Almost forty years ago, Speech-Pathologist Ayala Hanen Mansolen created a language intervention program called It Takes Two to Talk – The Hanen Program. The program, which taught parents how to implement language intervention strategies in the home environment, was developed for children who had significant language delays. The program was based on the social interactionist perspective theory that input of language by the caregiver will evoke motivation and continued use of language by the child. The success of the program led to the establishment of the Canadian organization, The Hanen Centre (Hanen). Since its inception, Hanen has developed a variety of programs training parents/caregivers and speech-language pathologists (SLPs) to foster language skills in children with risk of language delays, language disorders, and developmental disorders, such as autism spectrum disorders (ASD), in the child’s most natural environment. The rationale behind Hanen’s approach is based on research conducted supporting the effectiveness of parent involvement in language intervention in a natural setting.
Hanen’s two most profitable programs are the It Takes Two to Talk (ITTT) and More Than Words (MTW) programs. However, very few of Hanen’s programs have been studied in research, and what little research that has been conducted has been completed “in-house” by Hanen’s own research scientists. While there is evidence behind parent involvement in language intervention strategies, very little external scientific research has been conducted to provide a clear conclusion as to the efficacy and effectiveness of Hanen’s parent-guided programs.
A Program for Language Delay: It Takes Two to Talk
ITTT, conceived in the 1970s, is a program designed to aid...
... middle of paper ...
...nt/caregiver communication modifications supporting the growth of language in the home with a child, language growth outcomes in many children were conditional upon the laboratory setting; no studies have shown effective language growth outcomes in the home setting. Further, the program lacks rigorous instruction and has been found to be overwhelming for the individual with limited knowledge and resources. Finally, it can be concluded that while The Hanen Centre has done a service by teaching parents/caregivers of children with language delay, language disorders, and developmental disorders how to modify their communication to foster language growth in the home, the child with a language disorder still needs focused therapy interventions by a licensed professional who can evaluate and determine the proper language targets that can be continued through the lifespan.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Shonkoff JP (2003). Language delay: Late talking to communication disorder. In CD Rudolph, AM Rudolph, eds.,Rudolph's Pediatrics, 21st ed., pp. 441–444. New York: McGraw-Hill.
The topic for today’s reading was, Interpreting the Language Assessment. In one of the assigned readings, Interpreting the Behavioral Language Assessment, emphasized that the purpose of the behavioral assessment is to provide the tester with enough information to design an individualized language intervention program for a specific child. Therefore, to establish an effective intervention program for particular child the tester must identify the most appropriate starting point for initial training. The tester should review each skill in relation to the entire set of skills identified in the assessment. It is usually best to focus on the development of a few key language areas at one time, even though the child may have weaknesses in several of the areas reviewed by the assessment. Also, it is important that the tester not simply pick the areas with the lowest scores and recommend training begin in those areas, because is very important to ensure that the instructor is able to observe the learner acquiring skills relatively short period of time, in order to maintain his motivation to continue conducting language training activities. Only a few areas are selected for the initial intervention, and the focus of the intervention will be continuously changed as the student acquires new skills. Finally, the language intervention program develops the child’s skills such that he could score at least a five on each of the areas of the assessment. This score of five in a specific area may indicate that a particular skill area may not require as intensive intervention as those skills with a lower score. Furthermore, for the second reading, The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism, stated t...
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
The article, “Three Treatments for Bilingual Children With Primary Language Impairment: Examining Cross-Linguistic and Cross-Domain Effects”, presents a study that was funded by a grant received from the National Institute on Deafness and Other Communication Disorders (NIDCD). A common developmental disorder such as the one examined in this study, Primary or Specific Language Impairment (PLI), is defined by poor language abilities not attributable to neurological, sensory, cognitive, or motor impairments or to environmental factors (Leonard, 1998; Schwartz, 2009). Children with PLI, show weakness in oral language that contribute to challenges in written language, significantly putting bilingual children with PLI at academic and social risk. The most obvious symptoms can shift with severity of the impairment, characteristics of the language(s) needed to be learned, and the child’s developmental stage. Bilingual children show significant impairment in both of their languages, as compared to their peers with similar language-learning experiences. Due to the significant lack of evidence needed to implement treatment protocols for bilingual children with PLI, researchers compared three different treatment programs that were administered by speech language pathologists (SLPs), on language and cognitive outcomes in Spanish/English bilingual children with PLI. Programs used a combination of computer-based and interactive training strategies.
As a high school student, I worked with a thirteen-year-old boy named Ricky as a sign language tutor. Ricky had autism and did not acquire speech other than the word “ma”. A high population of children with autism does not acquire speech, and intervention is needed. Other methods of intervention exist, but teaching signs is one of the most useful ways of giving nonverbal children the power of communication. Although researchers often seek to solve problems, I approach this topic from the perspective of a teacher. Teachers must grapple with educating a higher percentage of children with communicative challenges due to a growing diagnosis of autism. Special education policy must work to support the needs of these students while giving teachers opportunities to practice appropriate interventions. The success of sign language instruction will vary among children, but invested parents and teachers may be able to help a child realize his or her communicative potential.
...ting independence and autonomy, and encouraging confidence and self-esteem, all of which could be considered essential for developing social communication skills.” For the parents, praise can be a type of feedback and reinforcement for their own parenting skills and can also reflect the child’s skills and achievements (Millard et al.). Lastly, parents are encouraged to observe themselves through a short video recording that is made while they interact with the child after selecting certain targets for themselves. Some of these targets may include slowing down the rate of their speech to match that of their child’s, increasing response time latency, or lowering linguistic complexity to a level that is appropriate for their child (Millard et al.). Parents are then encouraged to identify their changes and explain why they think it benefits their child (Millard et al.).
Adamson, L., Bakerman, R., Deckner, D. & Romskey, M.(2008). Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome.
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
A pretend case study is provided and includes background information about Sarah’s family, health, foster care, and future needs. The Greater Chicago-land area was assessed and includes ten professional resources that would help assist Sarah with her difficulties. These resources include the professional’s name, the location of his or her practice, phone number, website, and the reason Sarah needs to see this professional. An interview was conducted to further understand what one profession includes, and how professionals would help this pretend case study. The interviewee also assessed Chicago’s strengths and weaknesses in terms of city community resources. Neglect negatively affects language acquisition and will explore examples, causes, consequences, and intervention for lack of language.
Many people who go to visit or work in another country suffer some misunderstanding from the local people, because they have a different culture. Different culture will cause disparity points of view about almost everything. In the article, Intercultural Communication Stumbling Blocks by Laray M. Barna, there are five stumbling blocks mentioned that are seen in a cross-culture communication. These blocks are: language, nonverbal signs and symbols, preconceptions and stereotypes, the tendency to evaluate and high anxiety. Barna wants to use these stumbling blocks to show the common blockades between different cultures. I agree with what she thinks about the language, nonverbal signs and symbols, preconceptions and stereotypes, and the tendency
SHANNON LOCKHART (2012) 'Supporting Communication, Language, and Literacy Learning With Infants and Toddlers', 26(3), pp. [Online]. Available at:http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol26No3_low.pdf(Accessed: 18-Mar-2014).
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.
Hulit, L. M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development (3rd ed.). Boston: Allyn & Bacon.
Parents are starting to catch on to the idea that a monolingual child may not have as many benefits as a bilingual child. In an interview with a parent of a bilingual child with autism, the father, Eugene Ryan, who now researches bilingual autistic children, explains how he went about deciding whether or not to raise his child to speak both Japanese and English. His concerns were that his son could be made fun of because he would be different for not speaking Japanese, because in Japa...