1. EARLY LANGUAGE DEVELOPMENT: TODDLERS (chapter 7) (12-24 mos.)

2. PowerPoint Outline** I. Development in Related Domains II. First Words III. Combining Words, Meaning, and Functions IV. Development in Pragmatics V. Phonological Processes VI. Impact of Bilingualism VII. Intervention for Toddlers Whose Language is Delayed

3. We need to know typical language milestones** For clinical purposes And for the PRAXIS!

4. Sample PRAXIS questions (not on our exam ) Specifier + state + attribute + object Which of the following utterances can be analyzed according to the syntactic structure above? A. This is a pretty doll B. Daddy talked to me C. He is shorter than you D. This goes with me E. Mommy gave me a hug

5. Another one (are we having fun yet?) You are seeing a young child with an expressive language delay. The child is at a stage of language acquisition in which he has command of singular nouns, regular plurals, “in,” and “on.” According to Brown’s stages, which should you focus on next in treatment? A. Adverbial phrases B. Reflexive pronouns C. Complex sentences D. Possessive pronouns E. Compound sentences

6. When working with a 10-month old infant on developing object permanence, the SLP can most appropriately have the infant: A. Play pat-a-cake B. Visually follow a moving toy across the floor C. Play peek-a-boo D. Visually locate a musical toy by using its sound E. Play with a pull toy

7. I. DEVELOPMENT IN RELATED DOMAINS A. Social Development

8. B. Motor Developments

9. Motor developments continued** 22 months: Kicks a ball 24 months: Turns book pages 2 or 3 at a time

10. A 2-year old can:** Walk on tiptoe Jump with both feet Engage in many self-help skills such as feeding herself, opening doors, straightening a bed

11. C. Cognitive Developments

12. Cognitive developments continued

13. II. FIRST WORDS First word

14. To qualify as a true word:** It needs to occur with consistency in a given context in apparent response to an identifiable stimulus It should be produced consistently in the presence of the same person, object, or event It must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word

15. Youtube Smartest 2-year old ever (melaniew1977) Do you think this 2-year old is saying real words?

16. In first words…** Front consonants /p, b, d, t, m, n/ are the most common These children use simple syllable patterns (e.g., CV, VC, CVCV)

17. Holophrases** Are early one-word utterances that convey a holistic communicative intention For example, these utterances can request or describe others’ actions (eat, ride, kiss) They can also ask questions (e.g., Why? What? Who?)

18. Youtube Toddler Tries to Argue Like an Adult This child is 20 months old

19. There is rapid vocabulary growth:

20. If the child does not have a major language growth spurt between 18-24 months of age…

21. Therapy implication:

22. Remember that:** Toddlers’ receptive vocab grows faster than expressive vocab New words: related to familiar objects, events, relationships

23. Classes of First Words:** Nouns are prominent; may be 60% or more of a toddler’s lexicon Usually these nouns have been frequently involved in the toddler’s interaction with others

24. Toddlers often use reflexive relations:** Reflexive relations are early words that indicate the state of objects

25. These reflexive relations include:** Disappearance: object that was present disappears Recurrence —reoccurrence of items or actions like the preceding one (e.g., “more!” “again!”)

26. Reflexive relations also include:** Existence: “this, that, what’s that?” Nonexistence : object not present where it was anticipated to be

27. 3 types of relational words (that express relationships among objects): Attribution: express individual characteristics. E.g., tall, clean, dirty, hot, funny. Action: actions associated with objects (e.g., eat, throw, kiss) Location: words that occur in response to locations of objects or directions of their movement (e.g., up, outside, in)

28. Children’s learning styles have an impact: Referential learning style: use more nouns between 14-18 mos. old Have more adult contacts, use more single words, gradually build utterances

29. Expressive learning style:** More peer contacts Attempt to produce longer units

30. III. COMBINING WORDS, MEANING, AND FUNCTIONS**

31. A. Introduction Combining words is significant because it indicates that toddlers :

32. Characteristics of true 2-word utterances:

33. B. Semantic-Syntactic Considerations** Semantic-syntactic rules emphasize that meaning precedes and influences form The meaning most frequently expressed by toddlers in two-word utterances increasingly shifts to action

34. Semantic Relations (only the ones with an * are on the test)** Agent + action*Mommy kiss Action + object*Pet doggy Agent + objectCocoa bone ( Cocoa is associated with the bone; this is not possessive) Demonstrative + entity*That spoon Entity + locative*Cereal bowl ( the cereal is in the bowl) Action + locativePut car Possesser + possession*Mark toy Attribute + entity*Yummy snack

35. IV. DEVELOPMENT IN PRAGMATICS** A. Introduction Toddlers can stand, walk, and run, the world opens up! Generally understand cause-effect; behavior influences caregivers’ actions Have object permanence

36. C. Developing Dialogue** 1. Presupposition—refers to speakers’ ability to judge how much their listeners might know about the subject being introduced and to adapt their utterances accordingly. Most conversations between toddlers and caregivers are about the here-and-now, so presuppositional skills are not much needed.

37. 2. Turn-taking

38. 3. Topic initiation —establishing a subject for a conversation a speaker is about to begin.** Hey, get this… Guess what? By the way… Did you know that… Then, introduce subject familiar to both people Next, add new information

39. For example,** Hey, get this. You know that PayLess Shoe store on Greenback where we love to get those $15.99 pairs of shoes? Well, they closed! Now the only one even remotely nearby is at Arden Fair mall.

40. Conversations with toddlers…** Develop out of things that have just engaged their attention. “Drive car!” Usually dialogue follows

41. The social-cognitive basis for communication…

42. This is why, in the special day preschool classroom:** My absolute #1 goal is joint attention

43. Joint attention for developing sounds!**

44. V. PHONOLOGICAL PROCESSES** Systematic procedures used by children to make adult words pronounceable Children produce an approximation of an adult model

46. VI.IMPACT OF BILINGUALISM** Higher maternal education is associated with children having better English vocabularies, faster English vocabulary development, and greater knowledge of English

47. Simultaneous acquisition…

48. VII. INTERVENTION WITH TODDLERS WHOSE LANGUAGE IS DELAYED** We can use direct intervention, where the child is seen by the speech pathologist We can also use indirect intervention, where we train caregivers such as parents and preschool teachers to stimulate children’s language development

49. Several specific techniques:** Incidental teaching: adult carefully observes the child, takes advantage of spontaneous teachable moments E.g., if the child points to a cat, adult can say “Look, there is a gray cat. I wonder why she looks so funny?”

50. Ask open-ended and topic-continuing questions rather than closed questions** Closed question: “Do you want milk?” Open-ended question: “What would you like to drink?” When the child says something, respond in a topic- continuing way Child: I saw Sesame Street Teacher: Oh, that’s nice. (NO) Teacher: Wow! What happened on Sesame Street? (YES)

51. Use communicative temptations:

52. Suggestions for communicative temptations:

54. Most of all…** Language develops optimally when children get plenty of attention Attention is the greatest reinforcer of all

55. PowerPoint Outline** I. Development in Related Domains II. First Words III. Combining Words, Meaning, and Functions IV. Development in Pragmatics V. Phonological Processes VI. Impact of Bilingualism VII. Intervention for Toddlers Whose Language is Delayed