Language Learning & Play

Kelley C. Shirley, MCD, CCC-SLP

February 11, 2011

• 9:00 – 10:00 Review of Language and Play

• 10:00 – 10:15 Break• 10:15 – 10:45 Goal Planning• 10:45 – 12:00 Session with Atticus• 12:00 – 12:30 Lunch• 12:30 – 1:30 Review

Videos/Discussion• 1:30 – 2:30 Sessions with Atticus• 2:30 – 3:00 Review

What is Language?

A Set of Symbols that are used to represent and convey meaning between one human and another.

What are some reasons we use language?

• To Protest• To Request• To Get Attention• To Express Feelings• To Imitate• To Greet• To Label/Comment• To Describe• To Answer• To Ask Questions

3 Parts of Language

• Receptive Language

• Expressive Language

• Pragmatic Language

Steps Required In Language Learning

• Forming a Concept• Testing the hypothesis• Making a Generalization• Matching words to their meanings• Making comparisons• Comprehending Body Language

SAY WHAT….????

How Can I Help You Decode?

• Repeat the phrase• Slow Down the Phrase• Gesture with the Phrase• Emphasize Key Words• Break Down the Sentence

2 Important Tidbits

• A child is an active participant in the language learning process. This is not a passive acquisition.

• A child will only be able to talk and understand the concepts for which he has been exposed – Environmental Experiences

Language Happens When……..

• Bath Time• Meal Time• Car Trips• Caregivers• Books• Music• PLAY, PLAY, PLAY

What is Play?

• Important to A Child’s Development– Intellectually– Socially– Emotionally– Physically– Creatively

Cognitive Markers Required

• Object Permanence• Means/End• Functional Object Use• Deferred Imitation• Symbolic Play• Combinatorial Play• Use of Distal Gestures

A Matter of Intent

• Intent is the performance of a gesture, movement or task with the design of conveying a message to someone else

• Intent is the desire to communicate meaning• Intent is a requirement for fostering social

interactions

Preintentional (Birth – 8 months)

• Goal is to become oriented to the world• To become oriented to stimuli• Pre-symbolic• Most everything is reflexive

NOTE

• To qualify as a communicative act, behaviors must be directed to another person

Early Intentional (8-12 months)

• Children begin to communicate with gestures

• Communications begin to be intentional• Cognitively – imitates actions, object

permanence, reacts in anticipation of events• Receptively – Looks at objects mom looks

at, responds to “no” and “bye”

• Expressively – Syllabic babbling, communication games, intentional actions

• Socially – Responds to facial expressions, imitates arm movements, stacks, dumps objects, kisses, waves

Late Intentional (12-18 months)

• First Words appear• Recognizable functions such as

requesting, commanding, protesting, labeling, greetings become more evident

Late Intentional (12-18months)• Cognitive – Begins to solve basic problems• Receptive – Points to objects on command,

follows basic commands• Expressive – Gestures continues to

accompany words and vocalizations; hi/bye routines

• Social – solitary play; common routines

Representational Thought (18-24 months)

• Symbolic Play emerges• 2-word phrases begin• Short sequences of events begins• Some morphological markings appear

Representational Thought (18-24 months)

• Cognitive – Internalized problem solving begins; uses memory and symbols to represent actions/objects

• Receptively – Understands words when referent is not present; 2-step commands

Representational Thought (18-24 months)

• Expressively – Semantic combinations begin, asks basic questions; rapid acquisition of vocabulary

• Socially – Parallel play; talks to self; simple make-believe schemes

Types of Play

• Functional Play• Constructive Play• Dramatic Play• Play with Rules

• Solitary Play• Parallel Play• Associative Play• Cooperative Play

Solitary Play

• 12-18 months• Common routines• Time of first words• Regulates other’s

behaviors• More symbolic

Symbolic & Parallel

Associative Play (3-4 years)

Cooperative Play (4-6)

Play & ASD

• May be repetitive with intense fixations on one small part of the object.

