FD Title Slide Up and Away: Building Child Language, Social - - PowerPoint PPT Presentation

FD Title Slide

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https://militaryfamilieslearningnetwork.org/event/22036/

Up and Away: Building Child Language, Social Interactions, and Preliteracy Skills in Early Childhood Settings

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FD Title Slide

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https://militaryfamilieslearningnetwork.org/event/22036/

Up and Away: Building Child Language, Social Interactions, and Preliteracy Skills in Early Childhood Settings

Today’s Presenters

Juliann Woods, Ph.D., SLP-CCC

• SLP & EI trained
• Mom/Grandma
• Enjoys working

vacations…

• Autism and Caregiver

coaching

Mollie Romano, Ph.D., SLP-CCC

• FSU – SCSD
• Mom of 2 girls
• Needs a vacation!
• Early

Communication Development

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Photos used with permission, J. Woods & M. Romano

• Strategies for preschoolers with language

impairments

• Importance of emergent literacy strategies
• Focus on children with ASD and ELL
• A little more on coaching

Topics for Today

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In the preschool years:

• Increasing complexity in language form
• Growing vocabulary
• Emerging preliteracy skills - phonological

awareness, narrative development, alphabetic knowledge

• Widening array of communicative functions

and communication with peers

Communication Development Review

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Strategies to Support More Complex Language

Image from Pixabay.com, CC0

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• Models: Adult models the target multiple times in

an interaction with a child

• Recasts: Adult repeats child’s utterance containing

the target form (retaining meaning) and adds new phonological, semantic, and/or syntactic info

• In each case, children aren’t prompted or

required to respond.

• Plan for opportunities to include models.

Supports for Children with Language Delays

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• Let’s pretend that Amelia is working on

prepositions like under, over, and on top of.

Let’s Try It!

• How can we use the materials

here to create opportunities for frequent modeling?

DSCN7662 by Daniel Hatton, CC BY-NC-ND 2.0

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• Adult describes their actions or the child’s

actions as it is happening

• “In the moment” talk is
• Easy to for the child to understand
• Meaningful to the child
• Built on her focus of attention

Parallel/Descriptive Talk

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Image from Pixabay.com, CC0

• Core language facilitation strategies work very

well for children who are ELLs

• Remember! The more growth in the native

language is supported, the stronger their language skills in English will also be.

Focus on Communication Intervention for Young ELL Children

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Books Build Language and Preliteracy Skills

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African American Family by Penn State, CC BY-NC-ND 2.0

Use the PEER sequence during reading:

• Prompt the child to say something about the

book

• Evaluate the child's response
• Expand the child's response by rephrasing

and adding information

• Repeat the prompt to make sure the child

has learned from the expansion

Dialogic Reading

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• Ask about what happened in a book a child has

already read. A: “Where did the mouse go in this story?"

• Can be used at the end of a book and before reading

a familiar book.

Recall Prompts

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Screen shot of Hickory Dickory Dock by Keith Baker

• Focus on the pictures in books.
• No single correct response.

A: "Tell me what's happening in this picture."

Open-Ended Prompts

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Zoey Reading by JennRene Owens, CC BY 2.0

• Questions that begin with what, where, when,

why, and how questions and relate to pictures in the book.

A: “Why is the goat up there?” A: “Where is he going?”

(while pointing to a picture in the book)

Wh- Prompts

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U.S. Air Force photo by Airman 1st Class Zachary Hada/Released

• Ask children to relate the pictures or words in the

book they are reading to experiences outside the book

While looking at a book with a picture of animals on a farm, you might say, "Remember when we went to the animal park last week. Which of these animals did we see there?“

Distancing Prompts

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Screen shot of On the Farm by Alastair Smith

• Meta-cognitive skill for the sound structures of

language

• Phonological awareness skills serve as a foundation

for later reading

• Ability to attend to, discriminate, remember, and

manipulate sounds at the sentence, word, syllable, and phoneme level

Phonological Awareness

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• Focus on early developing skills first -
• Identifying rhyming words
• Putting together words to form compounds (hot + dog

= hotdog)

• Skills such as initial sound identification and

blending sounds emerge later in preschool and kindergarten.

• In a mixed age group, we can tailor our supports

to where children are with their PA skills.

Teaching Phonological Awareness (PA) Skills

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• Any time can be a fun time to work on PA skills
• At snack, have students guess the snack based on

the first sound

• We are having something that starts with the /b/ sound!

Who can guess?

• During songs and music at circle time, have kids

identify rhyming words, and substitute funny rhymes.

• Hickory dickory dock, the mouse ran up the sock, rock, or

block!

• Using routines to build in first sound identification

(i.e., taking role in the morning, doing days of the week)

PA Skills Don’t Have to be Drilled!

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• Multiple models have evidence that support

success of parent participation through coaching to improved child outcomes

• Approaches are compatible with Part C early

intervention guidelines

• Social communication intervention is a core

component

• Coaching supports active engagement by the

child in everyday routines and activities

ASD Interventions

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• Communication and language skills in young

children with, or at risk for, ASD

• Include both atypical behaviors and behaviors that

are slow or not developing

Communication Intervention for Young Children with ASD

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Image from Pixabay.com, CC0

Ways Autism Can Impact Learning

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All images from Pixabay.com, CC0

• Regulating self
• Connecting socially
• Productive roles
• Looking at faces of others

Components of Active Engagement

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• Responding to interaction
• Initiating communication
• Flexibility
• Using language

The charts mentioned can be found at https://scgc.firstwordsproject.com. Click on the appropriate age circle. The information is available to print & share with families at the bottom of the page.

