EXAM 2 REVIEW
Chapters 8, 9, 10 & 11
Foundations of Assessment, Presentations: CAS, Hearing Loss
○ IDEA 2004 (Individuals with Disabilities Education Improvement Act) in
2004
○ IEP (Individualized Education Plan)
■ what most children move to at 3 years of age after their IFSP
○ IFSP (Individualized Family Service Plan)
■ Info about the child’s status
■ Info about the family
■ Statement of the major outcomes expected to be achieved for the
infant or toddler and the family, and the criteria, procedures, and
timelines used to determine the degree to which progress toward
achieving the outcomes in being made and whether modification or
revisions of the outcomes or services are necessary.
■ Statement of specific early intervention services necessary to meet the
unique needs of the infant or toddler and the family, including the
frequency, intensity, and method of delivering services;
■ Statement of the natural environments in which early intervention
services shall be appropriately provided, including a justification of
the extent, of any, to which the services will not be provided in a
natural environment.
■ The projected dates for initiation of services and the anticipated
duration of services;
■ Identification of the service coordinator from the profession most
immediately relevant to the infant’s and toddler’s or family’s needs
who will be responsible for the implementation of the plan and
coordination with other agencies and persons; and
■ Steps to be taken to support the transition of the toddler with a
disability to to preschool or other appropriate services.
○ Service Delivery Environment
■ Hospital
■ Home-based (most natural)
■ Center or clinic based
■ Preschool based
○ Childhood Apraxia of Speech
■ Involves central motor planning difficulties affecting oral motor
movement including speech, but without affecting peripheral reflexive function. It affects the accuracy and sequencing of phoneme
production.
○ Biological/Environmental Risks
■ Biological
● Established right with highly predictable effects
● Secondary risks
● Low birth weight, adverse prenatal, perinatal & postnatal
■ Environmental
○ Life experiences
○ Often combined with other risks
○ May be an otherwise healthy baby
○ Ototoxicity- hearing loss
■ Typically medication induced; quality of being toxic to the ear (oto)
specifically being allergic to the cochlea/auditory nerve and
sometimes the vestibular system
○ Greenspan’s Stages and Ages
■ Floor Time(DIR): Turning in to Each Child
■ 4 stages
1) Engagement (0-8 months)
○ Alert to sights and sounds
○ Follows caregiver w eager eyes
○ Joyful smiles in response to interesting facial
expressions
○ Will engage, disengage, reengage in short periods
○ Learning to trust, love, feel emotionally close
2) Two-way communication (6-18 months)
○ begins to respond to caregiver gestures and to gesture
in return
○ initiates interactions and looks expectantly for
response--points to show wants and desires
○ initiates comforting and closeness by pulling on leg or
initiating hug
○ expresses anger by banging and throwing; later, by
mumbling privately
3)Shared Meanings (18-36 months)
○ engages in pretend play with others
○ engages adult in pretend dramas
○ Nurturing and care
○ Car crashing and monster chasing
○ Also enjoys playing alone
○ combines words and gestures – “me mad” “no bed”
○ communicates desire for closeness: word + gesture
○ can recover from anger and be cooperative 4) Emotional Thinking (3-5 years)
○ begins to distinguish real vs not real; logical
○ pretend play more complex; logical sequence
○ can follow rules and respond to limits; feels optimistic
and confident
○ begins to reason about feelings and connect them to
behaviors
○ knows what to say or do when to get a hug and other
closeness
○ Greenspan and Wieder’s DIR, 2005
■ Developmental
● understanding of the child’s emotional development relative to
six developmental milestones—shared attention and
regulation, engagement and relating, purposeful emotional
interaction, social problem solving, creating ideas, and
connecting ideas together and thinking logically
■ Individual Difference
● understanding of the child’s unique way of “taking in the
world—sights, sounds, touch, etc.—and responding to it,” and
how the “child’s individual differences can interfere with his or
her ability to relate, communicate, and think” (p. 1)
■ Relationship Based
● parental interactions that fit the child’s state of development
and individual differences
○ Joint Referencing/Joint Attention: attending to the same object/following
child’s lead during play
■ Parents bring objects in closer, shake them, and say “Oh look,”
eliciting gaze at object (4-6 wks)
■ Infant follows visually parent’s bodily movement
■ Parent’s movement of object of focus (8 wks)
■ Infant can distinguish vocalizations directed to him or her and seek
the source (3 months)
■ Infant can follow parent’s line of regard (i.e., direction of looking) and
soon, the infant’s response quickens when the adult says “Look!” (4
months)
■ Infant may respond to parent’s use of object of event name and
intonational pattern to establish joint reference (6 months)
○ Zone of Proximal Difference
■ The difference btwn what a learner can do without help and what he
or she can do with help
■ Symbolization
■ using 1 object to represent another (i.e., a block as a car)
○ Decontextualization ■ using actions in a playful manner away from typical settings (i.e.,
playing school with a teacher and student)
○ Decentration
■ using actions to play that they are unable or not allowed to perform in
real life (i.e., cooking, driving a car)
○ Millieu Teaching Techniques
■ Milieu procedures are typically used to increase the frequency of a
child’s communicating a specific request, although they may be used
to teach new communicative forms for vocabulary. Milieu techniques
necessitate that the environment be arranged in such a way that the
child is encouraged to initiate interactions. This ensures the child’s
motivation, increasing the likelihood of success. Parents follow child’s
lead and use prompts (i.e., time delay) to increase communication.
Responsivity Education/ Prelinguistic Mileu Teaching
○ RE/PMT: An approach for children between 9 to 15
months of age who are functioning at developmental
appropriate levels. If there are developmental delays,
these children may be 2 to 3 years of age.
○ Transactional Model – social communication
development “presumes that early social and
communication development are facilitated by
bidirectional, reciprocal in
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