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SOCIAL-EMOTIONAL LANGUAGE DEVELOPMENT IN YOUNG CHILDREN

SOCIAL-EMOTIONAL LANGUAGE DEVELOPMENT IN YOUNG CHILDREN. By Janice Nathan, M.S., CCC-SLP Nathan Speech Services www.nathanspeech.com nathanspeech@aol.com. “ Labels ” Frequently Associated with Social-Emotional Language Disorders. ADHD Specific Language Impairment Traumatic Brain Injury

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SOCIAL-EMOTIONAL LANGUAGE DEVELOPMENT IN YOUNG CHILDREN

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  1. SOCIAL-EMOTIONAL LANGUAGE DEVELOPMENT IN YOUNG CHILDREN By Janice Nathan, M.S., CCC-SLP Nathan Speech Services www.nathanspeech.com nathanspeech@aol.com

  2. “Labels” Frequently Associated with Social-Emotional Language Disorders • ADHD • Specific Language Impairment • Traumatic Brain Injury • Autism Spectrum Disorder(HFA, PDD, PDD-NOS, Asperger’s) • Fetal Alcohol Spectrum Disorder (FASD) • Oppositional Defiant Disorder (ODD)

  3. Specific Characteristics of Executive Dysfunction (Interdisciplinary Council on Developmental and Learning Disorders (ICDL), Vol. 7, 2003, by Bialystok, et. Al.) • Children with Executive Dysfunction have difficulty with: • Disengaging attention from an object or thought • Shifting attention and planning • Choosing between a set of equivalent alternatives • Interpreting rules given verbally • Following arbitrary or unstructured procedures

  4. WHO ARE YOU AND WHY SHOULD I CARE Frontal Lobe and Limbic System Inappropriate social behavior Mood swings Inability to comprehend and respond appropriately to others’ behavior Difficulty or inability to imitate and learn from others’ actions Decreased recognition of emotions. Decreased expression of empathy Decreased ability to understand “social rules.” Limited ability to apply past experiences (world knowledge) to novel situations.

  5. The Development of Pragmatic Language • Pragmatic language is the use of language for social communication and requires a well-developed theory of mind and executive functioning. • Social communication begins in infancy through the development of coordinated attention, which consists of three components: gesture at object, gaze between object and communicative partner and vocalization. This has been identified as a diagnostic marker for typical development versus atypical language development in infants at six months of age (Dr. Stanley Greenspan. ICDL Conference, 2007).

  6. THEORY OF MIND DEVELOPMENTAL MILESTONES(6-60 MONTHS OF AGE)(American Journal of Speech-Language Pathology, Vol. 15, No.2, May 2006, by Carol A. Miller)

  7. IMPORTANTSOCIAL DEVELOPMENTAL MILESTONES (12-60 MONTHS OF AGE)(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)

  8. IMPORTANT SOCIAL DEVELOPMENTAL MILESTONES (Continued)(12-60 MONTHS OF AGE)(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)

  9. IMPORTANT SOCIAL COMMUNICATION MILESTONES (12-60 MONTHS OF AGE)(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)

  10. IMPORTANT COMMUNICATION MILESTONES (12-60 MONTHS OF AGE)(from “DO-WATCH-LISTEN-SAY,” 2000 ed., by Kathleen Ann Quill)

  11. Look at Behavior as a form of Communication!!! These children become easily and quickly overwhelmed when we are asking their brains to do that which is most difficult, i.e., using language for reasoning and problem solving. • Their brain is havingdifficulty self-regulating, i.e., staying calm and organized (coping skills). • Coping skills are tied to emotional development. Language is a KEY FACTOR to emotional development (from Wagner et. al. (2005). The Children and Youth We Serve: A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education. Journal of Emotional and Behavioral Disorders, Vol. 13, No. 2, 79-96.)

  12. Stages of Learning • Developing social-emotional communication skills involves learning how to apply existing knowledge to new contexts and situations • Learning takes place in three stages: • Don’t know it at all • Emerging • Mastery “Where is the child on the learning continuum?”

  13. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP) Choice-making A critical component of problem-solving is the ability to hold on to two or more pieces of information, while at the same time comparing and contrasting one's choices BEFORE making a final decision.

  14. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP)(Cont.) Developing world knowledge World knowledge is developed by personal experiences and watching/listening to others. In addition to choice making, a child needs to activate world knowledge (i.e., every experience one has encountered), and compare and contrast the choice that was made with his/her life experiences, in order to decide on a logical response to the current situation or problem. • In-depth Vocabulary Knowledge • Typical children learn, store and use novel vocabulary after one or two exposures to the word. This is known as "fast mapping." After the initial exposure, typical children gain a more in-depth understanding of vocabulary during their daily experiences. For example, the word "close," as in, "My neighbor lives close by," will have different meanings to different children depending on their world knowledge. Children that live in rural areas will have a different understanding of the concept of a "close neighbor" versus children growing up in New York City.

