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Courtney & Alyssa

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Alison & Laura

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Communicative Means & Functions & Symbolic Play

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http://www.visionandheart.com/2013/11/01/ward-miles-first-year/ Visit the link above to see current photos of Ward and read more about his story! This is a story of a mother's love for her baby. It sums up my son's first year. He was born way too early, and the obstacles he had to overcome were really big, but not bigger than our God.

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Here is the link to the iHeartGarments site: http://bit.ly/SheT1Q Just a little update on Ward and his progress and an opportunity to get a cool shirt while supporting an amazing organization at the same time! The campaign ends May 26th, so don't delay, order your Oak tee today!

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Internet resource

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Children who are not yet using much speech often communicate in many other ways. This checklist is useful in determining how and when your child communicates. Each "Communicative Function" or reason for communicating may be expressed using any number of "Communicative Means" or ways to communicate through actions and behaviour.

Communicative Functions (Reasons to Communicate)

The Communicative Functions (reasons to communicate) are divided into the following categories:

Behavioural Regulation: actions used to get, or refuse, something (e.g., child asks for a toy airplane by pointing to it)

Social Interaction: actions used to get another's attention (e.g., child waves to say "Hello")

Joint Attention: actions used to direct another's attention to share information (e.g., child points to an airplane in the sky to show it to you)

Communicative Means (Ways to Communicate)

The Communicative Means (ways to communicate) are divided into two sections called Pre-verbal and Verbal. The following is a brief description of each way or action listed in the checklist.

Pre-verbal (ways of communicating other than using words)

Physical Manipulation - touching, trying to operate a toy

Giving - giving an item to another person for a specific purpose (e.g., to request help with activating the item, or to express an interest in it)

Pointing - pointing to an item for a specific purpose

Showing - showing the item, but not giving it

Gaze Shift - looking briefly in the direction of an item out of interest

Proximity - moving closer to the item out of interest, or away from it in protest

Head Nod/Head Shake - indicating interest in an object through nodding, or protesting by shaking head

Facial Expression - smiling, frowning, etc.

Self-Injury - hitting, biting, banging self

Aggression - hitting, biting, punching, kicking, scratching others

Tantrum - screaming, throwing self down on floor

Crying/Whining - to make needs known

Vocalizing - any speech-like sounds that are not full words

Other - word approximations such as "bu-bu" for "bubble"

Verbal (ways of communicating using words)

Immediate Echo - child repeats what is heard immediately after hearing it

Delayed Echo - child repeats what was heard earlier in the day or on a previous day

Creative One-word - uses a single word not in imitation of something heard, (e.g., saying the word "milk" can be to request it, to comment on seeing or having it, or to ask if that is what is in a cup)

Creative Multi-word - uses two or more words not in imitation of something heard

How to use the checklist

To use the checklist, simply go through each Communicative Function and check off the Communicative Means that apply. For example, if your child requests objects by pointing, looking, and moving closer to them, you would check off all three of these pre-verbal means in the "request object" row.

Here's an example:

Once you have completed the checklist, you will see which ways are most often used by your child to communicate. You may also notice ways and reasons for communicating that need work. For example, the child in the above checklist communicates gesturally (e.g., pointing, eye gazing, and proximity) to request objects. Therefore, communication goals for him could include using head nod or vocalizing to request objects. We always want to expand both the ways and reasons that your child communicates. Remember that once you know how your child communicates, it is easier to figure out what the next step should be.

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How to use the "Checklist of Communicative Functions and Means"

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Children who are not yet using much speech often communicate in many other ways. This checklist is useful in determining how and when your child communicates. Each "Communicative Function" or reason for communicating may be expressed using any number of "Communicative Means" or ways to communicate through actions and behaviour.

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Checklist of Communicative Functions and Means

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Kim & Eric

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NONE this week!

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Developmental Milestones Checklist By Age

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Developmental Milestones Checklist By Age

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Centers for Disease Control and Prevention

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CDC's milestones and parent tips have been updated and new checklist ages have been added (15 and 30 months). For more information about the recent updates to CDC's developmental milestones, please review the Pediatrics journal article and these important key points.

