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

FD Title Slide Up and Away: Building Child Language, Social Interactions, and Preliteracy Skills in Early Childhood Settings Thanks for joining us! We will get started soon. While you’re waiting you can get handouts etc. by following the link below https://militaryfamilieslearningnetwork.org/event/22036/ 1

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FD Title Slide Up and Away: Building Child Language, Social Interactions, and Preliteracy Skills in Early Childhood Settings https://militaryfamilieslearningnetwork.org/event/22036/ 3

Today’s Presenters Juliann Woods, Mollie Romano, Ph.D., SLP-CCC Ph.D., SLP-CCC • SLP & EI trained • FSU – SCSD • Mom/Grandma • Mom of 2 girls • Enjoys working • Needs a vacation! vacations… • Early • Autism and Caregiver Communication coaching Development 4 Photos used with permission, J. Woods & M. Romano

Topics for Today • Strategies for preschoolers with language impairments • Importance of emergent literacy strategies • Focus on children with ASD and ELL • A little more on coaching 5

Communication Development Review 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 6

Strategies to Support More Complex Language 7 Image from Pixabay.com, CC0

Supports for Children with Language Delays • 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. 8

Let’s Try It! • Let’s pretend that Amelia is working on prepositions like under, over, and on top of. • How can we use the materials here to create opportunities for frequent modeling? DSCN7662 by Daniel Hatton, CC BY-NC-ND 2.0 9

Parallel/Descriptive Talk • 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 10 Image from Pixabay.com, CC0

Focus on Communication Intervention for Young ELL Children • 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. 11

Books Build Language and Preliteracy Skills 12 African American Family by Penn State, CC BY-NC-ND 2.0

Dialogic Reading Use the PEER sequence during reading: • P rompt the child to say something about the book • E valuate the child's response • E xpand the child's response by rephrasing and adding information • R epeat the prompt to make sure the child has learned from the expansion 13

Recall Prompts • 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. Screen shot of Hickory Dickory Dock by Keith Baker 14

Open-Ended Prompts • Focus on the pictures in books. • No single correct response. A: "Tell me what's happening in this picture." Zoey Reading by JennRene Owens, CC BY 2.0 15

Wh- Prompts • 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) 16 U.S. Air Force photo by Airman 1st Class Zachary Hada/Released

Distancing Prompts • 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?“ 17 Screen shot of On the Farm by Alastair Smith

Phonological Awareness • 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 18

Teaching Phonological Awareness (PA) Skills • 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. 19

PA Skills Don’t Have to be Drilled! • 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) 20

ASD Interventions • 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 21

Communication Intervention for Young Children with ASD • 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 22 Image from Pixabay.com, CC0

Ways Autism Can Impact Learning All images from Pixabay.com, CC0 23

Components of Active Engagement • Regulating self • Responding to interaction • Connecting socially • Initiating communication • Productive roles • Flexibility • Looking at faces of others • 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. 24

Teaching Strategies & Supports to Promote Active Engagement For Young Children with ASD Supports for a common agenda • Positioning • Follow child’s attentional focus • Motivating activity with clear roles & turns Be sure to access the handouts at https://militaryfamilieslearningnetwork.org /event/22036/ 25

Julius & Dad Getting Dressed Dad’s Intervention Supports Supports for social reciprocity • Natural reinforcers • Waiting for initiation and balance of turns • Clear message to ensure comprehension Supports for better skills • Model and expand language and play skills Used with permission, J. Woods • Extend activity, child’s roles, & transitions • Balance demands & supports 26

Definition of Coaching in EI 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. 27 (Rush & Shelden, 2011, p. 175) Image from Pixabay.com, CC0

Using the Teaching and Learning Cycle in EI Coaching Coaching in everyday routines: •Begins with observation and reflection on what practice(s) is working •Builds on the family’s strengths and existing opportunities to practice •Guides practice of new or different strategies by parent •Encourages additional problem solving and reflection for best fit 28

Be a SSOOPPRR Coach! • SS - Setting the Stage • OO - Observation and Opportunities to Embed • PP - Problem solving and Planning • RR - Reflection and Review U.S. Air Force photo by Olenda Peña Perez 29

Setting the Stage (SS) Gathering updates & sharing information • Encouraging family priorities for session plan Used with permission, J. Woods 30 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 .

What is Needed for Family Capacity Building What you need Strategies to use in Setting the Stage • Relationship • Genuine interest • Bidirectional information sharing • Listen and integrate what you learn • Family priorities • Review and reflect with family, • Opportunities for decision making connect to IFSP • Clear plan with observable actions • Problem solve and reflect • Jointly develop a plan for the visit 31