  15. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP)(Cont.) In-depth Vocabulary Knowledge Typical children learn, store and use novel vocabulary after one or two exposures to the word. This is known as "fast mapping." After the initial exposure, typical children gain a more in-depth understanding of vocabulary during their daily experiences. For example, the word "close," as in, "My neighbor lives close by," will have different meanings to different children depending on their world knowledge. Children that live in rural areas will have a different understanding of the concept of a "close neighbor" versus children growing up in New York City.

  16. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP)(Cont.) Pausing and Reflecting Making complex decisions requires the ability to pause and think about our choices in relation to our world knowledge and current situation. Responding with no pausing or repeating the last thing one has heard are examples of a limited ability to stop and think about novel information.

  17. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP)(Cont.) Asking for Help The ability to understand what a problem "feels" like (e.g., a sensation of tightening in the stomach), and recognizing that when there is a problem that is unable to be independently resolved means that assistance is required is a very abstract concept that requires all of the above-listed components.

  18. Research-based Intervention to Promote Problem-solving Skills (Developed by Janice Nathan, M.S., CCC-SLP)(Cont.) Mental State Vocabulary (i.e., learning the "shades of gray" in between the black and white) Verbs such as "think”, “know”, “believe" are considered mental state verbs as they describe thoughts and not actions. In order to increase self-regulation or what are known as "coping skills," one has to understand that the category "mad" has many different degrees , e.g., annoyed, frustrated or enraged. Each emotions word will have a different type of response, depending on the degree.

  19. Setting the Stage for Social Communication and Executive Functioning The crux of Social Communication and Executive Functioning Disordersis the inability to use previously learned knowledge to new situations. These children need to be explicitly and concretely be taught “how to” before they can be expected to independently complete activities. THEY NEED LOTS OF REPETITION, REPETITION, REPETITION, REPETITION, REPETITION!!!!!

  20. Setting the Stage for Social Communication And Executive Functioning(by Janice Nathan, M.S., CCC-SLP) Learning How to Solve Problems - Teach the rules: “Everyone has to learn how to be the boss of their brain. We have to help our brains learn so that we don’t stay stuck where we are.” Teaching childrentheHard vs. Easy Concept. • “Hard” is what we call something that our brain hasn’t had a chance to practice yet. • “Easy” is what we call something after our brain has had a chance to practice.

  21. Setting the Stage for Social Communication And Executive Functioning (Cont.) • Modeling behaviors (to help develop Self-talk strategies): • “I am smart.” • “I need help.” • “This is what hard feels like.” “This is what learning feels like.” • “Please, say it again.” • “I need more time to think.” • “Give me choices.”

  22. Setting the Stage for Social Communication And Executive Functioning (Continued) (by Janice Nathan, M.S., CCC-SLP) Concretely and explicitly explain that we each have to learn to be the “boss of our brain.” It is the child’s responsibility to show the adult that he/she can do this without adult intervention, a.k.a. empowering the child! Self-talk Empowering phrases: • Listening EYES and ears. • No bad guesses. • Uh,oh! Your brain’s stuck! • Don’t let your brain tell you what to do! • Slow your brain down. • Your brain is trying to go to sleep on you. [Response to: “I don’t know.”; “That’s too hard!”; etc.] • You are too smart to let your brain be the boss! • Everyone has to [fill in the blank]. [“name(s)”] has to fill in the blank. It’s not a choice. • Nobody’s perfect. Name(s)isn’t perfect. You don’t have to know everything, but you DO HAVE TO SHOW TRYING.

  23. SOCIAL COMMUNICATION:Teaching the Rules (Continued) LEARNING TO ASK FOR HELP. • You are showing me you need help (describe and imitate everything you see and hear). • When you show me you need help I WILL HELP YOU. • I will count to (either 5 or 10 depending on needs of child) and you will (expected behavior) by yourself, or I will help you. • Count and then say either: 1. Thank you for (expected behavior), and showing me you do not need help. 2. (Child’s name) is showing me he/she needs help, and I will help him/her.

  24. SOCIAL COMMUNICATION:Teaching the Rules (Continued) “THE ONLY REASON WE HAVE CONVERSATION IS TO SHOW PEOPLE WE LIKE THEM.” • We have to SHOW listening, and ONLY eyes SHOW listening (give example of turning your back to child while talking). • We have to watch the moving mouth, or we will NEVER KNOW when it’s OUR TURN TO TALK. • We can say three things about our topic, and then we ASK A QUESTION (e.g., “Do you like to play with trains?”). • When the speaker’s mouth stops moving, we comment to show them we like them (e.g., “Cool, then what happened?”)

  25. “Fading Support” • Should we fade support for a … • visual dysfunction? • Hearing dysfunction? • Physical dysfunction? • Cognitive dysfunction?

  26. References • http://www.icdl.com/staging/ • http://www.brainconnection.com/ • http://focusonadhd.com/ • http://www.ldonline.org/ • http://www.apraxia-kids.org/ • http://www.schoolbehavior.com • http://trainland.tripod.com/pecs43.htm

  27. References (Continued) • http://www.pattan.k12.pa.us/ • http://sitesforteachers.com/index.html • http://autism-support.org// (formerly ABOARD) • http://www.autism-society.org • http://www.nldline.com/executive_functioning.htm • http://www.asha.org • http://www.thegraycenter.org/Social_Stories.htm

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