CHAPTER 7 STUDY GUIDE QUESTIONS

Name: Fred Arthur Fisher

Date: 07-23-202

1. Describe the communication skills seen in normally developing 18-month-olds in terms of

comprehension, vocabulary size, sentence structure, and phonology. Do the same with 24-
month-olds and 30-month-olds. How does this information affect practice in early
assessment and intervention?
Typically developing 18-month-olds need contextual support but understand most single words outside
of their context. They have fifty to a hundred words. They are capable of combining words to produce
new meaning. Their first true words tend to be CV utterances that are proper nouns. Capable of joint
attention. Can use agent-action to make requests.

At 24 months, a child has an expressive vocabulary between two and three hundred words. The
understand the words of objects which are absent. First emergence of two-word combinations. They
produce two- and three-word sentences and have intelligibility at about half.

At 30 months, children have an expressive vocabulary of three hundred words or greater. They're using
kinship terms and object-action syntax. They're developing semantic understanding of new meaning
with word combinations. They're producing three to five-word sentences and their intelligibility has
increased to around 70%.

Knowing milestones helps establish whether a child could have a speech, language or developmental
disorder or delay.

2. What are the components of a communication assessment for children with emerging
language?
Getting a baseline of strengths and weaknesses from an assessment. If everything is at level for 18
months, a more detailed, informal assessment of their language is called for. Things like play
assessment. You then compare their nonverbal abilities to their communication and language skills.

3. What is the rationale for using informal assessment procedures for children with emerging
language?
It integrates intervention with assessment, allowing the SLP to more thoroughly design their goals and
activities. The SLP can assess multiple areas of speech, language and communication to determine
developmental level. Once the child's strengths and weaknesses are established, the SLP can begin to
plan for which areas require intervention.
 CHAPTER 7 STUDY GUIDE QUESTIONS

4. How can nonverbal communication be assessed? What are the three dimensions of the
assessment?
Observation of play with a parent or adult known to the child and toys which drive their attention.

Communication’s range & frequency and how the child attempts communication.

5. How does family-centered practice affect decisions about intervention for toddlers? What
are its implications for who delivers the intervention?
Early childhood communication is primarily done with the family. It only makes sense that decisions
about intervention be made with the family in mind.

It is important because it helps the clinician discover the parent's treatment goals, their expectations of
treatment, the family's assessment, level of familial involvement, what actives can and should be
done at home and establishing a balance in family life.

6. What methods would you use to increase nonverbal communication skills in a child with
emerging language?
Tempting elicitations, hybrid technique, don't gear session for an exact elicitation, but structure the
scenario.

7. How can maladaptive forms of communication be handled?

Teach the child more productive and socially acceptable methods of expressing needs. Differential
reinforcement of other behavior (DRO).

8. Describe one clinician-directed, one hybrid, and one child-centered approach to developing
two-word combinations in the speech of a child with emerging language.
Clinician Directed- Modeling- the SLP demonstrates production until the client produces the required
number of elicitations.

Hybrid- The clinician arranges the environment while the child interacts with the environment
naturalistically

Child-centered- ILS- the usage of one-of-a-kind approaches to alternate the utterance the client
productions.
 CHAPTER 7 STUDY GUIDE QUESTIONS

9. What are the areas of communication you would expect to be delayed in toddlers with ASD?

Acquisition of language, non-verbal communication and gesturing

10. What are the primary areas of intervention that should be addressed in toddlers with ASD?

Receptive language, vocab & length of utterance and echolalia

11. What aspects of intervention are unique to older, severely impaired clients with emerging
language?

Intentional communication, gesture & play, production and comprehension.

12. Define functional communication training (FCT) and its role in augmentative and alternative
forms of communication (AAC) provision for children with severe disorders.
Also called positive behavior support, FCT reduces challenging behavior incidents by using effective
communication. Having an adult model effective communication on both the AAC and with spoken
language helps establish effective communication with clients who use AAC, who are more likely to
have behavior incidents.