Transcript Nathan Speech Services

SOCIAL-EMOTIONAL LANGUAGE
DEVELOPMENT IN YOUNG
CHILDREN
By Janice Nathan, M.S., CCC-SLP
Nathan Speech Services
www.nathanspeech.com
[email protected]
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“Labels” Frequently Associated with
Social-Emotional Language Disorders
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ADHD
Specific Language Impairment
Traumatic Brain Injury
Autism Spectrum Disorder(HFA, PDD,
PDD-NOS, Asperger’s)
Fetal Alcohol Spectrum Disorder (FASD)
Oppositional Defiant Disorder (ODD)
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Specific Characteristics of Executive
Dysfunction
(Interdisciplinary Council on Developmental and Learning Disorders (ICDL),
Vol. 7, 2003, by Bialystok, et. Al.)
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Children with Executive Dysfunction have difficulty
with:
 Disengaging attention from an object or
thought
 Shifting attention and planning
 Choosing between a set of equivalent
alternatives
 Interpreting rules given verbally
 Following arbitrary or unstructured procedures
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WHO ARE YOU AND WHY SHOULD I
CARE
Frontal Lobe and Limbic System
Inappropriate social behavior
Mood swings
Inability to comprehend and respond
appropriately to others’ behavior
Difficulty or inability to imitate and learn
from others’ actions
Decreased recognition of emotions.
Decreased expression of empathy
Decreased ability to understand “social
rules.”
Limited ability to apply past experiences
(world knowledge) to novel
situations.
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The Development of Pragmatic
Language
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Pragmatic language is the use of language for social
communication and requires a well-developed theory of
mind and executive functioning.
Social communication begins in infancy through the
development of coordinated attention, which consists of
three components: gesture at object, gaze between
object and communicative partner and vocalization. This
has been identified as a diagnostic marker for typical
development versus atypical language development in
infants at six months of age (Dr. Stanley Greenspan.
ICDL Conference, 2007).
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THEORY OF MIND DEVELOPMENTAL MILESTONES
(6-60 MONTHS OF AGE)
(American Journal of Speech-Language Pathology, Vol. 15, No.2, May 2006, by Carol A. Miller)
“Theory of Mind” Milestones
Joint attention, including gaze, point following, alteration of gaze
between person and object, and vocalization
Age
(Months)
6-12
First words
Recognize intentionality in others as demonstrated in word use
Recognize that others have desires different from one’s own
13-24
Early pretend play
Begin to use mental state terms (e.g., think, know, feel) with truly
mentalistic functions
30-36
Increasingly sophisticated pretend play
Increasing ability to understand how things look from another’s
perspective
37-48
Consistently pass false belief (“What’s in the box of crayons”) and
appearance-reality tasks (“Is this a stone or a sponge?”)
49-60
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IMPORTANT SOCIAL DEVELOPMENTAL MILESTONES
(12-60 MONTHS OF AGE)
(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)
Social Skills
Age
(Mos)
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Imitates simple adult actions
Shows interest in peer activities
Plays simple interactive games
Enjoys listening to simple stories
Enjoys rough-and-tumble play
Engages in parallel play
12+
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Attempts to comfort others in distress
Begins symbolic toy use
Begins to share toys
Pretends adult roles in play
Imitates a task previously observed
Participates in supervised small-group games
24+
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Shows preference for some friends over others
Labels feelings in self
Assumes different roles in play
Begins to take turns in play
Plays group games with supervision
36+
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IMPORTANT SOCIAL DEVELOPMENTAL MILESTONES
(Continued)
(12-60 MONTHS OF AGE)
(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)
Social Skills
Age
(Mos)
Has a preferred friend
Plays cooperatively with others
Develops a logical sequence of events in play
Follows rules in simple
 games
Recognizes another’s need for help and gives
assistance
Shares and takes turns without reminders
48+
Responds positively to the good fortune of others
Has a group of friends
Follows community rules
Engages in complex adult role playing
Plays games requiring skill and decision making
Plays cooperative group games
60+
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IMPORTANT SOCIAL COMMUNICATION MILESTONES
(12-60 MONTHS OF AGE)
(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)
Communication Skills
Age
(Mos)
Produces intermittent verbal imitation
Combines gestures for all functions
Plays simple interactive games
Combines gestures and words for basic functions
Indicates preference when given a choice
12+
Uses nonverbal means to initiate peer interaction
 Comments on and describes ongoing events
Answers simple questions
Asks simple questions
Comforts others nonverbally
Maintains simple conversation exchanges with adults
24+
Uses nonverbal means to initiate peer interaction
Relates a past experience when asked to do so