• These fixations may take the place of exploring cause/effect

• When choosing play schemes, think about toys/objects that have similar functions to those that provide interest to the child’s stimulatory behaviors

Play and ASD

• Try a mix of repeated play experiences combined with something novel

• Know when to Observe, Participate, Initiate, Imitate or Intervene

Follow His Lead• Don’t worry about always being the teacher• Don’t be strictly data driven• Be flexible to the situation• Watch carefully for any form of

spontaneous communication• Be a Responsive Partner

OWL – Hanen Program

O – Observe the child. Learn to recognize even the smallest attempts to interact

• Observe focus of attention, facial expression , body language, pitch/duration of sounds, rate of breathing, state of alertness

OWL

• Wait on his response• Be sure to give him the opportunity to

respond in any way• Respond with an expectant look, facial

expression

OWL

• Listen and Look for any subtle change in voice, intonation, facial expression, body movement, action that may indicate an attempt of the child to lead

WASSD (Dr. Simpson, AU)

• Wait• Ask• Say• (My personal addition for children using

any form of vocalization: Ask Again)• Show• Do

Body Position

• Face to Face• Lie on your tummy • Give your child the chair and you sit in the

floor• Body Positioning and facilitating Eye

contact

Continuing the Conversation

• Imitate what the child is doing in play• Interpret what the child would say if he

could. E.g., “Airplane fly.”• Comment on the child’s action• Take a Turn- a “turn” can be a look, gesture

or sound. It may even be as subtle as a breath.

Continuing the Conversation

• Raise your eyes, smile, nod of the head, silently mouth “your turn” or what the child should do/say, lean towards the child, point directly

• Saying “your turn,” use a question intonation, change a question to a statement, shorten the message

Adding Language

• Verbally interrupt what he would say • Imitate the communicative attempt• Gesture with the interpretation• Use intonation and emphasize target words• Add a functional word to the mix

E.g., “You want JUMP. MORE JUMP. You want MORE JUMP”

When It’s Hard to Engage

• Create high-interest activities• Recognize and accept ANY form of

communication• Imitate any actions/sounds the child gives• Interpret the child’s behavior• Repeat pleasurable routines

Planning Activities

• Take inventory of what activities the child enjoys and is successful: music, spinning wheels, jumping, etc.

• Include familiar play schemes when introducing a new one

• Allow him to choose between two play activities

Motor Imitation Using Toys

• Putting the doll to sleep, eat, jump, etc.• Push the car• Pretend to sleep on a pillow• Shake a fan• Fly a plane• Jump on different targets

Adding Nonspeech Sounds

• Blowing• Smacking Lips• Cry Sounds• Sneezing• Animal sounds

Dr. Prizant’s Priorities

• Functional, spontaneous communication• Social instruction in various settings• Teaching of play skills with appropriate

toys and play with peers• Generalization and maintenance of

cognitive goals

• Positive approaches to address problem behaviors

• Functional academic skills when appropriate

Visual Aspects• ALWAYS important for children; especially

children with ASD• Visuals may assist in choosing between two

objects with which to play• They may assist with assisting him with

knowing FIRST/THEN• May assist with more spontaneous

use of language

Unconventional Verbal Behaviors

• Immediate Echolalia• May serve a variety of communicative and

cognitive functions• May be produced with or without evidence

of communicative intent

Setting Play Goals• Activity 1: Animals and Food px• Social goal: Feeding the food px to

animals 50% of the time• How: WASSD• Communication goal: S verbal requests• How: WAS(Ask Again)SD• Academic goal: S use of verbs• How: Modeling, Prompting

• Westby, Carol E., (1980) Symbolic Play Scale Check List• The Michigan Decision-Making Strategy for Determining

Appropriate Communicative Services……N.W.Nelson, Silbar and Lockwood (1981)

• Communicative Temptations from Wetherby and Prizant (1989)

• Children’s Health System; The Charity League Hearing and Speech Center for Children

• Watson, Claire & Weitzman, E.; “It Takes Two to Talk” Hanen Program; Revised 2000

• Wetherby, A.M., & Prizant, B.M., (1993). Journal of Childhood Communicative Disorders, 15