. Pushing: You want your brother to move out of your way It works for happy feelings too: Laughing: That baby is funny! Smiling: You’re must be proud of your beautiful picture!

?????? Questions ?????? Good Questions n Questions to which you don’t know the answer. n Questions that require more than a one word answer. n Questions that help you to follow- the-lead. Not So Good Questions n Questions to which you know the answer. TEST QUESTIONS n Questions that can be answered in one word. n YES/NO Questions.