language delays dec 2011
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The Foundation for Future Reading: Early Language
DevelopmentBy Angela Searcy, M.S.
708-845-2343
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Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.• Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher
certification though the state of Illinois and a M.S. degree in early childhood developmentfrom Erikson Institute, with a specialization in infant studies and a credential indevelopmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow atArgosy University in the Doctor of Education Program
• Angela is the owner and founder of Simple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by the Illinois State Board of Education, a national literacy trainer for theMultisensory Training Institute (MTI) in Needham, MA, Lakeshore Learning, Carson CAand Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atVanderbilt University and an adjunct professor at Rasmussen College
• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois,Angela has specialized training as a neuro-developmental specialist and is a nationallyrecognized speaker with extensive experience working with professionals, young children,and their families as an early childhood teacher, child development specialist, staffdeveloper, mental health consultant, parent educator, language arts teacher, collegeprofessor and tutor. Her expertise encompasses developing behavior modificationprograms from a neuropsychological perspective, and creating professional developmentgrounded in neuroscience research related to adult learning.
• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for the Learning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.
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What Are your Challenges?
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Learning Language…
• At around 6 to 8 weeks of age,
infants begin producing drawn out vowel
sounds
• Sometime between 6 and 10 months of age,
infants begin to babble by repeating strings of
sounds comprising a consonant followed by a vowel
• Most infants produce their first words
between 10-15 months of age
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Learning Language Continued…
• On average, American children say their first
word at around 13 months, experience a
vocabulary spurt at around 19 months, and
begin to produce simple sentences at around
24 months
• 2 years olds have about 50 words, 3 year olds
have about 1,000
• Environment can impact development:
exposure, bilingual, parent historySimple Solutions © 2011
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Red flags
• Absence of cooing or very muted in play
• Difficulty imitating tongue movements(raspberries)Excessive drooling after 12 months
• Difficulty swallowing, chewing
• Poor attention for stories, songs, directions
• Difficulty with word retrieval, rhyming, articulation
• Not answering to one’s own name
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Children learn through relationships
and sensory experiences!
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Summary of Educational Impact• More than three infections under the age of 12 months is a significant
risk factor
• Even without a current ear infection children can still suffer the effects of
a history of conductive hearing loss
• Poor ability to discriminate sounds in words and to hear words in words;
difficulty chunking words into individual parts;
• Language learning difficult; frequently have restricted content,
vocabulary, language and confidence;
• Poor foundation for literacy and without help will fall further behind every
year
• Socialization difficulties and behavior problems are likely
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Pragmatics relates to the use and functions of language for communication. Pragmatic awareness is the knowledge of conversational rules and includes both verbal and non-verbal aspects.(adapted from Holt & Spitz, 2000 ; Owens 1992)
Children with a hearing difficulties may have problems with:
• Entering into a group, requesting, responding and taking turns
• Initiating conversations
• Understanding subtle social rules
• Accepting others points of view and others’ feelings
• Monitoring the listener
Impact on Pragmatics
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Phonological processing relates to the ability to use the sounds of a language to process oral and written language, which allows us to form phonological codes and access a word stored in our brain’s lexicon. Phonological awareness skills (explicit awareness of sound structure and ability to manipulate structure of words) are dependent on phonological processing skills.
• Need to hear words to learn words – to ‘map’ words to objects
car? ar? bar? tar? …
• Absence of second sound in two-letter blend (eg frog, block)
• Absence of unstressed syllable(s) (banana, dinosaur, balloon)
• Poor discrimination and identification of sounds
Impact on Phonological Processing
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Children with hearing/language difficulties, however, are also likely to present with social and emotional challenges due to:
• Their own frustration and/or the frustration of their
peers
• Avoidance
• Just not “getting it” i.e. the subtleties and unwritten
rules of social exchanges
Impact on Socialization
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Oral Motor Play
• It is critical for language skills!
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Phonemes are sounds in words
Infants, toddlers and twos have
extra wiring in the brain that helps
them process the sounds in
language faster than adults
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What’s Happening to the Brain?
• Samuel T. Orton “the
father of dyslexia” was
the first to offer a
neuropsychological
explanation for dyslexia.
He hypothesized less
than normal activation
in the left temporal
region of the brain.
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*New Research!
• A recent study conducted at Yale University in children with dyslexia between the ages 7 to 18 years provides some clues and is consistent with the notion that the differences in children seem to be presented in both brain hemispheres (Shaywitz et al., Annals of Neurology, 2007).
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Reading problems are just a
symptom of a deeper language
problem
Children who have a hard time producing
sounds in speech often have a hard time
producing those same sounds in reading
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Phonological Awareness –Umbrella term-
An understanding of the words, syllables, and
sounds of language
FACTS
• 25-40%
• 3rd Grade
• 15%
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How do I know if a child lacks
phonemic awareness?
