Words Your Child Should Know: Food and Drink (A to D)

Below are words your child should know about food and drink, A to D, with the word’s corresponding ASL sign.

*These words were selected from the MacArthur-Bates CDI Words and Sentences assessment.

Words Your Child Should Know: Animals (E to O) in ASL:

Animals your child should know, from E to O, and in 

*These words are selected from the MacArthur-Bates CDI Words and Sentences assessment.

Words Your Child Should Know: Animals (A to D)

Animals (A to D) that your child should know:

*These words were taken from the MacArthur-Bates CDI Words and Sentences assessment. 

What Is…Executive Function?

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Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as:

  • planning,
  • organizing,
  • strategizing,
  • paying attention to and remembering details, and
  • managing time and space.

How Does Executive Function Affect Learning?

In school, at home or in the workplace, we’re called on all day, every day, to self-regulate behavior. Executive function allows us to:

  • Make plans
  • Keep track of time and finish work on time
  • Keep track of more than one thing at once
  • Meaningfully include past knowledge in discussions
  • Evaluate ideas and reflect on our work
  • Change our minds and make mid-course corrections while thinking, reading and writing
  • Ask for help or seek more information when we need it
  • Engage in group dynamics
  • Wait to speak until we’re called on

What Are the Warning Signs of Executive Function Problems?

A student may have problems with executive function when he or she has trouble:

  • Planning projects
  • Comprehending how much time a project will take to complete
  • Telling stories (verbally or in writing), struggling to communicate details in an organized, sequential manner
  • Memorizing and retrieving information from memory
  • Initiating activities or tasks, or generating ideas independently
  • Retaining information while doing something with it, for example, remembering a phone number while dialing

Source: http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-executive-function

How To: Add Language To Your Daily Routines

Sara spends hours on the bus with Harry every week, to and from services, work, and daycare. Here is a language lesson that any parent like Sara could use to incorporate language into their daily bus ride.


HOW TO: Add language to a bus or train ride

https://www.atlantaspeechschool.org/TALK

  1. Using the TALK strategy: Become a narrator of your child’s world by using the TALK strategy and Tune In, Ask Questions, Lift the Language, and Keep it Going to what your child is looking at and naming it or describing what’s happening.
  2. Vocabulary: Tier 1 words (basic words) for younger children or children with 1-2 spoken/signed words (i.e. trees, cars, bus, train, people, eating, running, jumping, let’s hurry, uh oh!) and Tier 2 words for older children (3 years and up) or children with 3 or more words spoken or signed

