Transcript EDU 564-module 3x

EDU 564
MODULE 3(CHAPTERS 5 AND 6)
CHAPTER 5
TEACHING COMMUNICATION SKILLS
TYPICAL Language Development
 Ability
to express thought
 Receptive- listening, understanding,
responding
 Expressive- articulation, vocabulary
(talking), grammar, graphic
language (writing and drawing)
Stages in Language and Cognitive
Development

Stages of Language Development

Communication (Engage in conversation)
http://www.nd.gov/dhs/services/childcare/info/10-things.html

Discoveries
http://www.bing.com/videos/search?q=utube+discoveries+of+infancy
&form=vire1&ibss=1#view=detail&mid=152F96C1C1A90DF1D0B4152F96
C1C1A90DF1D0B4
http://www.bing.com/videos/search?q=utube+discoveries+of+infancy
&FORM=VIRE1#view=detail&mid=33EE1F252BFFEC38901233EE1F252BFFE
C389012
How are they linked?

Expand knowledge based through language

Language and thought are tools to make sense of and interact with
the world

Listen, question, tell
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Thoughts are produced and internalized as we experience and
langue is how we express those experiences

Language shapes the way thoughts are produced and stored

Vygotsky- “Language is a logical and analytical tool in thinking.”
(1962)

We use meaningful language to communicate thoughts; thus,
language and thought are intertwined
Acquiring Language
PARTS OF LANGAUGE

Phonemes- sounds (44 phonemes in English)

Morphology – combining units of meaning (words/word parts)
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Intonation- pitch (how high or low),
stress ( how loud or soft), juncture (pauses)
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Syntax- rules of how words work together in phrases, clauses, and
sentences

Semantics- meaning that language communicates, through both
content words and function words- vocabulary development

Pragmatics- appropriate language use (social)

Literacy – language in reading and writing
LANGUAGE GROWTH

BIRTH TO YEAR 1
*Oral language consists of the child experimenting or playing with
sounds. Cries communicate different needs. Nonverbal
communication through movement occurs to express pleasure or
pain.
*8-10 months: babbling becomes more sophisticated, combining
consonants and vowels.
*8-12 months: the increase in comprehension of language is
dramatic. The ability to understand language far exceeds the
ability to produce language.
*primarily communicate with one word utterances
LANGUAGE GROWTH

From Age 1 to 2
*Explosion of oral language growth
*Begin using content words, but not connecting or
functioning words. (i.e. “More milk” instead of “I want
more milk”)
*Children start to combine words to produce longer
messages
*Sentence length should be their age + 1. So a 2 year
old should be using 2-3 word sentences.
*18 months: most children are using 9-20 words.
LANGUAGE GROWTH

From Age 2 to 3
*Oral language grows from 300 words to 1000 words.
*Receptive language ranges from understanding 2000 to
3000 additional words.
*Children actively play with language by repeating new
phrases and using learned phrases in new ways.
*Language patterns, rhymes and repetition are enjoyed.
LANGUAGE GROWTH
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From Ages 3 to 4
*Vocabulary and sentence structure continue to grow
rapidly
*Children are acquiring use of plurals and regular verbs
*Overgeneralization may occur (broked for broke)
*Children sound as if they have acquired all the
elements of adult language skills. However, language
continues to grow throughout life with new experiences.
LANGUAGE GROWTH