• 3 discrimination
• 3-4 rhyme
• 4-5 syllables
• 5-6 sound substitution
• 5-6 blending
• 6 segmentation
• 7+ manipulation
Objectives
• Discriminate
• Sequence
• Manipulate
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Language vs. Speech
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What is the difference?
• Language is made up of socially
shared rules that include the
following:
• What words mean (e.g., "star" can
refer to a bright object in the night
sky or a celebrity)
• How to make new words (e.g., friend,
friendly, unfriendly)
• How to put words together (e.g.,
"Peg walked to the new store" rather
than "Peg walk store new")
• What word combinations are best in
what situations ("Would you mind
moving your foot?" could quickly
change to "Get off my foot, please!"
if the first request did not produce
results)
• Speech is the verbal means of
communicating. Speech consists
of the following:
• ArticulationHow speech sounds
are made (e.g., children must
learn how to produce the "r"
sound in order to say "rabbit"
instead of "wabbit").VoiceUse of
the vocal folds and breathing to
produce sound (e.g., the voice
can be abused from overuse or
misuse and can lead to
hoarseness or loss of
voice).FluencyThe rhythm of
speech (e.g., hesitations or
stuttering can affect fluency).Simple Solutions © 2011
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Language or Speech?
• Tommy is four years
old, Friends and family
have a hard time
understanding what he
is saying. He speaks
softly, and his sounds
are not clear.
• Tanisha is two years old.
She doesn’t make eye
contact when you speak
to her. She can label
objects and animals
well –but doesn’t
answer simple
questions.
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Strategies • Vary pitch, tone, and speed when talking and
singing
• Add movement to stories and songs
• Add sensory to activity –smell, touch, visual, motor
• Add a visual to help children pay attention to your words—pictures or sign language
• Subgrouping—helps you to work in small groups and hear a child with speech difficulties
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•Use visual aids whenever possible
•Use overhead •Have key vocabulary accessible visually
•Provide “hearing/talking partner”
•Allow for breaks •Educate the class about language issues and hearing loss
•Eliminate or reduce extraneous noise
•Reduce the distance from you to student
•Face the student when speaking
•Appropriate use of equipment
•Advantageous seating for student
•Repeat questions and comments other students make
•Do not speak with back faced to class
•Point out who is speaking in class discussions
•Do not stand or sit in front of a bright window
• Use multi-sensory techniques to teach skills
•Always use captioned films/videos
•Use lights to get classroom attention
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Visual Strategies!
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Teacher’s Visual Cue Cards
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Teacher’s Visual Cue Cards
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Choice Chart
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Visuals Of What Children AND Adults are in the Room and what how they are this morningRoom 13 Uses a Key Ring at Uptown and this is Logan Sqaure
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Daddy, Papa, This is what I can do
when I feel sad…
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Before Children come to school
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Uptown!
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Uptown! 1.Stand on a square
2.Stand behind a friend
3.Catch a bubble
4. Hold on to the railing
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Jovan
Jovan is four years old---he is difficult to
understand. He has a speech-language
therapist that visits his home. You are worried
that he has a hard time listening to directions
and the other children don’t understand him.
How can you give support
Stop sign provides a visual reminder that the activity is not currently available
HSCI Curriculum Modifications Module
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HSCI Curriculum Modifications Module
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Environmental Support
HSCI Curriculum Modifications Module
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Environmental Support
HSCI Curriculum Modifications Module
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Activity Turn Taking Cue
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How WE Wait –Mom/ Dad/Ya Ya!
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Environmental Support
HSCI Curriculum Modifications Module
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Telling Isn’t Teaching
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Steps to Arrival
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Parent book:How I should Hang out
my Coat
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Logan Sqaure
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Right Way/Wrong Way
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Logan Square!
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Circle Time
Simplify the Activity
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Circle Time – Universal Design
Environmental Support
From: www.headstartinclusion.orgSimple Solutions © 2011
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NAEYC says…Read Story While
children Act it Out
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Fun Ideas!
• Syllable duck duck goose, syllable “Mother
may I”
• Cut out animals from “Brown Bear” put them
on bubble wrap and let kids jump when they
hear the animal
• Clap every time you hear “no david”, clap
when you hear the “g” sound, or the “sh”
sound
• Sound rocks! Simple Solutions © 2011
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Sign Language!
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Muscle Memories
• Sign Language
• Hand over hand/hand under hand
• Slowing down sequences of steps and making
it multi-sensory
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washingtonpost.com
"So many kids are so visual that words just wash over them," she said. "A lot of times the more words you use, (sometimes) the less effective you are."
