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What is normal Communication Development?
All Babies Gestures Vocal Signals Behavioral English ASL
Note: All of these serve a pragmatic function.
Behavioral Communication Trying to open
cabinet Reach for an
object Avoid unpleasant
situation Attention getting
Rules for Daily Interaction Specific Objectives Choose vocabulary and grammar that is
developmentally appropriate Focus on a few goals each week BUT also Learn in context Talk, Talk, Talk Sign, Sign, Sign Explain what your doing and why even if it
appears the child does not understand
Work on Specific Objectives Discuss ways with Resource Team Choose developmentally
appropriate objectives Post on the refrigerator Keep notebook
Who How Often Childs attempts to imitate
Bath Count toes Sing songs: “This little piggy” Drying off and massage with lotion
while labeling body parts Dressing
Activity Books Make a book out of small 5 x 7
picture album with pictures of family members, pets, favorite toys etc.
Let child take the book in the stroller, car, bed and talk about the pictures
Making Logical Connections
Do not assume that the child connects one even to another
Examples: Drive – Thru? Greeting Card? What day you do it?Use pictures sequences to show event
relationship
Do not assume that the child can anticipate events
Examples: Going to doctor Losing candy Having a birthday partyHave chat Before, Now and Later
Do not assume that the child understands cause-effect relationship
Examples: Hot burner To do: First, Then
WatchWatch Ways Your Child Tries to Communicate
Point? Babble? Squeal? Communicate to get attention? Get something he or she wants?
Typical Sequence of Language Learning for Hearing Children:
Early prelinguistic stage Late prelinguistic stage Single sign/word Early word combinations Multi-word combinations Expanded grammar Adult-like language development
Early Prelinguistic Stage: 0-6 Months
Infant turns toward a speaker
Attends to an unfamiliar voice
Highly sensitive to touch
Uses different sounds to communicate different needs
Shares sounds with their parents (coos, babbling of vowel-like sounds)
Later Prelinguistic Stage: 6-12 Months
The infant listens when spoken to Turns/looks when name is called Begins to respond to requests and questions Uses sounds, other than crying, for attention Babbling sounds like words (dada, mama) Utterances begin to vary in stress and have
adult-like intonational patterns
Single Sign/Word: 12-18 Months
The infant understands and responds to basic communication
First words appear that are reduplications of consonant-vowels (dada, mama, bye-bye)
Continues the use of jargon (strings of non-sensical utterances with varied stress and adult-like intonational patterns)
Early Word Combinations: 18-24 Months
Points to pictures in books, or body parts, when named
Follows/understands simple commands and questions
Listens/enjoys simple books, rhymes, songs Rapidly developing vocabulary Combines two words into simple
questions/statements (daddy work; more juice)
Multi-word Combinations: 24-36 Months
Infant understands complex sentences Understands contrastive meanings of
words (hot/cold) Learns 2-4 new words every day! Uses attributes to describe nouns (BIG
dog) Jargon disappears Establish topic-comment relations
Expanded Grammar: 3-4 years
Understands complex language forms Sentences and questions are becoming
longer and more complex 90% of sentences are grammatically correct Children will talk about events that
happened away from their home and what may happen in the future
Adult-like Language: Age 5 Has a large vocabulary, as well as grammar Enjoys stories and can answer questions
about them Constructs long and detailed sentences Tells long and involved stories May tell fantastic, tall stories May engage in conversation with strangers
Stage 1: Infant begins to use basic handshapes (B, C, O, A,
S, 1, 5) Begins to use single-signs Begins to use simple movements (up, down) Begins to combine signs into two sign utterances Copies actions/signs of others Begins to use headshake with negative sign Begins to use questions (yes/no/what/where)
Stage 2: Tries to use complex handshapes, but tend to
simplify them Starts to modify verbs Begins three-four sign sentences Begins to use classifiers Storytelling: different roles, body shift, facial
expression (not always clear) Substitutes objects that are present to talk about
objects that are NOT present
Stage 3: Uses complex handshapes with accuracy (X, Y, T,
R, 3) Begins to use complex movement (wiggles) Continues refining verb modification Begins to use noun modification for intensity, size,
and quality Begins to use rhetorical questions (turtle run-who
win-turtle) Begins to use topicalization Inconsistent use of points in space when storytelling
Stage 4: Consistent use of complex handshapes,
movements, fingerspelling, and names Begins to show spatial agreement of
objects Begins to use conditionals (e.g. if) Appropriate use of referencing objects that
are not present; storytelling is clear Uses bracketing to indicate “wh” questions
At six to seven months, hearing babies begin producing rapid consonant-vowel productions, termed “canonical babbling”:
Ba-ba-da-da-ma-ma….
However, the deaf infant’s babbling decreases dramatically.
Some experts have hypothesized that there is a “critical period” in which children must be exposed to a complete language in order to have native-like competence. Lack of a first language results in the child progressing at a “semi-lingual” state.
Therefore, it is imperative that parents or caregivers understand how language develops in their infant in order to assess their progress.
Studies have found that Deaf mothers use more facial expression and more gestures when communicating with their children. This kind of non-verbal feedback encourages children to look at their mothers, which is an important step in supporting visual communication and in developing speechreading skills. This can be achieved through several strategies:
Gaining and Directing Attention
Break the child’s line of sight and gain attention using movements of the hands and body
Touch the child Use pointing to direct attention
while still permitting language input Reinforce eye-contact by smiling,
clapping or signing
Make Language Salient Reduce the frequency of
communication so it is recognized as worthy of attention Meaningful
Relevant
Reduce need for Divided Attention
Use short utterances Position self and objects in child’s
visual field Move hands, face or both into
child’s visual field
Link Language and Meaning
Bracketing: Sign or Phrase at both the beginning and end of an utterance “BIRD TREE SIT(point) BIRD”
Modify Signs: Displace, Repeat, Enlarge and Prolong sign
Describe Event While it Happens
Instead of directing a
child’s gaze to an
object or event and
talking about it while
he or she looks at it, talk
about the object or
event before or after
directing the child to
look at it.
With a child who is using
manual communication,
the location of the
signing can be moved into
the child’s line of sight,
or the child’s body can be
used instead of the
signers.