How your child plays, learns, speaks, acts, and moves offers important clues about your child's development. Developmental milestones are things most children (75% or more) can do by a certain age.

Check the milestones your child has reached by 4 months by completing a checklist with CDC's free Milestone Tracker mobile app, for iOS and Android devices, using the Digital Online Checklist, or by printing the checklist [908 KB, 2 Pages, Print Only] below.
"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.
What most babies do by this age:

Social/Emotional Milestones

Smiles on his own to get your attention

Language/Communication Milestones

Cognitive Milestones (learning, thinking, problem-solving

If hungry, opens mouth when he sees breast or bottle

Movement/Physical Development Milestones

Pushes up onto elbows/forearms when on tummy

Other important things to share with the doctor...

What are some things you and your baby do together?

What are some things your baby likes to do?

Is there anything your baby does or does not do that concerns you?

Has your baby lost any skills he/she once had?

Does your baby have any special healthcare needs or was he/she born prematurely?

Concerned About Your Child's Development?
Act Early.

You know your child best. Don't wait. If your child is not meeting one or more milestones, has lost skills he or she once had, or you have other concerns, act early. Talk with your child's doctor, share your concerns, and ask about developmental screening.
If you or the doctor are still concerned:

1. Ask for a referral to a specialist who can evaluate your child more; and

2. Call your state or territory's early intervention program to find out if your child can get services to help. Learn more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

As your baby's first teacher, you can help his or her learning and brain development. Try these simple tips and activities in a safe way. Talk with your baby's doctor and teachers if you have questions or for more ideas on how to help your baby's development.

Respond positively to your baby. Act excited, smile, and talk to him when he makes sounds. This teaches him to take turns "talking" back and forth in conversation.

Provide safe opportunities for your baby to reach for toys, kick at toys and explore what is around her. For example, put her on a blanket with safe toys.

Allow your baby to put safe things in his mouth to explore them. This is how babies learn. For example, let him see, hear, and touch things that are not sharp, hot, or small enough to choke on.

Click here for more tips and activities

Talk, read, and sing to your baby. This will help her learn to speak and understand words later.

Limit screen time (TV, phones, tablets, etc.) to video calling with loved ones. Screen time is not recommended for children younger than 2 years of age. Babies learn by talking, playing, and interacting with others.

Feed only breast milk or formula to your baby. Babies are not ready for other foods, water or other drinks for about the first 6 months of life.

Give your baby safe toys to play with that are easy to hold, like rattles or cloth books with colorful pictures for her age.

Let your baby have time to move and interact with people and objects throughout the day. Try not to keep your baby in swings, strollers, or bouncy seats for too long.

Set steady routines for sleeping and feeding.

Lay your baby on her back and show her a bright-colored toy. Move the toy slowly from left to right and up and down to see if she watches how the toy moves.

Sing and talk to your baby as you help her "exercise" (move her body) for a few minutes. Gently bend and move her arms and legs up and down.

Play with your baby by holding him securely under his arms with his feet on your lap. Let him bounce up and down.

Play games, such as peek-a-boo. You can cover your eyes with your hands and then uncover and say "peek-a-boo." Watch for your baby's smile or other signs he is enjoying the game.

Pay close attention to how your baby reacts to different things. This will help you learn what she likes and doesn't like and what makes her feel good.

Copy your baby's sounds and see how long your baby "talks" back and forth with you.

Call your baby by his name to help him learn it. He will start to recognize it around 9 months. For example, "Are you ticklish, Jordan?"

Playing on the floor or play mat with your baby every day helps him to move, learn, and explore.

Hold and talk to your baby; smile and be cheerful while you do.

Have quiet play times when you "read" or sing to your baby.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones. PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.

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“learn the signs. act early.” milestones

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What developmental milestones is your 4-month-old reaching?

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Check the milestones your child has reached by the end of 4 months. Take this checklist with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.

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Mandi & Allie

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- Chapter 2 familiarize yourself with pages 22-51
- Chapter 7 (specifically pages 238-257) will help prepare for the PLS-5 testing next week.

