Assessment and Intervention in the Prelinguistic Period
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Transcript Assessment and Intervention in the Prelinguistic Period
Assessment and Intervention in
the Prelinguistic Period
Paul, R. (1995). Language
disorders from infancy through
adolescence. Chapter 7
What is the prelinguistic stage?
Newborn Period
Preintentional period (1-8 months)
Prelinguistic communication (9-18
months)
Risk factors for infants
Prenatal Factors
– maternal drug or alcohol abuse
– exposure to toxins or in utero infections
Prematurity
– low birth weight associated with
developmental delay
– susceptibility to illness
– respiratory difficulties
– less interaction early on
Risk factors (continued)
Genetic and congenital disorders
– number of syndromes that can occur
– autosomal chromosomal abnormalities
(Down syndrome)
– sex chromosome disorders (Kleinfelter’s
syndrome)
– craniofacial disorders
– metabolic disorders
Risks after the newborn period
Hearing Impairment
Autism
Developmental delay
Abuse/neglect
Assessment and Intervention for
Newborns at Risk
Feeding and oral motor development
Hearing conservation and aural rehab
Infant behaviour and development
Parent-child communication
Feeding and oral motor
development
Observe feeding and oral behaviour
Interview parents and staff regarding
feeding and oral behaviour
Assessing Feeding/Oral
Behaviour
Reflexes
– suckling
– sucking
– rooting
– phasic-bite reflex
Formal assessments
Informal interview (see Box 7-1, p. 197)
Management of Feeding
Tube feeding
– nasogastric
– orogastric
– gastrostomy
Stimulate oral motor development
Educate parents about feeding
Management of Feeding (contd)
Specific Techniques for Facilitating
Feeding
– Positioning
– Jaw stabilisation
– Oral stimulation in feeding
– Nonfeeding oral stimulation
Hearing Conservation and Aural
Rehab
Advocate for early audiological
screening
Advocate for hearing testing in child’s
early years
Child Behavior and Development
Assessment should be to determine the
current strengths and needs
– Identify what risks the infant faces
– Evaluate level of infant’s physiological
organization i.e. How much stimulation and
handling can the child tolerate? What is
the most comfortable position for
stimulation?
Management of Behaviour &
Development
Suggest ways to counteract low levels
of language and interactive stimulation
in ICU
Advocate oral development and
stimulation
Assessment of Parent-Child
Communication
Assessing infant readiness for
communication
– Educate parents about stages - Turning in,
coming out, reciprocity
Assessing parent communication and
family functioning
– Discuss the parents concerns
Management of Parent-Child
Communication
Inform parent about different states the
infant may be exhibiting (see Table 7-3)
Encourage parental interaction when
the infant is ready
– look at, handle, talk to the baby
Help parent identify end of interaction
– wait for signals of interaction like eye gaze
– watch for signals of distress
Preintentional Infants - 1-8 mos
Preintentional - infants have not yet
developed cognitive skills to represent ideas
in their mind and pursue goals
Perlocutionary (Bates, 1976)
– infants do not intend any particular
outcome by their behaviour
– adults act as if they do (normal and impt
for communication development)
Assessment and Intervention for
Preintentional Infants
Feeding and oral motor development
Hearing conservation and aural rehab
Infant behaviour and development
Parent-child communication
Assessment of feeding and oral
motor development
Feeding assessment - observe new
feeding patterns
– integrating sucking with jaw movements
– chewing
– rotary jaw movements
– tongue lateralization
– sustained bite
Assessment of feeding and oral
motor development
Vocal assessment (see Table 7-4, p
205)
– observe child and ask parent about vocal
behaviours
– use corrected gestational age - age -weeks
premature = CGA
– observe sound play, consonants,
intonational changes, babbling
Management of feeding and oral
motor behaviour (1-8 mos)
Feeding
– continue oral stimulation
– introduce solid foods
– see Box 7-2, p 207
Vocal Development
– talk and babble to baby
– imitate any non-cry vocalization
– use “baby-talk”
– use toys
Hearing in preintentional period
Encourage assessment by audiologist
Counsel regarding otitis media and
signs of otitis media such as pulling on
ear, fussing
Child Beh’r & Dev’t (1-8 mos)
Assessment
– Involves general assessment of
development
– Instruments available include:
• Bayley Scales of Infant Development
• Vineland Adaptive Behavior Scales
• Receptive-Expressive Emergent Language
Scale
• Sequenced Inventory of Communication
Development (SICD)
• Rossetti Infant-Toddler Language Scale
Child Beh’r & Dev’t Management
General motor and cognitive stimulation
Home-Based Programs
– activities should be performed in
communicative manner
– parent advocate
Parent-Child Communication
Assessment
– Formal instruments
– Informal observation
• responsiveness to child’s cues of readiness
and unreadiness to interact
• choice of objects and activities
• language stimulation and responsiveness
(cooing, babbling, responding
• encouragement of joint attention
Communication - Management
Act as a support and encourage parent
Paul suggests three main aspects:
– Increase awareness of infant
communication patterns
– Provide Instruction and modeling of adultinfant communication
– Help parents self-monitor
Awareness of comm. patterns
Explain that it may be difficult to interact
with an unresponsive infant
Make communication enriching and
responsive
– provide visual, auditory, tactile cues to
engage baby
– allow infant to explore novel stimuli
Explain interactive pattern of infants
– educational videos
Modeling Interactive Beh’s
Turn-taking and imitation
– ensure baby is ready to interact
– use smiles and vocalisations to elicit infant
behaviour
– wait for the infant to initiate
– imitate it and then wait for infant to do
something else
– vocalization and imitation of vocalization
should be especially encouraged
Interactive Behaviours
Joint Attention Routines
– identify the infant’s focus and share
attention to that
– make a comment or gesture about what
the baby is looking at or doing
– peekaboo
– choral vocalization
Interactive Behaviours
Establishing anticipatory sets
Playing baby games
– provide the baby with predictable series of
sounds and actions
– basis for script development
– use baby games that the family have used
before and/or are culturally appropriate
Interactive Behaviours
Self-monitoring skills
– video-taping sessions
– ensure a non threatening environment for
the parents
Assess’t and Treatment at
Prelinguistic Comm. Stage (9-18)
Infants become intentional
communicators
Illocutionary stage (Bates, 1976) - child
expresses intention through signals
Assessment
Play assessment (eg. Symbolic Play
test)
Observe play
– recognition of common objects (brush,
phone)
– engages in simple play schemes
Is any functional communication present
– attempts to request objects or actions
– eliciting attention
Management
If child is expressing some
communicative intent– scaffold (e.g. break routines)
– vocalise the child’s demands
– shared book-reading
• joint attention to pages
• stop and wait for child to respond
– Communication temptations (see box 7-3)
Management (cont’d)
Facilitate comprehension
– baby games (e.g. show me your nose,
ears, etc)
Management (cont’d)
If the child is not showing intentionality– provide intensified input (book reading, lots
of parallel talk, joint attention activities)
– improve comprehension skills
– encourage vocalization
– respond to the child’s actions and
initiations
Considerations for older
prelinguistic children
Feeding and oral motor development
Hearing conservation and aural
rehabilitation
Intentionality and communication
– symbolic systems of communication