TeachersasCommunicationPartners...

Teachers as Communication Partners: Why What You Say Ma7ers in Children’s

Development Ann P. Kaiser, PhD

KidTalk Projects Department of Special Education

Susan Gray School for Children

Today’s Talk o  Introduction o  Why partners are critical to

children’s development of communication

o  Top 10 Things Teachers Can Do

o  Making the Top 10 Possible o  Small talk makes big

differences

Vanderbilt Childcare Staff September 2015 2

Part of the Peabody/Vanderbilt Tradition •  Four decades of

innovation in early intervention

•  Research conducted with the goal of improving the lives of children and families


Communication Requires Partners

receiving

sending

receiving sending

receiving

sending


Communication is Learned in Transactions with Partners

•  Children learn language in every day interactions with their parents and caregivers

•  Caregivers are affected by the child and the child is affected by the caregiver

•  When children have communication delays, interactions between children and their partners are different


All Children are Communicating


Children Are Unique in What They Bring to

Language Learning

• Imitation • Auditory memory • Efficiency

• Rate • Form • Functions • Transparency to partners

• Person • Object • Activity

• Sensory Access to Input

• Intelligibility • Fluency

Mode Engagement Strategies

Learning Strategies

Existing Communication


Hart & Risley (1995)


Parents are children’s first language teachers

•  Model what to say and how to say it

•  Talk about what the child is interested in

•  In the beginning, they respond to everything the child communicates…. As if it were the most important thing ever communicated

•  Match complexity of their language to the child’s language skills


Ideal conditions for learning to talk

•  A responsive partner •  Joins child in his activities

and play •  Models words and

phrases that match the child’s meaning

•  Expands what the child communicates with new words

•  Asks questions to gain new information from the child


Childcare Teachers as

Communication Partners •  Second only to parents

in influencing children’s language development o  As much as 60% of children’s

waking hours are spent in child care

o  2000 hours year

•  High quality child care influences language, social and future academic outcomes

•  Quality of child caregiver relationship influences behavior, social emotional development


Children in Your Care •  Between the ages of 12 and 60 months

o  Learn an average of 4000 words o  Learn to use language to negotiate the social world o  Develop the foundations for reading, writing and math based on their

language experience

o  Experience both brain growth and fundamental organization of the cognitive capacity for language and thought

o  Begin to define themselves and their experiential world through their understanding and use of language

o  These critical events in development occur because of the social and linguistic input they receive from their caregivers

o  The quality and impact of these developmental events is directly linked to the auality of interactions and the quality of talk with caregivers


We can make the process of communication easier for

parents and caregivers; we can make the language

outcomes for children be7er


KidTalk •  Naturalistic language

teaching strategy designed to teach communication skills in everyday conversational interactions

•  More than 50 studies have investigated the effects of KidTalk and related naturalistic teaching procedures on children’s communication development


KidTalk : Enhanced Milieu Teaching

•  Based on two assumptions o  Communication is learned in interactions with partners o  Changing partner support for communication can change child

outcomes •  Goals

o  Improving social communication and linguistic outcomes for children

o  Understanding the conditions in which communication and language are learned

•  Program of research

o  Broad population of toddlers and preschool children: ID, DS, ASD, language delayed, children at-risk due to poverty, children with CLP, children with behavior challenges

o  Parents and teachers as partners and participants in research o  More than 10 research and demonstration projects funded by NIH,

Department of Education, Head Start, and private foundations.


KidTalk Core Values

•  Evidence based practices to strengthen communication, to teach adults, to design environments

•  Systematic evaluation of the effectiveness, acceptability, and feasibility of research based practices

•  Alligning with families and teachers in their everyday environments to translate research in to practice


KidTalk Uses Developmental Principles to Support Child

Communication Development

Developmental Principles

Intervention Strategies

Child Communication

Goal: Create the environmental conditions for learning to communicate Vanderbilt Childcare Staff September 2015 17

The of KidTalk •  Teaching partners to use specific strategies to

facilitate children’s communication 1.  Arranging the environment (EA) to set up an

interactive context between the caregiver and child

2.  Noticing and responding to child communication

3.  Modeling new communication forms 4.  Prompting functional expressive

communication 5.  Teaching language in contexts where

communication is needed now, 6.  Teaching to insure generalization across

contexts Vanderbilt Childcare Staff September 2015 18

Top 10 Evidence Based Things Caregivers Can Do to Improve Language Outcomes for Young Children

1.  Be available for communication 1.  Child’s level 2.  Eye contact and touch

2.  Listen, notice and respond 1.  If you can only do one thing: RESPOND 2.  Talk about what the child is saying or doing

3.  Mirror and Map

1.  Do what the child is doing 2.  Label your shared actions


Top 10 Evidence Based Things Caregivers Can Do Improve Language Outcomes for Young Children

4. Create a context for communication Toys and activities children prefer Small spaces with teachers seated

5. Model talk at the child’s level What would Susie say Child words plus 2-3 words

6 Expand what the child says

Add content words, use a sentence


Top 10 Evidence Based Things Caregivers Can Do to Improve Language Outcomes for Young Children

7.  Take turns; make it a conversation 8.  Use questions for choice, problem solving, and

thinking

9.  Introduce sophisticated vocabulary in meaningful contexts

10. Prompt new or elaborated language when the child requests


How to Find Time, Space and Motivation for the Top 10 •  Create a schedule that includes times for talk •  Zone activities and staff •  Embed talk in activities •  Join children in their play •  Build relationships with children •  Set team expectations that emphasize talking and

learning language •  Take data on your meaningful conversations with

kids


Four Additional Evidence-‐‑Based Strategies to Improve Language in Preschool Children

