1. Lindgren Child Care Center Early Childhood Professionals Conference Sarah Smits-Bandstra, Ph.D. CCC-SLP Communication Sciences and Disorders St Cloud State University Session IV (2:00 – 3:45pm) Jan 7, 2012

2. Immersing Children in Language

3. Agenda 1. Prevention 2. Intervention 1. Enrichment

4. Prevention Knowledge of Milestones is critical We all know motor milestones We are less familiar with speaking milestones

5. MOTOR QUIZ Rolling over around _______ months Sitting up at _________ months Walking at ______ months First teeth at _______ months Toilet trained by __________ years

6. SPEECH AND LANGUAGE QUIZ Pointing by __________ months Elaborate babbling (2 sounds, e.g., ba da) by _________ months First words occur at ______ months Two words together at _______ months At least 5 speech sounds (e.g., p, b, m, n, t) by __________ months By twenty-four months boys have _______ words and girls have ________ words.

7. SPEECH AND LANGUAGE MILESTONES Pick at Brochure from the front Write below something surprising that you learned.

8. Key is to identify children early and refer them early. Brain is most able to make significant changes in the first 5 years. Prevention

9. What do you do if there is a problem? Roosevelt Early Childhood Center 3015 3rd Street N St. Cloud, MN 56303 Early Childhood Services: Phone: (320) 253-5828 Fax: (320) 529-4320 Assessment: (320) 252-0415 E-mail: roosevelt@isd742.org Public Entrance: Door #2roosevelt@isd742.org

10. What do you do if there is a problem? Speech-Language and Hearing Clinic 103 Brown Hall 720 Fourth Avenue South St. Cloud, MN 56301-4498 320-308-2092 320-308-6441 FAX csd@stcloudstate.edu www.stcloudstate.edu/csd/clinic/

11. What do you do if there is a problem? Benton Sterns Education District Early Intervention Services 517 Second Street South | P.O. Box 299 Sartell, Minnesota 56377 320-252-8427 Help Me Grow at 1-866-693-4769

12. Prevention We can make a big difference and prevent problems that arise from becoming long- term problems. We are critical, how we interact with kids is critical, language models we provide are critical You should definitely be paid more!

13. Intervention Assess the child’s conversation type Initiator Responder Passive Own Agenda

14. Intervention Assess the child’s conversation type Initiator Responder Passive Own Agenda

15. Intervention Assess the child’s conversation type Initiator Responder Passive Own Agenda

16. Intervention Assess the child’s conversation type Initiator Responder Passive Own Agenda

17. Intervention Assess YOUR usual role Cheerleader Director Helper Timekeeper Entertainer Quiet Responsive Partner

18. When the roles don’t match

21. The Responsive Partner Observe Wait Listen

22. What is the child paying attention to? 1. Before “butting in”, stand back for a moment to observe what the child is focused on. 2. Focus on this same thing. 3. Imitate the child’s actions, sounds and words to show you are interested.

23. OWL Practice 1. Get into pairs 2. One of you be the child, of you the caregiver 3. Child play with your toy as per instructions 4. Caregiver teach your child language as per instructions

24. OWL Practice 1. Get into pairs 2. One of you be the child, of you the caregiver 3. Child play with your toy 4. Caregiver OWL

25. Comments Comments instead of questions Dinosaurs Roleplay Ideas: Expectant look Noise (hmm, ohh?) What now? Or Now what? Tell me more…

26. Model at child’s level Model at child’s level (momodejawampatutum) RULE: one word more than the child If child says only a few words, teach a new word by saying it all by itself. If child says several words (e.g., mommy), add a word (e.g., mommy bye bye) If child says short sentences (him going) add the missing information (He IS going)

27. What would the child say? No, help, more Don’t!, Stop it! I don’t like that Can I play? Can I have a turn? Pee or Poop (potty) I am eating I am fast I like it

28. Shocking Realization! When you are trying to get a child to talk, you need to talk less and wait more.

29. Routines Teach the same words and phrases every day, then say less and less, and let the child say more and more. e.g., time to go outside …………. what time is it? e.g., Snowpants on first…………….what now? e.g., I love snack……………………..……mmm e.g., Listen! Mommy’s coming…… Listen!

30. Engaging the delayed child Will play inappropriate roles May interact with teachers not peers Will not be invited by peers Will not “instinctively” be social and interact with others Need to be paired with SOCIAL child, interactions need to be planned and facilitated as regular part of routines

31. Engaging the delayed child 1. Step in – 2. Set up – 3. Fade out -

33. Engaging the delayed child Redirect comments/questions to peers

34. Second Language Learners Same problems as delayed child with peers

35. Second Language Learners

36. HANEN WWW.HANEN.ORG Especially for child-care providers LEARNING LANGUAGE AND LOVING IT. ABC and Beyond