Typical Play

Exploratory 0 to 12 mos

Functional 1 to 2 years

Creative-Symbolic 2 to 2.5 years

Imaginative 2.5 years

Sequential 3 to 5 years

Age Play type Definition Correlation to language

9 mos Nonspecific object use

Exploring, mouthing

Primitive investigation of environment

10-12 mos

Filling-dumping

Putting objects in

Concept in/out

12 mos Simple means-end

Appropriate use of toys to make something happen

Pointing, vocalizing, single words to request

15 mos Functional use of objects

Appropriate use of objects

Understanding objects enhances vocabulary

15 mos Functional play Use of objects to act out familiar activities in self-directed play

Vocabulary

Sequencing

18 mos Representational play

Use of objects to engage in play directed to a doll

Vocabulary

Sequencing

21 mos •Doll as agent•Single scheme actions

•Doll talks on phone•One action for different recipients

•Takes on voice of another•Classification-word related to many objects

24 mos Ordered multi-scheme combinations

Two+ actions performed in sequence

Object relationships, sequencing

24 mos Symbolic play Object is substituted for an absent one

Language is a set of symbols

Age Type of play definition Examples

2.5 years

Role play Takes on the role of familiar people

Mom in kitchen cooking dinner

3 years Role play Takes of the role of unfamiliar people

Fight a fire, towels to dry truck, hats, chairs for truck

3 years Sequential play Acts out simple sequences of play

Take off clothes, wash them, dry them, put on

5 years Sequential play Sequences and organizes objects and other children into more than one event at a time

Planning a trip to the beach, setting up chairs for the car, pretending to drive, pretend to go swimming

How to Elicit Play Types

• Exploratory– 5 senses, many different

actions with one toy, touch all parts, move!

• Functional– Show what you do with

toys- hand-over-hand, model, prompt

– Sleep-doll, fly-plane, drink-cup, hit-drum, ring-bell

How to elicit play types…• Creative

– Be theatrical! Be silly!– Banana=phone,

blocks=train, stick=spoon

• Imaginative– Role playing, dress-up– Community helpers– Social scripts- what to do at

circle

• Sequential– Every day tasks in order

• Baby+bath, taking a trip, putting out a fire

Play in the classroom

• Use a variety of toys– especially for rigid children

• Demonstrating play schemes- how to create a story-relevant to monthly theme

• Facilitating play with peers– Withholding items, limiting

amount of toys, partners

How does play increase language?

• Learn about environment- increase vocabulary

• Learn about objects

• Learn about actions and spatial concepts

• Develop imitation

• Attending, organization

• Turn taking is basic rule of interaction

Pragmatics

How we use language

Language- What do we use it for?

• Protest/Reject• Request (mand)-

objects, actions, information (asking questions)*

• Comment (tact): Look!

• Greet

Pragmatics/Attachment

0-3 mos Eye contact, laugh, cries for attention, interest in people not objects

3-6 mos Different cries, maintain eye contact, vocalizes in response to vocalization

6-9 mos Desire to be with people, shouts to gain attention, gesture and vocal to protest

9-12 mos

Fear of strangers, perform for social attention, pointing, wave hi/bye

12-15 mos

Imitates others, shake head no, initiates turn taking

Pragmatics/Attachment

15-18 mos

Points, shows, gives objects; uses words to protest, request assistance, plays away from familiar people, goes to caregiver when stranger approaches

18-21 mos

Uses words to interact with others, during play. Takes turns during conversation, words during pretend play

Socially Appropriate Language

• Natural speech

• Colloquialisms

• Differentiate for children at different levels

• Varied language forms– Ways of “greeting”: How are you, what's up,

what's going on, how was your weekend, I like your dress, hey, good morning

Rules of Conversation

• Take turns• Eye contact• Stay on topic• Introduce topic• Rephrase when not understood• Personal space• Facial expressions• Politeness

SOUND DEVELOPMENT

Speaker # 4Natalie Romanchukevich

Normal development- Prelinguistic phase

• Birth – 1(Phonation)- reflexive vocalizations (crying, burping, coughing, sneezing); nonreflexive sounds that are similar to syllabic nasals.