Supports for a common agenda

• Positioning
• Follow child’s attentional focus
• Motivating activity with clear

roles & turns

Teaching Strategies & Supports to Promote Active Engagement

For Young Children with ASD

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Be sure to access the handouts at https://militaryfamilieslearningnetwork.org /event/22036/

Supports for social reciprocity

• Natural reinforcers
• Waiting for initiation and balance
• f turns
• Clear message to ensure

comprehension Supports for better skills

• Model and expand language and

play skills

• Extend activity, child’s roles, &

transitions

• Balance demands & supports

Julius & Dad Getting Dressed

Dad’s Intervention Supports

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Used with permission, J. Woods

An adult learning strategy in which the coach promotes the learner’s (coachee’s) ability to reflect on his or her actions as a means to determine the effectiveness of an action or practice and develop a plan for refinement and use of the action in immediate and future situations.

(Rush & Shelden, 2011, p. 175)

Definition of Coaching in EI

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Image from Pixabay.com, CC0

Coaching in everyday routines:

• Begins with observation and

reflection on what practice(s) is working

• Builds on the family’s

strengths and existing

• pportunities to practice
• Guides practice of new or

different strategies by parent

• Encourages additional

problem solving and reflection for best fit

Using the Teaching and Learning Cycle in EI Coaching

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• SS - Setting the Stage
• OO - Observation and Opportunities to Embed
• PP - Problem solving and Planning
• RR - Reflection and Review

Be a SSOOPPRR Coach!

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U.S. Air Force photo by Olenda Peña Perez

Setting the Stage (SS)

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Gathering updates & sharing information

• Encouraging family priorities

for session plan

Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and

• services. Language, Speech, and Hearing Services in Schools.

Used with permission, J. Woods

What you need Strategies to use in Setting the Stage

• Relationship
• Bidirectional information sharing
• Family priorities
• Opportunities for decision making
• Clear plan with observable actions
• Genuine interest
• Listen and integrate what you

learn

• Review and reflect with family,

connect to IFSP

• Problem solve and reflect
• Jointly develop a plan for the visit

What is Needed for Family Capacity Building

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Observation and Opportunities to Practice (OO)

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Observe caregiver child interaction in routines

• Use coaching strategies

matched to caregiver-child

• Provide general and specific

feedback

Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and

• services. Language, Speech, and Hearing Services in Schools.

Used with permission, J. Woods

• Secure relationships provide a safe and supportive

environment

• Individualize
• Be specific with concrete examples
• Review key points of your observations and then verify

caregiver’s perceptions

• Encourage caregiver reflection
• Use a variety of formats
• Be positive but don’t be afraid to be honest

Feedback That Builds Caregiver Capacity

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Problem Solving and Planning (PP)

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Problem solve intervention strategies

• Expand
• pportunities and contexts to

practice

Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and

• services. Language, Speech, and Hearing Services in Schools.

Used with permission, J. Woods

Reflection and Review (RR)

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Promote caregiver reflection

• n what occurred and how it is

working

• Review session and plans for

next steps

Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and

• services. Language, Speech, and Hearing Services in Schools.

Used with permission, J. Woods

Encourages others to share their ideas, insights, successes, and impressions

• Intentional
• Purposeful
• Systematic
• Integrated

Feedback - Reflection

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Image from Pixabay.com, CC0

• Start with a joint reference
• Comment on strengths
• Take turns leading
• Share perceptions
• Compare perspectives
• Clarify points of agreement and topics for further
• bservation or discussion

Reflecting Collaboratively

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• Active participation in the information sharing and decision

making process increases participation, ownership and independence (SS)

• Systematic reciprocal teaching and learning with repetition in a

variety of contexts promotes competence and generalization (OO)

• Learning is sequential and situational supported by theoretical

&/or personal frameworks (PP)

• Clear, measurable and value driven indicators increase

consistency of performance when reviewed and discussed (RR)

Big Messages for Caregivers and EI

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Through the Early Intervention Training Program at the University of Illinois, providers in Illinois can receive 1.5 hours of Early Intervention credit. Several states other than Illinois have already agreed to recognize CE units from this

• webinar. They are: Georgia, Indiana, Kansas, Maryland, North Carolina, Ohio, Texas,

Virginia, and service coordinators in Washington. Additionally, providers in Utah can receive PD hours towards credential renewal and Michigan is offering 1 SCECH for this webinar. All participants may receive a certificate of completion from this webinar after completing an evaluation and post-test. This certificate can sometimes be used to apply for CE credits with your credentialing body if you are not an Illinois provider. Links and further information will be available at the end of today’s presentation

Evaluation and CE Credit

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Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this post-test AND evaluation:

https://vte.co1.qualtrics.com/jfe/form/SV_8k00Ds1LmRcfAix

CE certificates of completion will be automatically emailed to participants upon completion of the post-test & evaluation. §Questions/concerns surrounding CE credit certificates can be emailed to this address: MFLNFDEarlyIntervention@gmail.com §Sometimes state/professional licensure boards recognize CE credits from other states. However, it is necessary to check with your state and/or professional boards if you need CE credits for your field.

CE Credit Information

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For more information on MFLN FD Early Intervention go to: https://militaryfamilieslearningnetwork.org/family-development/

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militaryfamilies.extension.org/webinars

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