From Ages 5 to 6
*Vocabulary continues to expand as does syntax
*Approximately 2500 words in their vocabulary
*Very articulate
* Aware of words with multiple meanings
*Enjoy talking and shocking others with “bathroom” talk
*Language reflects the movement from fantasy to reality
LANGUAGE GROWTH
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From Ages 7 to 8
*Grammar skills are very similar to an adults
*Engage in conversation with excellent skills
* Vocabularies continue to expand
LANGUAGE GROWTH
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Language development in children as young as 3 years old can
predict success in reading. Children with language delays are more
likely not to be on grade level in reading.
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There is a relationship between language development and
socioeconomic status.
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It is not only the QUANTITY of talk that matters to help child’s
language development but it is also the QUALITY of talk.
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Children in primary grades need to learn about 2500-3000 new
words per year.
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Starting at age 2, children acquire about 10 words a day or about
14000 words by age 6.
Stages of Language Development
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Stages
https://www.youtube.com/watch?v=wxtLhgzntg8
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Strategies
https://www.youtube.com/watch?v=bG2RvZVvL5A
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Handout:
Milestones of Early Communication Development
Language does not mean
communication!
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Children communicate in many different ways.
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Children may have words, but they may not be communicating or
use their language to get wants and needs met.

Communication can be body language, eye contact, cries,
tantrums, gestures, picture communication, sign language, words,
etc.
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What can a tantrum communicate?
Language Development and
Communication for Individuals with ASD

Some children with ASD will present with typical language and
communication development until the age of 18 month to 2 years. At
this time a regression or loss of skills in the area may be present. Often
this loss of skills is the first indicator to parents that something is amiss.
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Some children use language in unconventional ways such as broken or
stilted language, use of common phrases over and over, limited range
of topics, lack of reciprocal communication, etc.
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Some children have no language at all
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Communication is essential to building social skills, presenting
challenging behavior, and increasing self-determination.
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By focusing on communication, individuals with ASD can live more full
and productive lives.

Language impairments are present to some degree in all individuals
with ASD.
Echolalia
 Echoing
language they have heard
 Although this language may not move a
child along a progression of more
complex speech, it serves a purpose for
these children.
 Communication remains a substantial
challenge for individuals with ASD as they
move into adulthood.
Pragmatics
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Functional use of language within social situations
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Includes turn taking, eye contact, body language, and facial
expressions
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People with ASD lack “Theory of Mind”. Baron-Cohen (1988)
suggest that persons with ASD have an impaired ability to recognize
that others have thoughts, desires and emotions similar to their own.
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To learn these skills, a person with ASD must be explicitly taught
social skills.
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Higher functioning individuals with ASD often have an extensive
vocabulary focused around an area of high interest to him/her.
However, the social engagement around this topic is driven by the
individual with limited regards to the communicative partner.
Assessment of Language
 Dependent
on the child’s age, area
of need
 Focus can include use of words to get
wants/needs met (functional
communication) and social
language (interactions with others)
Teaching Communication Skills to
Young Children
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Delays seen:
a) limited attentiveness to speech and may not respond to name
b)difficulties with joint attention skills, eye contact, etc.
c)lower rates of communication and even nonverbal
d)difficulty with communicative intent, lacking effort to seek others
assistance
e)use gestures much less than typical developing peers
f)fail to engage in imitation, pretend play, symbolic play
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Communication Interventions
1)Didactic (discrete trial training)
2)Naturalistic (teaching skill in context of real life situations)
3)Developmental (teach it in the sequence it would normally
develop)
Tools to teach communication
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PECS (Picture Exchange Communication System): teaches
nonverbal children to use pictures as a way to socially
communication wants/needs. Can also help foster development of
verbal communication or support communication when a child has
a meltdown and needs a nonverbal means to communicate.
Prompting and fading of reinforcements are used. This program is
very explicit in how it is to be implemented.
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I have implemented PECS with a high level of success. Moving
many children from having no communication to some having
words or moving to a higher tech device. WORDS EMPOWER!!!!!
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CORE Vocabulary is also another similar low tech method of
communication that has been implemented in my classroom with
success
Augmentative and Alternative
Communication
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Manual Signs: must have good motor imitation skills, adequate
memory, have limited vocal responses
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Speech-generating devices and applications: iPad, other devices or
apps (Go Talk Now, Proloque2go, etc). Must consider cost,
presentation of language choices, coding, need for other devices
for physical limitations
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Graphic symbols (BoardMaker) consider level of abstraction, color,
complexity
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It is very important to continue to consider Evidence Based Practices
with considering use of Augmentative Communication or other
methods of communication. Context of use should be considered
when determining the best method.
Setting the Foundation for life long
communication
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Create meaningful opportunities that are motivating (may need to
set an environment up so an individual has to communicate to get
a desired item). Four methods: minimizing, sabotaging, partnering,
scripting.
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Generalization over a lifetime to community opportunities:
employment, recreation/leisure, college, vocational training
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Other ways to support communication: video modeling (watch
video of what to do in a certain situation), use of prompts/
schedules/scripts on a device like an iPhone/iPad, role playing,
social stories, etc.
CHAPTER 6
METHODS FOR DEVELOPING
SOCIAL COMPETENCE
Social Skills and
Social Competence