• 2 – 3 months (Cooing and Gooing)- sounds similar to back vowels; CV (consonant vowel) and VC (vowel consonant) productions with back vowels (e.g. /u/, /o/, /a/) and back consonants /k/, /g/.

Normal development- prelinguistic phase

• 4 – 6 months (Exploration/ Expansion)- squeals, growls, yells, “raspberries” (bilabials- b, p, m; marginal babbling with CV and VC sequences.

• 7 - 9 months (Canonical Babbling)- some reduplicated syllables (mama); seeing increasingly more sounds.

• 10 – 12 months (Variegated Babbling)- different CV syllables (e.g. tikati, bamegi)- variety!

Normal development- Speech-language

emergence• Stage I (0;9- 1;6) labial and lingual

sounds begin to emerge (nasals, plosives, approximants, fricatives).

• Stage II (1;6- 2;0) sounds that you are likely to see: p, b, m, w, t, n, d.

• Stage III (2;0- 2;6) all of the above + new sounds begin to emerge- k, g, h, n

Normal development continued…

• Stage IV (2;6-3;0) all of the above sounds are solidified in the child’s sound system.

• Stage V (3;0-3;6) all of the above sounds + f, w, s, j, h, the sound /l/ is emerging.

• Stage VI (3;6-4;0 and 4;0-4;6) see: p, b, m, f, w, t, n, d, s, k, g, n, h, j, l, z, ch, dzh, sh, and r is emerging.

Normal development continued…

• Stage VII (4;6 <) all of the above sounds are solidified

Things you may see as children acquire sounds…

• Final consonant deletion (dropping the final sound) as in “cat” becomes /ca__/ or “dog” becomes /do__/.

• Deletion of syllables as in “banana” becomes “nana” or “butterfly” becomes “bufly”.

• Cluster reduction (breaking consonant sequences) as in “blue” becomes /__lu/ or “fly” becomes /__ly/.

continued…

• Stopping of fricative sounds (these are: s, z, f, v, sh, zh, h)

• Examples: “sheep” becomes /teep/ or “fish” becomes /pish/.

• Stopping of affricate sounds (these are: tch, dzh).

• “cheese” becomes “teese” or “orange” becomes /orand/.

Speech Intelligibility Expectations

• 19 -24 months 25%- 50%

• 2 - 3 years 50%- 75%

• 4 - 5 years 75%- 90%

• 5 + years 90%- 100%

Comparison of English sound development to that

of SpanishSounds

English Spanish

b p mh (x)nwgt

3;03;03;03;03;03;04;04;0

3;03;23;73;73;93;74;73;2

Comparison of English sound development to that

of SpanishSounds

English Spanish

fls

4;06;08;0

3;24;04;2

Comparison of English sound development to that

of Spanish• Point: children that are of bilingual

background should not be expected to produce sounds that still await development in their native language.

Some strategies for eliciting sounds

• Profile #1 (Video # 3 - DJ): child with severely impaired “sound system” - presents with poor articulation (pronunciation).

• Deletes final consonants (e.g. “dog” becomes /do__/)

• Simplifies syllables- omits one or more syllables in multi-syllabic words (e.g. “crocodile” becomes /__codile/, etc.).

• Has difficulty achieving appropriate lip closure

Some strategies for eliciting sounds

• For bilabial sounds (b, p, m), which become /f/ and /v/ instead (e.g. “ball” becomes “voll”)-

• Tactile (physical) cues such as: using index and middle fingers to bring the child’s lips together (close them).

• Using visuals like mirror and self to model the target production; verbal cues- use words to explain/cue.

• Carryover is very important- YOU and the parents can use the techniques to help the child practice the correct production when notice articulation errors.

Some strategies for eliciting sounds

• Following the hierarchy- child specific: how much cueing does this particular child need?

• May vary from maximum multi-modality cues (tactile- physical prompts, visual, verbal in combination) to minimal verbal and/or visual and/or tactile cues.

• Initially, DJ needed a lot of multi-modality cues to achieve appropriate lip closure for bilabial sounds (b, p, m).

Some strategies for eliciting sounds

• Profile #2 (Video # 1 – K): Child presents with poor articulation.

• Among other articulation errors- difficulty producing /f/ and /v/ sounds (become /p/ and /b/)- cannot place articulators correctly to achieve production.

