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Session 3: Communication and Language Interventions            

Introduction and Major Points

Instructional Sequence

Recommended Readings

  1. Bardige, B.S., & Segal, M. (2004). Conversations in child care. Zero to Three, 25(1), 16-22.
  2. Chen, D. (1995). Understanding and developing communication. In D. Chen & J. Dote-Kwan (Eds.), Starting points: Instructional practices for young children whose multiple disabilities include visual impairment (pp. 57-72). Los Angeles: Blind Childrens Center.
  3. Chen, D. (1999). Beginning communication with infants. In D. Chen (Ed.), Essential elements in early intervention: Visual Impairment and multiple disabilities (pp. 337-377). New York: AFB Press.
  4. DiCarlo, C., Banajee, M., & Stricklin, S.B. (2000). Embedding augmentative communication within early childhood classrooms. Young Exceptional Children, 3(3), 18-26.
  5. Justice, L.M., & Kaderavek, J.N. (2003). Topic control during shared storybook reading: Mothers and their children with language impairments. Topics in Early Childhood Special Education, 23(3), 137-150.
  6. Lane, S.J., & Mistrett, S. (2002). Let’s play! Assistive technology interventions for play. Young Exceptional Children, 5(2), 19-27.
  7. Lu, M. (2000). The social root of language development (Report No. EDO-CS-00-05). Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. (ERIC Digest D154)
  8. McCathren, R.B., & Allor, J.H. (2002). Using storybooks with preschool children: Enhancing language and emergent literacy. Y
  9. Muñoz, M.L. (1998). Language assessment and intervention with children who have visual impairments. Austin: Texas School for the Blind and Visually Impaired.
  10. Reinhartsen, D.B., Edmondson, R.E., & Crais, E.R. (1997). Developing assistive technology strategies for infants and toddlers with communication difficulties. Seminars in Speech and Language, 18(2), 283-301.

Study Questions and Answers for Recommended Readings

Study Questions and Answers A: Bardige & Segal, 2004

Study Questions and Answers B: Chen, 1995

Study Questions and Answers C: Chen, 1999

Study Questions and Answers D: DiCarlo, Banajee, & Stricklin, 2000

Study Questions and Answers E: Justice & Kaderavek, 2003

Study Questions and Answers F: Lane & Mistrett, 2002

Study Questions and Answers G: Lu, 2000

Study Questions and Answers H: McCathern & Allor, 2002

Study Questions and Answers I: Muñoz, 1998

Study Questions and Answers J: Reinhartsen, Edmondson, & Crais, 1997

Activities

Handouts

Handout A: EIVI Training Center. (2005). Communication and emergent literacy vignettes, Session 3. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout B: EIVI Training Center. (2005). Missions and roles for professionals with expertise in communication and language development. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout C: McWilliam, R.A. (2003). Routines-based assessment. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout D: Sapp, W.K. (2005). Naturalistic intervention strategies. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout E: EIVI Training Center. (2005). Principles of communication and language intervention. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout F: Rowland, C., & Schweigert, P.D. (2000). Generic intervention goals. In C. Rowland & P.D. Schweigert (Eds.), Communication development and teaching strategies for children with severe and multiple disabilities: Presymbolic communication and tangible symbol systems (p. 7). Portland: Oregon Health and Science University Design to Learn Projects.

Handout G: Sapp, W.K. Rowland, C., & Schweigert, P.D. (2000). Presymbolic communication: Key elements of individualized instruction. In C. Rowland & P.D. Schweigert (Eds.), Communication development and teaching strategies for children with severe and multiple disabilities: Presymbolic communication and tangible symbol systems (p. 8). Portland: Oregon Health and Science University Design to Learn Projects.

Handout H: Sapp, W.K. (2005). Examples of adaptive and nonadaptive transactional interactions that impact communication development. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout I: Field, E.I. (2005). Suggestions for caregivers of children with echolalia. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout J: Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: Conventional gestures to emergent language for learners with sensory impairments. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 56-57). Baltimore: Paul H. Brookes.

Handout K: EIVI Training Center. (2005). Assistive technology resources for very young children. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout L: Smith, M., & Bishop, V. (2005). Millie Smith: Communication and emergent literacy. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

PowerPoint Presentation (2.8 mb)

TitleClip IDLengthLength With Video Description

Interpreting Subtle Cues

CL 3-01

1 min, 26 sec

1 min, 58 sec

Effective IFSP Meetings

CL 3-02

6 min, 39 sec

7 min, 13 sec

Matching Communication

CL 3-03

2 min, 30 sec

3 min, 43 sec

Austin: Social Games

CL 3-04

2 min

2 min, 36 sec

Turn-Taking Games

CL 3-05

42 sec

42 sec

Language Modeling

CL 3-06

41 sec

52 sec

Interacting During Daily Routines

CL 3-07

1 min, 52 sec

2 min, 42 sec

Michaela at Preschool

CL 3-08

4 min, 6 sec

5 min, 13 sec

Touch and Object Cues

CL 3-09

2 min, 6 sec

2 min, 29 sec

Facilitating Communication With Assistive Technology

CL 3-10

1 min, 30 sec

2 min

Millie Smith: Communication and Emergent Literacy

CL 3-11

9 min, 41 sec

10 min, 50 sec

Quiz