Labels feelings in self
Conducts intermittent conversational exchanges with peers
Engages in simple conversational exchanges on the telephone
Initiates peer interaction verbally
Uses body language and facial expression with messages
36+
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IMPORTANT COMMUNICATION MILESTONES
(12-60 MONTHS OF AGE)
(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)
Communication Skills
Expands conversation skills with peers
Retells a popular story, television episode, or movie plot
Uses social phrases (e.g., “Excuse me,” “Sorry”)
Relates events in an organized, logical sequence
Recognizes how to respond to others’ feelings
Begins to interpret listener’s body language
Communicates about a wide range of topics
Begins to take into account listener’s perspective
Adjusts conversation according to listener’s needs
Uses language to negotiate and compromise
Age
(Mos)
48+
60+
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Look at Behavior as a form of
Communication!!!
These children become easily and quickly
overwhelmed when we are asking their brains to
do that which is most difficult, i.e., using
language for reasoning and problem solving.
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Their brain is having difficulty self-regulating, i.e.,
staying calm and organized (coping skills).
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Coping skills are tied to emotional development.
Language is a KEY FACTOR to emotional development (from
Wagner et. al. (2005). The Children and Youth We Serve: A
National Picture of the Characteristics of Students With Emotional
Disturbances Receiving Special Education. Journal of Emotional
and Behavioral Disorders, Vol. 13, No. 2, 79-96.)
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Stages of Learning
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Developing social-emotional communication skills
involves learning how to apply existing knowledge to
new contexts and situations
Learning takes place in three stages:
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Don’t know it at all
Emerging
Mastery
“Where is the child on the learning continuum?”
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Research-based Intervention to
Promote Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
Choice-making
A critical component of problem-solving is
the ability to hold on to two or more
pieces of information, while at the same
time comparing and contrasting one's
choices BEFORE making a final
decision.
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Research-based Intervention to
Promote Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
(Cont.)
Developing world knowledge
World knowledge is developed by personal
experiences and watching/listening to others.
In addition to choice making, a child needs to
activate world knowledge (i.e., every experience
one has encountered), and compare and contrast
the choice that was made with his/her life
experiences, in order to decide on a logical
response to the current situation or problem.
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Research-based Intervention to Promote
Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
(Cont.)
In-depth Vocabulary Knowledge
Typical children learn, store and use novel vocabulary after
one or two exposures to the word. This is known as "fast
mapping." After the initial exposure, typical children gain a
more in-depth understanding of vocabulary during their daily
experiences. For example, the word "close," as in, "My
neighbor lives close by," will have different meanings to
different children depending on their world knowledge.
Children that live in rural areas will have a different
understanding of the concept of a "close neighbor" versus
children growing up in New York City.
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Research-based Intervention to
Promote Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
(Cont.)
Pausing and Reflecting
Making complex decisions requires the ability to
pause and think about our choices in relation to
our world knowledge and current situation.
Responding with no pausing or repeating the
last thing one has heard are examples of a
limited ability to stop and think about novel
information.
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Research-based Intervention to
Promote Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
(Cont.)
Asking for Help
The ability to understand what a problem
"feels" like (e.g., a sensation of tightening in
the stomach), and recognizing that when there
is a problem that is unable to be independently
resolved means that assistance is required is a
very abstract concept that requires all of the
above-listed components.
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Research-based Intervention to
Promote Problem-solving Skills
(Developed by Janice Nathan, M.S., CCC-SLP)
(Cont.)
Mental State Vocabulary (i.e., learning the "shades of
gray" in between the black and white)
Verbs such as "think”, “know”, “believe" are considered
mental state verbs as they describe thoughts and not
actions. In order to increase self-regulation or what are
known as "coping skills," one has to understand that the
category "mad" has many different degrees , e.g.,
annoyed, frustrated or enraged. Each emotions word
will have a different type of response, depending on the
degree.