• Initially: use multi-modality cues (tactile, visual, verbal) to “teach” the child to place her articulators (lips, teeth, tongue, etc) correctly.

Some strategies for eliciting sounds

• Fade cues as the child becomes more aware of errors, less dependant on your support.

Some strategies for eliciting sounds

• Profile #3 (Video # 2 – E): E has difficulty producing sounds /k/ and /g/, which become /t/ and /d/ (no longer developmentally appropriate).

• Use all modalities to cue- initially tactile is especially helpful because /k/ and /g/ are difficult to cue visually (back sounds ).

• Use “coughing” (nonspeech sounds that require tongue movement similar to that of /k/); using the force of gravity to facilitate production (video).

Teaching Speech to Nonverbal Children

Where do I begin?

Where to begin?

• Talk with family and find out the child’s interests, favorite activities, and preferred items

• Observe the child in the home/classroom

• Talk to the parent and find out what they want for their child

• Reinforcer Inventory

Total Communication Approach

• Utilize a variety of communication modalities to promote functional communication skills– Sign Language– Pictures– Spoken Words– Assistive Technology– Communication Boards

Remember….

• The ultimate goal is for the child to spontaneously communicate, even if he/she is unable to use spoken words

Use Reinforcers to Start the Exchange

• Individual reinforcers and reinforcing activities

• Expand a child’s individual reinforcer repertoire with items of similar characteristics

• Reinforcers can be visual, auditory, edible, tactile, smells, social, vestibular

Teach the Mand (Request)

• Motivation Response Specific Reinforcement

• For example, when I am hungry, only the delivery of food will strengthen the response that produces food (the mand)

• The mand may be the only verbal operant that directly benefits the speaker, therefore it may be the most easily acquired initially and holds the most functional value to the child

Teaching the Mand

• Manding is communication (not necessarily spoken comm.) that produces immediate benefit for the child and therefore strengthens it

• Development of a strong manding repertoire may be essential for the development of other types of language and communication (tacting (labeling), intraverbals)

• Manding teaches a child that communication is valuable• Manding is the first repertoire learned by all children.

Eventually children learn to say words so that they can ask for different things that are reinforcing

Teaching the Mand cont.

• Teaching mand repertoire may eliminate problem behaviors

• Begin teaching the child to ask for his/her strongest reinforcers

Choosing a Response Form

• If an echoic (ability to imitate sounds/words) is moderate = choose vocalizations

• If attempts to develop echoic repertoire is not successful- choose alternative

• If child has physical or neurological disabilities = pointing or selection-based (aided) system may be best

• If child is young and without physical conditions = signing (unaided) program may be best

• If child is older= may be best to use mix of sign and pointing systems

Signing

• Sign mand for train: Motivation Sign Train Receives Train

What we as Teachers Should Do

• Learn some manual signs• Ensure that whomever works/interacts with child will

learn sign• Teach first signs as mands for reinforcers. Say the word

each time he/she mands• Use prompt and prompt fading procedures• Ensure child has many opportunities a day to mand with

sign• Use echoic teaching to help improve vocalizations• Teach sign across all verbal categories (tacts,

interverbals etc)

Prompt and Prompt Fading Procedures

• Physical (full and partial) Move Hands

• Gestural Demonstrate Sign

• Vocal (echoic) Name of Reinforcer

• Fade Prompts to:

Motivation is Strong Child Signs Spontaneously

Pros/Cons of Sign• Signing and talking may be

more similar• Research shows that sign

programs support production of vocalizations

• Research shows that signs are acquired more easily with less errors

• Signing is faster form of communication

• Research shows support for superiority of sign in replacing problem behaviors

• Each sign must be shaped- requires skillful teaching

• Motor ability of children with developmental disabilities may be weak- makes teaching sign more difficult

• People around child must also know sign

• Most communication partners are incompetent listeners with sign- must develop community of signers which include typical peers

• May be necessary to teach aided methods as well to increase number of listeners

Aided Methods of Augmentative Communication

• Using Assistive Device to mand for train:Motivation Scan Pictures Find the Picture for

Train Select Picture Receive Train• PECS to mand for train:Motivation Scans for Book Gets Book

Opens Book Scans Pictures Picks up Train Picture Scans for Strip Puts Train Picture on Strip Scans for “I want” Picture Selects “I want” Picture Puts “I want” Picture on Strip Gives Strip to Listener Receives Train

