5 Written questions
5 Matching questions
- Name the 3 characteristics of MILIEU TEACHING TECHNIQUES
- To assess a toddler's communication skills, we measure...
- To assess a toddler's general developmental level, we measure...
- How can we encourage the child to use the next levels of symbolic behavior, such as early conventional and symbolic play and deictic gestures (showing, giving, pointing, reaching)?
- If the child is using a wide range of ____________________, then the child is moving toward normal semantic and syntactic development
- a FUNCTION, RATE and FORM of communicating
- b semantic relations
- c Cognitive development and symbolic behavior.
- d Encourage use of next levels of play.
Model early forms of conventional & symbolic play.
Give child lots of opportunities to imitate
.Accompany gestures & actions with simple language.
- e 1.Desirable materials/activities are visible, but out of reach. 2.Wait for interest, prompt communication (15 sec.).
3.Or provide model for child to imitate (15 sec.).
5 Multiple choice questions
- Facilitation strategies of caregiver and acquisition stgrategies of child.
- Follow child's lead by imitating actions, sounds, & words that the child produces.
Provide words to match the child's actions and activities.
Let the child choose the topic, activity, or material.
Comment on something the child is already focused on.
- It helps kids learn how to direct our attention to topics on which they're focused.
5 True/False questions
If higher-level semantic relations are being conveyed frequently, it suggests that the child is exhibiting.... → Other
How can we teach parents to use indirect language strategies? → Setting the goals for the child's intervention program.
.If the child is only using gestures, what do we do? → Increase the communication maturity from gesture, to vocalization, and then to words.
Give an example of how to elicit a proto-imperative → Ex:-Introduce a new toy into an established routine to encourage a comment. Routines can be sabotaged with silly or unusual events like putting on one shoe but not the other.
Adults can pay less attention than normal to the child, which forces the child to have to regain the adult attention.
Adults can begin to comply to a request but not finish what the child wants. The child then has to regain the adult's attention to complete the task.
Who is the agent(s) of intervention at the emerging language stage? → It's important to not only tell them but show them. We need to model these strategies so parents feel more comfortable. Coach them while they're doing it.