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Setting the Stage for Social Communication
and Executive Functioning
The crux of Social Communication and Executive
Functioning Disorders is the inability to use
previously learned knowledge to new situations.
These children need to be explicitly and concretely be
taught “how to” before they can be expected to
independently complete activities.
THEY NEED LOTS OF REPETITION,
REPETITION, REPETITION, REPETITION,
REPETITION!!!!!
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Setting the Stage for Social Communication And
Executive Functioning
(by Janice Nathan, M.S., CCC-SLP)
Learning How to Solve Problems - Teach the rules:
“Everyone has to learn how to be the boss of their brain.
We have to help our brains learn so that we don’t stay
stuck where we are.”
Teaching children the Hard vs. Easy Concept.
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“Hard” is what we call something that our brain hasn’t
had a chance to practice yet.
“Easy” is what we call something after our brain has
had a chance to practice.
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Setting the Stage for Social
Communication And Executive
Functioning (Cont.)
• Modeling behaviors (to help develop Selftalk strategies):
• “I am smart.”
• “I need help.”
• “This is what hard feels like.” “This is
what learning feels like.”
• “Please, say it again.”
• “I need more time to think.”
• “Give me choices.”
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Setting the Stage for Social Communication And Executive
Functioning (Continued)
(by Janice Nathan, M.S., CCC-SLP)
Concretely and explicitly explain that we each have to learn to be
the “boss of our brain.” It is the child’s responsibility to show the
adult that he/she can do this without adult intervention, a.k.a.
empowering the child!
Self-talk Empowering phrases:
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Listening EYES and ears.
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No bad guesses.
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Uh,oh! Your brain’s stuck!
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Don’t let your brain tell you what to do!
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Slow your brain down.
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Your brain is trying to go to sleep on you. [Response to: “I
don’t know.”; “That’s too hard!”; etc.]
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You are too smart to let your brain be the boss!
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Everyone has to [fill in the blank]. [“name(s)”] has to fill in the
blank. It’s not a choice.
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Nobody’s perfect. Name(s) isn’t perfect. You don’t have to
know everything, but you DO HAVE TO SHOW TRYING.
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SOCIAL COMMUNICATION:
Teaching the Rules (Continued)
LEARNING TO ASK FOR HELP.
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You are showing me you need help (describe and imitate
everything you see and hear).
When you show me you need help I WILL HELP YOU.
I will count to (either 5 or 10 depending on needs of child)
and you will (expected behavior) by yourself, or I will help
you.
Count and then say either:
1. Thank you for (expected behavior), and showing me
you do not need help.
2. (Child’s name) is showing me he/she needs help, and I
will help him/her.
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SOCIAL COMMUNICATION:
Teaching the Rules (Continued)
“THE ONLY REASON WE HAVE CONVERSATION IS TO
SHOW PEOPLE WE LIKE THEM.”
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We have to SHOW listening, and ONLY eyes SHOW
listening (give example of turning your back to child while
talking).
We have to watch the moving mouth, or we will NEVER
KNOW when it’s OUR TURN TO TALK.
We can say three things about our topic, and then we ASK
A QUESTION (e.g., “Do you like to play with trains?”).
When the speaker’s mouth stops moving, we comment to
show them we like them (e.g., “Cool, then what
happened?”)
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“Fading Support”
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Should we fade support for a …
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visual dysfunction?
Hearing dysfunction?
Physical dysfunction?
Cognitive dysfunction?
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References
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http://www.icdl.com/staging/
http://www.brainconnection.com/
http://focusonadhd.com/
http://www.ldonline.org/
http://www.apraxia-kids.org/
http://www.schoolbehavior.com
http://trainland.tripod.com/pecs43.htm
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References (Continued)
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http://www.pattan.k12.pa.us/
http://sitesforteachers.com/index.html
http://autism-support.org// (formerly ABOARD)
http://www.autism-society.org
http://www.nldline.com/executive_functioning.htm
http://www.asha.org
http://www.thegraycenter.org/Social_Stories.htm
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