101 Tier 2 Words:

1. Abundance- more than enough of something

2. Admire- to like the way something looks

3. Advice- what you think someone should do

4. Annoy- to bother

5. Appear-to show up

6. Arrange- to put something in order

7. Arrive- to get somewhere

8. Assist- to help

9. Astonished- very surprised

10. Attentive- pay attention

11. Available- ready to be used

12. Avoid- stay away from

13. Brief- a short time

14. Cautious- careful

15. Collect- to get things together; to pick up things that belong together

16. Combine- to mix or put together

17. Comfort- to make feel better

18. Comfortable- to feel good

19. Communicate- to let someone know what you think or feel

20. Compare- to see how things are alike and different

21. Complete- finish

22. Concentrate- to think about something really hard

23. Concerned- worried

24. Confused- when you don’t understand

25. Contain- to have or hold something inside

26. Corner- the point where 2 sides come together

27. Correct- right

28. Create- to make

29. Curious- want to know

30. Dangerous- not safe

31. Delighted- happy

32. Demonstrate- to show how to do something

33. Describe- to tell about something

34. Destroy- to tear up; to ruin

35. Determined- to keep working at something until you get what you want; to not give up

36. Difficult -hard to do

37. Disappear- to go away

38. Disappointed- upset because things did not work out the way you wanted them to

39. Discover- to find out about something

40. Dispose- to throw away; get rid of

41. Eager- really ready for something to happen

42. Edible- you can eat it

43. Enormous- really big

44. Entire- the whole thing; all of something

45. Envy- want what somebody else has

46. Equal- the same as

47. Event- something that happens

48. Except- all but

49. Excited- really happy about something; having a lot of energy

50. Expect- to think something will happen

51. Expensive- cost a lot of money

52. Extraordinary- really special; very different and wonderful

53. Familiar- you’ve seen it before or you already know it

54. Famous- known by a lot of people

55. Fancy- really special

56. Favorite- the one you like best

57. Fewer- not as many

58. Fragile- breaks or gets hurt easily; not strong

59. Frustrated- feeling upset when you keep trying to do something but it doesn’t work

60. Identical – the same in every way; exactly the same

61. Ignore- not pay attention to

62. Imitate- do the same thing somebody else does

63. Immense- really big; huge

64. Impossible- can’t be done

65. Introduce- to show for the first time; to meet for the first time

66. Invisible- you can’t see it

67. Locate- to find

68. Marvelous- wonderful

69. Observe- to watch carefully

70. Occupied- being used by someone else

71. Ordinary- plain; regular; not special

72. Organize- to put in good order

73. Patient- to wait nicely

74. Peculiar- strange

75. Pleased- happy with something

76. Plenty- a large amount; a lot

77. Popular- liked by a lot of people

78. Predict-to say or to guess what is going to happen

79. Problem- when something goes wrong

80. Protect- to keep safe

81. Protect- to keep safe

82. Proud- to feel good about yourself; to feel good about something you did

83. Purchase- to buy

84. Recall- to remember

85. Remain- to stay

86. Remove- take away

87. Repair- to fix

88. Repeat- to do again

89. Ridiculous- very silly

90. Select- to choose

91. Separate- take apart

92. Similar- the same in some ways but not all

93. Simple- easy to do

94. Solution- a way to fix something that went wrong

95. Supplies- things you need

96. Transfer- to move from one place to another

97. Unusual- different; really special; not familiar

98. Useful- can be used a lot

99. Vanish- to go away fast

100. Variety- different kinds of one thing

101. Visible- you can see it

Monday: A Day in the Life

Meet Harry, who is 24 months old. He was identified at 8 months old with a profound hearing loss. He now has bilateral cochlear implants. His mom, Sara, has chosen Listening & Spoken Language as his modality. They receive services at the Auditory Verbal Center.

8:03 AM
Sara has slept through her alarm and baby Harry’s auditory-verbal therapy is at 10 AM on the other side of town. When Sara realizes this, she rushes to get Harry up and ready to go. Their bus picks them up at 8:25, so they don’t have even a second to lose. If they miss this bus, they will miss their therapy appointment, which will take another four weeks to reschedule. At 8:24, they make it to their bus stop, which is, luckily, right outside their apartment. They hop on the bus and head off to the Auditory Verbal Center.

Sara has been tossing and turning for the past six months, ever since her pediatrician told her that if Harry doesn’t receive the proper early intervention services, he will not have the language he needs to learn how to read. Sara’s a single mother whose worries range from How will I make rent this month? to Will my baby ever talk?
She wonders if she’s reading to him enough, talking to him enough, interacting with him enough.
Harry is a happy baby, interested in the world around him and the new sounds he hears every day. He enjoys reading books with his mommy and he has just started saying “mama.” Sara was overjoyed to hear her baby boy speak her name…

The 100 Babies Project

100BabiesInfographic

More about the 100 Babies Project, in the words of former Project Manager, Dr. Jessica Bergeron:

