Language Disorders:from Infancy through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating

Rhea Paul, PhD, CCC-SLPProfessor, Yale Child Study Center

New Haven, Connecticut

Courtenay F. Norbury, PhD

Senior Research Fellow Department of Psychology Royal Holloway University of London London,England

pages 215-238

developing family-centered clinician practice(p.215)

first encounter with family

allow and encourage family members to describe interests before describing services

provide choices and allow family to make decision.

avoid being too nosy

let family know what information you have received from other professional and ask whether they feel it is accurate and unbiased.

reaffirm confidentiality

respond quickly and don't push familiies off until "later"

gathering client and family data

requires continuous opportunities for gathering exchanging,and interpreting information.

families should have the opportunity to be present for all discussion

it should be convenient for the family to participate

the language used in communicating with families should be readily understood (e.g.,jargon-free,using the family's own words)

involving family in assessment process

assessment should be shaped by family priorities and information needs

assessment should meet the needs of the family rather than the needs of the program or staff

preferences for family involvement should be identified and honored

reporting assessment information to family

assessment information should be shared at a time and place that are suitable for family members

families should decide who will be present and how the information will be shared

families should decide what type of assessment information will be helpful to them

families should determine when intervention planning will take place

planning intervention program with the family

parents should have the opportunity to be involved in all planning meetings related to the client and family

intervention plans should be designed to fit within the family's daily routine

families should be the ultimate decision makers regarding intervention planning;individualize practices to match parent needs and preferences

the written plan should be easy for family to understand and use,and flexible enough to allow ongoing changes

throughout all contacts

support,trust,and respect parents

use a strengths-based approach

understand and accept parent's perceptions and experiences

coordinate professional team

how can we help?(p.225)

需要得到哪些方面的幫助？

considerations in feeding older prelinguistic children(p.228)

food choice

keep cold foods cold and hot foods hot so that the child can experience temperature differences;be careful not to overstimulate child with foods that are very hot or very cold.

a balanced diet

equipment for feeding 

positioning

developing cup-drinking skills 

developing spoon-feeding skills

developing chewing skills

cautions

training resources for parents of preintentional infants(p.230)

videos for training parents of infants(p.232)

children may enter the emerging language stage at any age,of course,just as the child with prelinguistic communication can be of any age.

18-36 months

issues in early assessment and intervention

screening and eligibility for services

early intervention is effective,often resulting in faster gains than those seen in normal development

for toddlers who have delays in cognition,motor,social,and other areas besides language,evaluation is clearly warranted.

when a toddler with slow language development shows significant risk factors,intervention is clearly warranted

children with cognitive deficits,hearing impairments or chronic middle ear disease,social or preverbal communicative problems ,dysfunctional families,risk associated with their birth histories,or family history of language and reading problem should receive highest priority for intervention.

early language intervention may serve a secondary preventive function,then,helping to minimize later effects on learning even when the more basic oral language problem resolve.

intervention for late talkers not only increased their language skills but resulted in improvements in social skills and reductions in parental stress.

pridictors and risk factors for language growth in toddlers(p.236)

predictors of need for intervention

language(language producation;language comprehension;phonology;imitation)

nonlanguage(play;gestures;social skills)

risk factors for language delay

males more vulnerable to delay than females

otitis media

prolonged periods of untreated otitis media

family history

family members with persistent language,reading,and learning problems

parent characteristics

low maternal education

low SES

more directive than reponsive interactive style

produces less talk contingent on child's productions 

high parental concern

instruments for evaluating children under 3 years of age(p.237)

perhaps the best approach for late talkers without additonal risk factors is to provide parent training in language facilitation techniques,rather than direct intervention.

transition planning

a variety of ways SLPs can be effective members of transition teams

1.providing families with information  and support to participate in transition planning

2.setting aside time to work with team members from both early intervention and preschool service providers to prepare a timely transition plan

3.sharing information about adaptations,accommondations,resources,and developmentally appropriate activities with preschool staff

4.actively helping preschool staff prepare the necessary services and supports to promote successful preschool placement

family-centered practice

spending time with the family to learn about their vision for the child and discussing what parents would like to see their child do as a result of intervention

finding out what families expect from the program at the outset and discussing expectations in order to come to a consensus about what is reasonable to expect

including the family's assessment of the child in the assessment report;writing the report in the words used by the family

including multiple ways for families to be involved in the child's program;providing choices and options

working together with families to choose natural environments as a source of learning opportunities

reviewing progress with families to make sure new skills are used consistently across natural environments

identifying important people with whom the child needs to practice communication skills

working with families to find ways to use children's interests to involve them in evryday learning opportunities

providing families with opportunities to be involved in both direct work with their child and acquiring new knowledge and skills for interacting with their child

enabling parents to decide on the correct balance for their family

communicative skills in normally speaking toddlers