Child Development: Language and Literacy

Child Development:
Language and Literacy
Dr. Cindy Vinson
Sept. 29, 2004
Audience Analysis
• Have a child 5 or under
• Have worked in a preschool
• Spend time with a friend or relatives child
under 5
• Currently working in a preschool
• Plan on working as a professional in the
child development field
Focus
• Identifying
• Assessing
• Treating
Scenario - Identifying
You have been hired by SCCOE to screen the speech and
language development of preschool students. You want to
identify those students who require a more in-depth assessment,
because they exhibit delayed or abnormal speech and language.
You have 10 minutes to spend with each child and will be
evaluating 30 students a day (5 hours).
Questions - Identifying
• What information do you want from the
parents?
• What specific information do you want
from each child?
• What behaviors indicate that a child may be
language delayed.
• How might cultural differences affect the
screening process?
Identifying Preschool Children
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Phonology (combining sounds)
Syntax (sentence structure)
Semantic (word meaning)
Pragmatics (social use of language)
Voice, fluency, volume, inflections
Receptive/Expressive capabilities
Scenario - Assessing
•Out of the 300 students that you screened, 25 students did not
pass the screening and require a more in-depth speech/language
evaluation. You will have 15 minutes to interview the parent and
two hours to conduct your s/l evaluation.
•The child will also be tested by a psychologist, audiologist,
physical/occupational therapist, and a special education teacher.
Your 3-5 page written evaluation needs to identify primary deficit
area(s) and formulate a proposed treatment plan.
•The team evaluating the student will meet to determine
eligibility for services and write an IEP (Individual Education
Plan).
Questions - Assessing
• What information would you want from the
parents?
• How would you test the child to determine
the s/l disorder?
• How would you develop a treatment plan?
Assessing Preschool Children
• Language sample
• Formal testing (phonology, syntax,
semantics)
• Parent interview
• Observation and informal testing
Scenario - Treating
•A 3 year old boy named Adam is a new student who will be
receiving services from you, the speech and language therapist at
the Center. You will see him 5 days a week for 30 minutes a day.
•The team reported the folloswing about Adam:
•Age appropriate or above age level expressive language skills
•Below age level on receptive skills
•Highly distractible
•Does not often interact with other children
•Poor social communication skills
•Exhibits motor problems especially with balance
•Cannot reliably count to ten, identify primary colors, or match shapes
Questions - Treating
• What are Adam’s strengths?
• What are Adam’s weaknesses?
• What are three goals you would have for
Adam?
• What general strategies would you
recommend for Adam?
Treating Preschool Children
• Use the child’s strength to overcome a
weakness
• Structured play
• Word play, songs, rhymes, story telling
• Direct teaching of skills (numbers, letters,
shapes, colors, etc.)
• Coaching of social behaviors
Resources
• San Andreas Regional Center
– http://www.dds.ca.gov/rc/rc365.cfm
• Early Start
– http://www.dds.ca.gov/earlystart/eshome.cfm
• Local school districts
• SELPA (Special Education Local Plan Area)
– http://www.sccoeorg/depts/selpa/
• California Speech and Hearing. Org.
– http://www.caspeechhearing.org/

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