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Brown Bear, Brown Bear What Do You
See?
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Basic Brain Development
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What’s this look like??What’s this look like??
• Teach labeling Why?? – This pairs items and
actions with their defining word/ sign
•• What does this look like?What does this look like?
• For items: Touch or point to item; Model sign; Touch or point
to item again; Use hand-over-hand to have child produce sign
• For actions: Model sign; engage in action; Use hand-over-
hand procedure to have child produce sign; Repeat action
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Fitting Instructors' Need For Order to a T (or B or W)
More Using Sign Language to Manage Class Without Disruption
By Emma BrownWashington Post Staff Writer
Friday, October 16, 2009
washingtonpost.com
• "The less I speak, the more we can get done," said
Gwen Ward, a music teacher at William Halley
Elementary in Fairfax Station. A 27-year veteran of
the classroom, she began using sign language with
students four years ago after teaching herself basic
signs. In Ward's room, a sideways thumb means stop
what you're doing, make a better choice. "No child
wants to continually hear their name called," she
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Madison
• Madison is 2 years old. She is very quiet and
only says a three words. She cries often. How
can you support her and her language
development.
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In my classroom, we use simple signs in a variety of ways.
Probably my favorite way to incorporate sign language in the classroom is with music. During my calendar time, students will sign and sing the months of the year, the days of the week, etc. I also use sign language with songs and books,
such as Brown Bear. One fabulous resource that I was introduced to this summer was the Signing
Time videos. These are fantastic!
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Add Signs to…
• Alphabet song
• Calendar
• Stories
• Songs
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Targeting Pragmatics
•• What’s this look like??What’s this look like??
• After giving child something that you know they are wanting, take their hand to their chin and say “Thank You” as you extend their hand in an outward motion.
• Answer “Your Welcome” as you extend your hand from your chin in
an outward motion
• Thank you
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Targeting Syntax
• Teach child to string together the word ‘want’ and label of item or action that is desired
• Why??– this pushes child to level of 2 word phrases and where syntactic skills emerge
• Learned is that the label of the requested item follows the word “want”.
• Implement this after child effectively uses sign for want
•• What does this look like?What does this look like?
• Child makes request; Affirm correct use of sign for want.“Want? Amy wants?”
• Let child see you look around with eyes. You may touch 1 or 2 undesired objects while saying their label.
• Touch desired item, or demonstrate desired action, point
to desired location, etc. Verbalize “Ohh.. Want _____(label of desired
item or action)”.
• Use hand-over-hand to have child produce ‘want ________”;
respond “ok” and grant desire IMMEDIATELY.
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Targeting Semantics
• Teach want
• Why??– this will show
that the word/sign
“want” functionally
serves a request( saying
“want” means “I desire”)
•• What does this look like?What does this look like?
• When aware that child’s cry, gesture, reach, or eye
contact is signifying that they want something specific, use hand over hand procedure to have child produce sign for want as you say “want”.
• Give child desired item IMMEDIATELY after production of “want sign”
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Opportune moments to implement approachOpportune moments to implement approach
• Anytime centered around feeding (opportunity for “want”
and “thank you”).
• When child is “whining” or “crying” for a highly preferred
object such as pacifier, bottle, or security blanket/ stuffed
animal (opportunity for ‘want’ and “thank you”
• When child spontaneously points (labeling opportunity)
• When child gives approaches you and gives you object
(labeling opportunity)
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Let’s Practice
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Lifeprint.com
More
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How Can We Help Children
Communicate Their Feelings?
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12 Month Old Baby Signs “Cry” Instead
of Crying
As Educators are we teaching children multiple
ways of communicating their feelings
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Ticks of the Trade! Using Sign
Language in the Classroom!
•
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Fun ideas
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USE all the Senses to Teach!
• You must use each of the senses to teach
numbers!
• Sight/visuals
• Sounds
• Touch
• Smell/taste
• Movement
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Jovan
Jovan is four years old---he is difficult to
understand. He has a speech-language
therapist that visits his home. You are worried
that he has a hard time listening to directions
and the other children don’t understand him.
How can you give support
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What Do You Remember???
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American Speech-Language-Hearing Association. (2005). Acoustics in Educational
Settings: Position Statement [Position Statement]. Available from www.asha.org/policy
Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47
Centers for Disease Control and Prevention. National Center for Birth Defects and
Developmental Disabilities, Early Hearing Detection and Intervention Program.
http://www.cdc.gov/ncbddd/ehdi/default.htm.
"Interesting Facts about the Deaf." DeafNet. 19 July 2008 <www.deaf.net>.
http://kidshealth.org/parent/general/eyes/cochlear.html website
Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse
on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>.
“Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye,
M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002.
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