spoken language

Originally developed by Erin Thompson 06/13/2008

Spoken Langua

geCarolina Summer Institute

June 16, 2011


What we’re going to talk about today:Bloom and Lahey: Quick Overview

What is it?How do I use it next week?

Vocabulary:DevelopmentHierarchy for teaching vocabulary

Strategies: Indirect language stimulationStrategies for NEW targetsStrategies for EMERGING targetsPractice


The LSLS - AV Approach AV Principle: Guide and coach parents to

use natural developmental patterns of audition, speech, language, cognition, and communication.

Need a strong foundation in normal language development


The LSLS - AV ApproachAV Principle: Administer ongoing formal and

informal diagnostic assessments to develop individualized Auditory-Verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family.

Can only do diagnostic teaching if the therapist has a thorough, working knowledge of Normal Language Development.


The AV ApproachWorking Knowledge of Normal Language

Development includes: Precursory Goals to Symbolic Language Hierarchies of Development in all Semantic

CategoriesConcurrent development of goals in language,

speech, audition and cognition (and make it FUN)


A Model for Normal Language DevelopmentBloom and Lahey Model:

What is it? A developmental sequence of the way children code

ideas of the world in language (semantic model)

How is it set up?Broken into 8 phases - phases represent the

appearance of new language skills

Various semantic categories are covered in each phase


Chart: The Bloom and Lahey Model

Adapted from:

Language Disorders and Language Development

by Margaret Lahey


The Chart DOES NOT stand Alone…GET the BOOK…

AND/Or use another detailed model for language development

(CASLLS: Elizabeth Wilkes, Ph.D., CED, CCC-SLP www.sunshinecottage.org)


VocabularyThe meaning of words, or symbolic

language, but it becomes confusing in English because one word can have several meanings, as for example, the word “fly.”

Educational Audiology For The Limited-Hearing Infant and Preschooler (pg. 169)


How Do Children with Normal

Hearing Learn Vocabulary?Babies learn words by listening to their caregivers.

Research that was conducted by Parents Report showed that children learn words faster by hearing more words consistently. – Richard Laliberte

Pre-teachingwhy, who, when, how?

Read Aloud

Looking up definitions in a dictionary is not an effective way to teach vocabulary!!


How Does This Effect Children

Who are Hearing Impaired?Children who have hearing loss & especially

children who were identified later are not given the full benefit of “overhearing” their caregivers talking.

So, they may not quickly “pick up” vocabulary words that are said throughout the day.

This makes it critical for parents to focus on informal language stimulation techniques.

If the child continues to have difficulty learning vocabulary, a hierarchy should be followed to TEACH the vocabulary.


Vocabulary Development

12-18 mo.18-24 mo.2-3 yrs.3-4 yrs.5-6 yrsTo go on to higher education, kids need to

know 100,000 words!• Owens, R.E. (1992). Language Development: An

Introduction, 3rd edition. New York: MacMillian.

Expressive


By age 5, typically developing

children are learning as many as _____ new words per day.


The Word GapChildren from lower socieoeconomic homes

have heard 32 Million words less than their peers from homes with ‘professional parents’ when they start kindergarten (Hart and Risley, Meaningful Differences in the Everyday Experience of Young American Children)

83% of words used in normal conversation with a child come from the most commonly used thousand words. (Hayes & Ahrens, 1988). So you have to read aloud for further vocabulary growth past those 1000


Rate of Expressive Vocabulary AcquisitionVocabulary Goal: (to maintain “normal” rate of

progress) Spontaneously produce a core vocabulary of 10 new words each week.

How to determine this goal: Child currently has a vocab. age of approximately 2 yrs, (i.e. ___ words expressively). By this time next year, they will need to use approximately ___ words, (i.e. gain __ new words) over the next year. This equals approximately 10 new words each week (10 words x __ wks = ___ words).


Resources for Development of Expressive Vocabulary In the beginning:

“Power Words” Lexicon 1

Learning in Language Units: Ling Basic Vocabulary & Language Thesaurus Levels 1 & 2

(currently out of print)Preparing for School: (formal reading instruction)

Ling Basic Vocabulary & Language Thesaurus Levels 3 (currently out of print)

Children’s Classic Literature Reading Text Analysis

DON’T FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!!