Social Skills are a group of discrete or individual and separate skills
used daily in our interactions with others. I.e. greetings, saying thank
you or excuse me, asking for help
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Social Competence is the integration or broader application of
these discrete skills and processing components such as the ability
to discern subtle nonverbal social cues and recognizing emotions to
achieve social goals
Social Competence in Daily Life
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Consider the things we take for granted: waiting in line at a
restaurant, making eye contact when communicating, reading
others body language, not taking others emotions personally, etc.
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Individuals with ASD often are happiest when they are alone and
living within themselves
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Individuals with ASD don’t understand social reciprocity: lack of
conversational turn taking, lack of understanding lack of
communication partner’s interest in the topic, lack of enjoyment
from social activities, lack of interest in peer interactions, repetitive
and stereotypical behaviors, and insistence in routines
Understanding Social Skills Deficits
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Neurodevelopmental Perspective: social skills deficits are a result of
atypical brain development. Research shows multiple areas of the
brain impacted in an individual with ASD that impact social skills.
The areas that control executive functioning and also perceptions.
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Cognitive Perspective: Theory of Mind (Baron-Cohen 2009)proposed
that individuals with ASD have an inability to understand the feelings
of others. Difficulty with “putting themselves into someone else’s
shoes”. Also described is “mind blindness”. This is the inability to
read meaning from someone’s eye gaze, facial expression, gesture,
body language, and intonation.
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Behavioral Perspective: Applied Behavior Analysis is used to teach
children interactions with others. Generalization of skills may be
difficult with this method.
Evidence Based Practices for Teaching
Social Skills and Effective Interventions
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Parent Partnerships: parents implement and carry over social skills
training to encourage generalization across settings/situations
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Peer-Mediated Interventions: Peers or siblings interact socially with
the individual with ASD in natural situations. The peers are trained on
the expectations and how to encourage the social interactions.
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Social Skills Training Groups: evidence based method for higher
functioning individuals with ASD. Structured method where the skills
is modeled, the child rehearses the skill and role play give practice
on use of the skill
Evidence Based Practices for Teaching
Social Skills and Effective Interventions
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Video Modeling: Originates from Albert Bandura’s work on social
learning theory. Individuals with ASD are very visual . They also learn
through imitation of observed behaviors. Providing an appropriate
video model of a peer, other individual, or even the individual
themselves completing a social interaction or behavior correctly can
aide in remembering, practicing and having success in social situations
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Social Narratives: Social Stories (Carol Gray, 2004) describe the
behavior in story form. The child can be the character. There is a
specific format that the story is written in a way that it is broken down
into steps to eliminate confusion. These can be on the computer or
iPad.
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Self Management: cognitive-behavioral method for teaching self
regulation of behavior. Includes self-monitoring, self-instruction and selfreinforcement
Evidence Based Practices for Teaching
Social Skills and Effective Interventions
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Self Management: cognitive-behavioral method for teaching self
regulation of behavior. Includes self-monitoring, self-instruction and
self-reinforcement
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Naturalistic Interventions: child-centered interventions in natural
settings/environments. Uses the following strategies:
commenting/labeling/modeling, imitating, expanding, positive
feedback /praise, asking questions/providing choices, responding,
following child’s lead/joint attention, turn taking/time delay.