“Georgia Pathway started off as a community of practice for teachers, teachers who serve children who are deaf and hard of hearing. It started in June of 2011 in an effort to provide online support for teachers and improve their practices around literacy. We are the only group to combine LSL (Listening & Spoken Language), state-run ASL (American Sign Language)/bilingual programs, with county comprehensive programs with the common goal of grade level reading. We are the only group of our kind. Our 3rd grade goal is the same as our governor’s, which is that all children will be on a path to 3rd grade reading by 2020. Once we became a coalition in 2012-2013, we were working together to examine research-based practices that promote literacy development. Then, we recognized that we couldn’t be successful if we didn’t also target the system from birth to three. We then had a coalition meeting in June 2013. At that meeting, we made an effort to target the system, all of the people within the system instead of just teachers. This included policymakers, pediatricians, Department of Public Health, et al. Many great things happened at that meeting, but one of the best things that happened at that meeting was the creation of action teams. The Funding and Policy Action Team included Dr. Brenda Fitzgerald who is the Commissioner of the Department of Public Health in Georgia. She declared at that meeting that the next 100 babies who are diagnosed with hearing loss in Georgia would be on a path to grade level reading. She committed herself to making the changes that were needed to make it happen.

The mission of the 100 babies project is to create an efficient system that ensures that all children will be on a path to grade level reading. At the beginning of the project, the coalition started at the beginning of the literacy process, from pre-birth medical visits to 3rd grade reading, examining all interactions that would promote language growth, which is the foundation for literacy. It was an investigation of all parties that contribute to a child’s birth to literacy plan. It helped the coalition identify gaps and system failures. The gaps were places where issues arose that weren’t owned by any particular agency. The agencies have taken responsibility for their part. We are committed to staying six months ahead of the process. The 100 Babies is a first-run, testing the working system in place in Georgia for babies birth to 3rd grade. The breakdown of the project begins with investigation, then helping agencies problem solve and trouble shoot, and finally filling in the gaps. For each transaction, the focus is twofold. What capacity are we building in parents to empower their children? And how is this step building that child’s language?”

Stay tuned for more information about how you can get involved in this groundbreaking work!

 

A Baby’s Language Development: Motor Imitation

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One of the most important early steps in [language and] speech development is to copy or imitate movements.

Helping your child learn to imitate movements will improve eye contact and interaction. Set aside one or two periods a day to focus on movement imitation. Establish a time and place that eliminates distracting noises and reduces visual distractions. No specific time period is recommended. You know your child best. Remember these sessions should be enjoyable for you and your child.

To begin, sit at your child’s eye level in a face to face position. This will assist eye contact and help direct attention. Children may be in a high chair during these play sessions to focus attention and reduce the tendency to roam the house. The following activities are perfect for beginning to learn to imitate.

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Make a box of functional objects that can be used for imitation. Your box may include: cups, blocks, cars, spoons, balls, hats, small boxes to open and close, toy hammer, toy vehicles, etc.

There is no specific number of skills that your child must learn. The above activities are suggestions. Use your imagination!

The above article was written by Linda Mawhinney & Mary Scott McTeague, which can be found in their book, Early Language Development. You can find their book online.

For a helpful chart that outlines imitation and child development, visit http://www.cde.ca.gov/sp/cd/re/itf09cogdevfdimit.asp from the California Department of Education.

A Baby’s Language Development: Turn Taking

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Turn-taking is essential in conversation as speech, language, [and sign] develop. In infants and toddlers, this skill begins in play and during joint attention and interaction. Taking turns is one of the early goals that your child will need to practice to become an effective communicator.¹

Play Activities to Encourage and Develop This Skill:

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Helpful Hints

  • Keep the objects for the activity out of your child’s reach. This allows you to control turn-taking and develop the skill.
  • Provide your child with tactile, visual, and verbal cues. Pat your chest when it is your turn. Take your child’s hand and use it to pat his/her chest for his/her turn.
  • Create anticipation. Engage your child in routine games that create anticipation. For example, you might play peek-a-boo, pat-a-cake, sing songs, or read familiar books with repetitive phrases. During activities, pause and allow your child to anticipate what comes next.
  • Wait for your child to respond. Show your child that you’re eager to hear [or see] their ideas, by actively listening [and watching]. Lean in close, and give your child attention through eye contact and eager facial expressions. Most importantly, give your child ample time to respond by simply waiting.
  • Explain “talking-turns” or [“signing-turns”]. For older children, introduce the concept of “talking turns” [or “signing-turns”]. Encourage your child to let other people have their talking [or signing] turn, and wait for their own turn to talk [or sign]. You might even narrate this (e.g. “It’s mom’s talking turn right now” or “Now it’s your talking turn!”).

