1. CE320 Unit 8 Seminar: Communicative Disorders and Assessment Language Development in the Young Child

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3. In this Seminar, we will discuss communicative disorders and the specific characteristics found in autism, cleft palate, hearing loss, stuttering and tongue tie. Please be prepared to use the chart on page 376 of your text for links to the field trips that we will take together as a class. We will discuss your role as an early childhood professional in meeting the needs of children with communicative disorders. Tonight we will… Go on a Virtual Field Trip Discuss the Disorder(s) from your website selection Discuss The Early Childhood Professionals’ Role in helping children with Communicative Disorders Discuss Ethical Principles Review the Unit 9 Project and Rubric Questions and planning schedule to complete project UPDATES AND REMINDERS

4. Unit Outcomes and Expectations At the end of this unit you should be able to: 1.Describe how the conceptual model of working memory applies to language development 2.Identify the role and function of the specialists that might be called upon to serve the child with a communicative disorder 3.Provide a breakdown of the referral process for a parent

5. Field Trip Please be prepared to use the chart on page 376 of your text for links to the field trips that we will take together as a class. Please take about ten minutes to review your findings on the following areas from your field trip experience: Autism and Communicative disorders Cleft lip and Cleft Palate and Communicative disorders Hearing Loss and Communicative disorders Stuttering and Communicative disorders Tongue tie and Communicative disorders Before you take your trip, please share with me which one of the disorders above you will be sharing about when your return. Please do not share your answer until your disorder is asked for when you return. CE320 Language Development in the Young Child

6. Communicative Disorder and your Findings If you chose, “Autism”, please share your findings now. What did you learn from your field trip about the techniques that are most appropriate to work with a child that has a communicative disorder relating to Autism? CE320 Language Development in the Young Child

7. Communicative Disorder and your Findings If you chose, “cleft lip and cleft palette”, please share your findings now. CE320 Language Development in the Young Child What did you learn from your field trip about the techniques that are most appropriate to work with a child that has a communicative disorder relating to cleft lip and cleft palette?

8. Communicative Disorder and your Findings If you chose, “hearing loss”, please share your findings now. Describe the behavior of a child with a hearing impairment. What did you learn from your field trip about the techniques that are most appropriate to work with a child that has a communicative disorder relating to hearing loss? CE320 Language Development in the Young Child

9. Communicative Disorder and your Findings If you chose, “stuttering”, please share your findings now. CE320 Language Development in the Young Child What did you learn from your field trip about the techniques that are most appropriate to work with a child that has a communicative disorder relating to stuttering?

10. Communicative Disorder and your Findings If you chose, “tongue tie”, please share your findings now. CE320 Language Development in the Young Child What did you learn from your field trip about the techniques that are most appropriate to work with a child that has a communicative disorder relating to tongue tie?

11. Your role in helping children with communicative disorders CE320 Language Development in the Young Child How will the information you have learned about communicative disorders prepare you for a career as an early childhood professional?

12. ETHICAL PRINCIPLES Please review the information that you have learned and explain how your ethical principles relate to your role as an early childhood professional.

13. UNIT 9 PROJECT DIRECTIONS Assessment and Theoretical Perspectives Your Unit 9 Project has two parts. In Part I, you will be watching videos of children participating in reading activities, and you will document and assess the behavior you witness. You will use this information in Part II of the project, in which you will write a paper and use theoretical perspectives to explain the language development you witnessed. The template provided in the course has been set up in the correct format to complete both parts of this project.

14. UNIT 9 PROJECT: PART I Part I: Observation and Documentation Watch the three videos provided in the course and document your observations using the assessment forms provided in the template. Video 1: Story Time: Complete a Checklist on your observation of the reading behaviors one of the more vocal children in the group. Video 2: Sam Reading Books: Complete an Anecdotal Record on the vocabulary level of Sam. After clicking this link, scroll until you get to Sam Reading Books. Video 3: Shared Reading: Complete Story Book Language Observation of one of the children in the video. The documentation you create will be submitted as appendices to Part II of this project.

15. PROJECT 9: PART II Part II: Paper Once you have completed your observations and assessment documentation, write a 1- to 2-page paper explaining the typical language development you observed and outlining the theoretical perspectives observed in the students in the videos. You will also provide a summary of the assessments you used during your observation.

16. UNIT 9 PROJECT FORMATTING GUIDELINES Suggested format of your paper including title, reference, and appendix A, B, C: A title page An introduction to the role that assessments have in language development and a summary of the points you will make in your paper. An explanation of the purpose of each of your assessments. A discussion of where you observed application of theory and DAP principles in at least one of the videos. A conclusion and short summary of your documentation and analysis experience. You should also reflect upon how this experience will prepare you for your career goals as an early childhood professional. A Reference page followed by appendices with the three assessment forms

17. UNIT 9 PROJECT FORMATTING GUIDELINES Be sure to use specific information from your readings in your paper, and be sure to use APA formatting. Information regarding APA formatting can be found in the Writing Center and should be reviewed thoroughly. APA formatting dictates how your paper should appear on each page. Refer to the APA Quick Reference under Course Home for examples of how to cite sources. Your writing should be organized, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics while demonstrating the ability to apply critical thinking skills to illustrate sound reasoning. Be sure to include citations for quotations and paraphrases with references in APA format and style. Avoid any practice that might constitute plagiarism. Use the rubric as your guide to ensure that you include all the required contents.

18. Time to Review: Questions?  Where are the templates for this project?  When is this project due?  How will you approach the work involved in this project?  Have you planned enough time in your schedule? If not, what adjustments do you plan to make?

19. THANK YOU FOR COMING!

20. REFERENCES Bergeson, T. R., Houston, D. M., & Miyamoto, R. T. (2010). Effects of congenital hearing loss and cochlear implantation on audiovisual speech perception in infants and children. Restorative Neurology & Neuroscience, 28(2), 157-165. doi:10.3233/RNN-2010-0522 Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.com http://www.clipart.com Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working Memory and Specific Language Impairment: An Update on the Relation and Perspectives on Assessment and Treatment. American Journal of Speech-Language Pathology, 19(1), 78-94. doi:10.1044/1058-0360(2009/09-0028) Otto, B. (2010). Language Development in Early Childhood, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc. Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early Predictors of Communication Development in Young Children with Autism Spectrum Disorder: Joint Attention, Imitation, and Toy Play. Journal of Autism & Developmental Disorders, 36(8), 993-1005. doi:10.1007/s10803-006-0137-7