•  Use Dialogic reading strategies o  Reading plus prompts and feedback o  Completion prompts o  Recall prompts o  Open-ended prompts o  Wh- prompts o  Distancing prompts

•  Extend the conversation to 4-5 turns o  Comments o  Turn abouts o  Challenging questions: What if, how,

•  Jump start a conversation with peers

•  Bootstrap language, reading, writing o  Phonological awareness o  Site words o  Narrative


Young Children with Language Impairment

•  Language development is one of the strongest predictors of children’s long term academic and social outcomes

•  Young children with typical cognitive development but significant delays in language at age 2 may be at risk for later development. o  About 60% of children with receptive delays and normal range cognition

have typical language by age 7; o  Only 25% of children with receptive and expressive delays have typical

language outcomes ( Law et al., 2000).

•  In the absence of universal screening for language development, many pediatricians recommend wait and see rather than early intervention for this population.


Dancing in the Dark •  Easy to read social cues •  Follow a dependable

developmental trajectory •  Interested in partners and

objects •  Use multiple strategies to

learn language •  Quickly move through

developmental stages

•  May be difficult to determine child intentions

•  Slower, possibly disrupted developmental trajectory

•  Vary in social and object interest, play , daily living skills

•  Fewer strategies, less well developed

•  May move slowly through developmental stages

Typical children Children with communication delays


Child Number of Different Words

19

32

47

55

18

26

32

38

0

10

20

30

40

50

60

Start Month 1 Month 2 Month 3

Nu

mb

er o

f Diff

ere

nt

Wo

rds

Treatment Control

d =0.5

d =0.5

d =0.2

MCDI T: 264 C: 215 D =0.4


Reduction of Language Delays

35%

65%

Children with scores in the average range on the PLS-4

Control

Odds ratio: 2.391 (.98, 5.82) p = .05 Relative risk = 1.40 (.99, 1.97) Vanderbilt Childcare Staff September 2015 27

What You Say Ma7ers •  Child care teachers are important partners in

children’s language development o  Building brains o  Building communication o  Building future social, educational and cogniitve foundations o  Preventing some language delays

•  KIDTALK is an effective, evidence based communication strategy that can be used in classrooms by teachers


References •  Kaiser, A.P., & Roberts, M.Y. (2013). Parent-implemented enhanced milieu teaching with preschool

children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56, 295-309. •  Kaiser, A.P. & Roberts, M.Y. (2013). Parents as communication partners: An evidence based strategy for

improving parent support for language and communication in everyday settings. Perspectives on Language Learning and Education, 20(3), 97-114.

•  Kaiser, A.P., & Wright, C.A. (2013). Enhanced milieu teaching: Incorporating AAC into naturalistic teaching with young children and their partners. Perspectives on Augmentative and Alternative Communication, 22, 37-50.

•  Wright, C.A., Kaiser, A.P., Reikowsky, D.I., & Roberts, M.Y. (2013). Effects of naturalistic sign intervention on expressive language of toddlers with Down Syndrome. Journal of Speech, Language, and Hearing Research, 56, 994-1008.

•  Kaiser, A.P., & Roberts, M.Y. (2011). Advances in early communication and language intervention [Special issue]. Journal of Early Intervention, 33(4), 298-309.

•  Kasari, C., Kaiser, A.P., Goods, K., Nietfeld, J., Mathy, J., Landa, R., Murphy, S., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: Sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 635-646.

•  Roberts, M.Y., & Kaiser, A.P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology. Advance online publication. doi:10.1044/1058-0360(2011/10-0055)

•  Roberts, M., & Kaiser, A. (2012). Assessing the effects of a parent-implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55(6), 1655-1670.

•  Roberts, M. R., Kaiser, A. P. Wolfe, C., Bryant, J., & Spidalieri, A. (2014). The effects of the Teach-Model-Coach-Review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research.. Advance online publication. doi:10.1044/2014_JSLHR-L-13-0113

•  Kaiser, A.P., Nietfeld, J.P., & Roberts, M.Y. (2010). Applying evidence-based practices to support communication with children who have autism spectrum disorders [Monograph]. Young Exceptional Children, 12, 39-53.

•  Kaiser, A.P., Hancock, T. B., & Trent, J. A. (2007). Teaching parents communication strategies. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 1, 107-136.


Appreciation! •  KidTalk Research Team at Vanderbilt

–  Jennifer Nietfeld, Stephanie Jordan, Suzanne Thompsn , Courtney Wright, Lauren Hampton, Kelly Windsor, Lizzy Fuller, Jodi Heidlage, Kim McCulla, Tatiana Peredo, Emily Quinn, Madeline Hinson, Jenny Cunningham, Abby Green Taylor, Susan Gray School Teachers and Staff

•  Families and children who participated in our studies

•  Our collaborators

–  Connie Kasari (UCLA) –  Danny Almirall (Univ of Michigan), –  Rebecca Landa (Kennedy Kreiger, Johns

Hopkins Univ) –  Tristam Smith (Univ of Rochester) –  Nancy Scherer( ASU) –  Jennifer Frey ( GWU) –  Megan Roberts ( Northwestern Univ) –  Juliann Woods (FSU)

•  For more information [email protected]


For more information: Please email me: [email protected] Website: KidTalk.org


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