1. Mawhinney, L. & McTeague, M.S. (2004). Turn Taking. Early Language Development. Super Duper Publications.

http://www.superduperinc.com/products/view.aspx?pid=bk315#.UqYJ_7Eo7ow

2. Swallow, D. “Turn Taking and Language Development.” North Shore Pediatric Therapy. http://nspt4kids.com/parenting/turn-taking-and-language-development/.

*The wording from the above articles has been changed slightly to include all language modalities.

A Baby’s Language Development: Joint Attention

kid boy and mother playing together with cup toys

What is Joint Attention?

From birth, parents respond to their infant’s coos, smiles, and movements as though they are meaningful communicative acts, and may smile, vocalize, or otherwise imitate their infant’s actions. These types of exchanges, sometimes called “proto-conversations,” are important for the infant’s developing emotional and social competence, including bonding and attachment, as well as early understanding of turn-taking and meaningful communication.

Beginning around six months, as infants become more mobile and start to explore the world around them, the focus of their attention shifts to the objects in their environment. Soon after that, they begin to coordinate attention between caregivers and objects in a meaningful way by looking, for example, back and forth between the caregiver and the object. This kind of shared focus between a child, a caregiver, and an object or event is known as joint attention. ¹

The Importance of Joint Attention

Infants’ ability to engage in joint attention is an important developmental milestone. Joint attention serves as a foundation for developing communicative competence and is one basis for the development of early social and cognitive skills.
For both hearing and deaf children, joint attention interactions are also crucial for language development. Specifically, the language children hear and see during this particular type of interaction with their caregivers is strongly linked to early vocabulary development. When caregivers share attention with their infants, and comment on the object or event on which the infant is focusing, infants acquire new words more easily and efficiently than if the caregiver simply attempts to redirect the child’s attention. Joint attention interactions that focus specifically on shared book reading have also been linked to later language development and reading ability.¹

How to Develop This Skill (Listening & Spoken Language)

  • Tell your child, “Look at me,” then tap his/her face and then your face. After you have given this verbal cue, give your child time to respond.
  • Point to a toy that your child likes and say, “look.” Gently turn his/her head toward the toy. When he/she looks at it, play with the toy or give it to him/her.
  • Hold up a toy or favorite item and say, “look.” Your child should look at you and then the object. Reward by giving the toy to your child.
  • Blow bubbles and say, “look.” Point as your child traces the bubbles. Blow more bubbles when he/she looks at you, repeat the word “look,” and point.
  • Blow up a balloon, but don’t tie it or let it go. Say, “look,” and release it when your child looks.
  • When your child becomes interested in books, point to a picture and say, “look.” Help your child point to pictures. The goal is for your child to look at you and then the picture. By sharing awareness and interest in the same picture or book you are achieving joint attention.
  • When another family member comes into the room, point and say, “look.” Reward your child for looking with a physical activity, such as tickling or patting.

Your child may need more time to understand what turning his/her head means, so don’t be discouraged if this skill is slow for him/her to learn.²

How to Develop This Skill (ASL)

  • Placing signs into the child’s current focus of attention;
  • Using attention-getting signals (tapping the child, waving towards the child) to establish eye contact before signing;
  • Physically setting up the interaction so that both the parent and the objects can be seen with minimal shifting (for example, sitting across from the child);
  • Waiting for spontaneous looks from the child before signing;
  • Providing relevant signs when the child spontaneously looks up;
  • Giving the child time to explore objects before eliciting attention; and
  • Using specific signs such as LOOK, along with a pleasant, positive manner, to prompt the child that linguistic input is forthcoming.¹


¹Visual Language and Visual Learning Science of Learning Center. (2012, June). Eye Gaze and Joint Attention (Research Brief No. 5). Washington, DC: Amy M. Lieberman

²Mawhinney, L. & McTeague, M.S. (2004). Joint Attention. Early Language Development. Super Duper Publications.