What We as Teachers Should Do

• Take/Find pictures of all items in child’s environment, reinforcers, people etc

• Laminate pictures and put together a communication book

• Request for child to be evaluated for an assistive device• Ensure child has many opportunities a day to mand• Use echoic teaching to help increase vocalizations• Ensure that child has his/her device/communication book

at all times

Pros/Cons of Aided Methods• Not dependent on strength of

learner’s motor skills• Also found to be productive in

producing vocalizations• Continues to allow child to interact

with others around them (ie. as opposed to sign where people in the community must know how to sign to interact with child)

• Also found to reduce problem behaviors, although some research suggests not as much as unaided methods

• Can be difficult to ensure that relevant symbols are always available- especially due to space issues

• Devices can be expensive and bulky

• Devices require evaluations by the district

• Speed of communication of aided methods is usually slower

• It’s not possible to teach truly spontaneous mands because the picture of the object must always be present

• Difficult to develop symbols for more abstract concepts

Development of Vocalizations

• Total Communication Approach to manding• Time delay and differential reinforcement of

sound production during manding• Reinforce ALL vocalizations • Pair the speech sound with the reinforcer to

increase vocalizations• Assess echoic repertoire to select appropriate

targets and teach echoics• Teach through shaping techniques

Time Delay and Differential Reinforcement

• For all signs that are strong mands, withhold reinforcement momentarily if sign is not accompanied by vocalizations or sound approximations

• Immediately after sign, say word. Pause for 5 seconds and allow child to say word or approximation

• If child says word or approximation, deliver reinforcer immediately

• If child doesn’t say word, re-present word two more times. If child ever says word or approximation, reinforce immediately. If after third time, child remains silent, reinforce anyway so as not to extinguish sign or cause problem behaviors

Reinforce all Vocalizations in all Situations

• Reinforce all vocalizations produced during time spent with child

• Try to find activities that could lead to increased vocalizations (jumping, singing, tickling, raspberries etc)

Pair Speech Sounds and Reinforcer

• Choose sounds that have highest frequency in child’s repertoire or that may be easy for child (ie. V, CV, bilabial sounds (/b/, /p/, /m/ etc)

• Present a sound three times with about a one second time delay between presentations. If you hear any approximation or any sound after presentation, deliver reinforcer immediately.

• If there is no sound or approximation after third presentation, deliver reinforcer anyway

Pair Sounds and Reinforcer

• For example, child is reinforced with bubbles and has a “buh” sound in his/her repertoire

• I say “buh” while holding the bubbles- 1 second- “buh” – 1 second- “buh” deliver reinforcer

*If child says “buh” or “uh” or “ah” or any other sound or approximation at any point, deliver reinforcer immediately

Vocal Imitation (Echoics)

• Select targets for vocal imitation

- Developmentally easy

- High frequency sounds in repertoire

- Sounds and words associated with

reinforcers, especially the reinforcers

a child mands for

Vocal Imitations

• Select echoic targets• Have strong reinforcers available and visible• Present sound/word to be imitated (“buh”)• Child says “buh” or some sort of equivalent = reinforce

immediately• If child does not produce some sort of equivalent, re-

present the word 2 or 3 more times. If child produces equivalent or a better response at any point, reinforce

• If child does not produce equivalent, switch to easier vocal imitation (ie “uh”) and differentially reinforce

Teaching Vocal Imitations

• Can also use Kaufman Praxis Cards with children who speak with limited C production and with motor coordination difficulties

• Work on simplified, approximations of words• Systematically work on shaping sounds to get to

the ‘adult’ form• By working up the hierarchy, child may produce

intelligible sounds/words across many syllable forms and decrease frustration

Kaufman Praxis Cards

mama

mah-mah

mom-ah

mah-ah

mah

mm-ah

Kaufman Teaching Principles

• Select target sounds to be taught first• Present word approximation at the level of the

word that the child can do to ensure immediate success

• Present next higher word form immediately. If child produces equivalent = present next word form and so on and reinforce.

• If child does not produce equivalent = continue to present this word form for 3-5 more trials. If child still does not produce equivalent= move on to easier word form or something the child will be successful at and reinforce.