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Caylin & Kristen

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Due in class: Printed, DOUBLE SPACED,  paper copy of evaluation.
Due Friday Nov 3 by 8pm: Reflection 3 - What did you learn from your own presentation? What did you learn listening to others present? How have you grown (or not grown) since the last presentation? Did you try any of your "next time" strategies you mentioned in your first reflection from your background (i.e. note cards, bold, bullets, etc)? How did it go? How has this presentation helped you grow in the area of speech pathology? etc. BE SURE TO PROOF READ AND CHECK FOR GRAMMAR MISTAKES!!!!!

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Ashley & Grace

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Due Tuesday Nov 7 by 8pm:
- Through-line. what is a lang disorder. What makes for an effective intervention? For those of you who I asked to touch upon "What  makes for an effective assessment" Please add that as well. I emailed you in response to your last through-line.
- Edited goal

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Chapter 6 pgs 199-210
Chapter 7 pgs 257-275

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- Report writing group work
- Goal writing
- PowerPoint
- Continue goal writing if time allows

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Erin & Chrissy

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- Goal writing activity
- Group Work

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Guidelines and example

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Ethan & Megan

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Presentation of study guide questions
Present in a way of sharing information rather than stating the question and answering it. It can be in any format (i.e. powerpoint, word doc, musical - for some), but make it fun! add pictures/video clips.... RELATED to the topic (if you want, but not required)
Goal Writing Activity (for those who missed class)
Saturday 11/18 by 8pm
Therapy Swap (in 2 weeks)
Email me a word doc of your "cheat sheet" and I will upload to padlet. That way you don't have to make copies for everyone. Monday 11/27 by noon (although the earlier the better for me so I'm able to upload all of them before class).

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Presentations in the following order:
1. Ethan, Danielle
2. Grace, Chelsea, Caylin
3. Kelsey, Eric, Nicole
4. Alyssa, Cassidy
5. Deven, Liz, Laura, Alison
6. Kim, Alex
7. Allie, Mandi, Courtney
8. Chrissy, Erin, Ashley
9. Kristen, Meg

Final Case Study Review

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Alex, Nicole, Kelsey

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1. Therapy Swap in the order they are listed
2. Teacher survey
3. Final Case Study Review
4. Leftover time will be spent working on your case study

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There are 2 examples

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2 examples. I am looking for something more geared towards the first example. What does research say about language development and potential risk factor(s) your "client" has? In the 2nd example, I'm looking for expansion as to WHY they are using these books. Again, what does research say for a lit. based approach? Be sure to use references!!

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Through-line 4 Due 11/22 by 8pm: Reflect upon your past 3 through-lines. How has your understanding of lang disorder/delays, assessment, and intervention change/expand over the course of the semester? This will be a big chunk of your "Letter to the Reviewer" for your final case study. Feel free to add additional information if you would like me to review it before you turn in your final case. Additional info (taken right from your syllabus): Letter to the Reviewer 1. introduces you, 2. reflects on how your ideas about early communication disorders have changed or become more elaborate this semester, and 3. notes how your case study/final paper demonstrates that growth.

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ASSESSMENT AND INTERVENTION FOR PREINTENTIONAL INFANTS AND THEIR FAMILIES_ 1 TO 8 MONTHS

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Chapter 3 Language Development Presentation 

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Intervention for Developing Language Products, Procedures, and Contexts

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Intervention in Children w Emergibng Language

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Treating children with emerging language

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Deven & Liz

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- bring a paper copy of your case study to class
- attach a PRINTED copy of the rubric to the back

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In the following (random) order:
1. Background
2. Assessment/Results
3. Because of weaknesses with A,B,C I chose to have goals that target _____.
Kelsey
Cassidy
Meg
Grace
Courtney
Chelsea
Alison
Erin
Eric
Kristen
Kim
Deven
*BREAK*
Alyssa
Chrissy
Allie
Danielle
Mandi
Ashley
Liz
Caylin
Nicole
Laura
Ethan