Relationship between language/

vocabulary and success in readingThe child with severely delayed language and vocabulary is

not ready to read. “Because one must know and be able to use the language that is to be read, the best way to work with such a child is to concentrate on his/her acquisition of lang. & vocabulary.” (L. Robertson, 2000)

“Low oral vocabulary and poorer overall language skills begin to exact a heavy toll on reading achievement by grade 3 when text demands increase.” (Storch & Whitehurst, 2002)


Relationship between language/

vocabulary and success in reading “Reading is a poor means of acquiring initial language

skills. To learn a significant amount of language through reading, children must already have basic visual word recognition skills, a good vocabulary, an awareness of syntactic skills, understanding of the semantic properties of words and sentences, and extensive experience of the world around them. Only if such skills are present can children search a text for it’s meaning.” Ling, Foundations of Spoken Language for the Hearing Impaired.

“Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader”. J.Trelease


Vocabulary Hierarchy

INPUTCOMPREHENSION

IMITATIONUSE


What that means!INPUT: Bombard the child in different

meaningful situations with the word.COMPREHENSION: Check to see if a child

understands the meaning of a word.IMITATION: The child hears someone say a

word and directly imitates the person.USE: The child uses the word in a different

situation all on their own.


Vocabulary word: Throw How to check for comprehension:

Playing with a child and you give them a ball. You ask them to throw the ball.

The child then throws the ball.

Does the child have comprehension of the word “throw”?

Why or Why not?


Checking for Comprehension

ANSWER?


Checking for Comprehension

A more effective approach to check for comprehension of a word may be to hand the child sand and ask them to throw it!

If the child holds the

sand and does nothing

with it after you ask

them to “throw” it, then

they probably do not

understand “throw.”


Video!


Strategies

That promote auditory learning of language targets


Indirect Language

StimulationSelf TalkParallel TalkDescriptionsRepetitionExpansion

Expansion Plus


Strategies For Eliciting New Targets

Auditory BombardmentAcoustic Highlighting

ModelingParentese


Strategies For Establishing Consistent

Production of Emerging Targets Imitation

Delayed Imitation Prompting

Spaced Practice Acoustic Highlighting


Imitation StrategiesModel the target then look expectantly at child.

WAIT TIME Direct child to tell something to another person

using the target language. For example, say, “Tell Susie, ‘I need that one.’”

Give the child a choice of two words/phrases with the target language being the last choice.

LAST DITCH EFFORT: Can you say, “_____?”


Delayed Imitation Strategies

Encourage child to think on his own a bit more…Ask another person a question then immediately

ask the same question of the child.

Begin a sentence containing part of the target and wait to let the child complete it.

Direct child to tell another person, e.g., say, “Tell Susie, ‘I need that one.’” Then direct him to tell 2 or 3 more people (or stuffed animals or dolls.)


Prompting StrategiesStop talking. Provide frequent pauses in your input and

WAIT for the child to initiate conversation. This may take several seconds or even close to a minute. Resist the urge to continually provide input.

Look expectantly at child and WAIT.Lean toward child, cup your ear and WAIT.Set up a situation in a way that creates a reason (other

than to please the adult) for the child to communicate his ideas, i.e., give the child a puzzle board and keep the pieces or give the child half of what he needs to complete a task. (SABOTAGE!)

As you share a book with a child, turn the page and then look expectantly as if to say, “what do you think is important on this page?” rather than immediately telling the story yourself. WAIT until he comments.


PRACTICE!!Noun: cow

Preposition: under

Adjective: big

Verb: cut


QUESTIONS??


THANK YOU!Information in this presentation was

gathered from prior workshops and Auditory Verbal Modules

Special thanks to information contributed by:

Kathryn Wilson

Beth Walker

spoken language

Documents

erin thompson

language disorders

language development

language semantic modelhow

normal hearing

lsls av approachav principle

detailed model

lahey modeladapted