28-36 months

2.0-2.5 MLU

present progressive (-ing endings on verbs)

me walking

in, on

-regular -s plurals (toys)

36-42 months

2.5-3.0 MLU

irregular past tense (fell, sat)

-s possessives (doggie's)

uncontractible copula (are they there? is she coming?)

adult breaks a sentence down into its constituent parts and then build it back up

ex. Child: "Ball"/ Adult: "I'm rolling the big ball to you. The bill ball! Rolling the big ball. I'm rolling. I'm rolling the big ball. I'm rolling the big ball to you!"

characterized by the omission of an item

ex. Mary ate some fudge brownies, and Bob ____ some peanuts

repeated but variable use of a sentence or text pattern

ex. sentence pattern: the girl walked home, the cat walked home, everyone walked home (emphasizing the past tense -ed)

40-46 months

3.0-3.7 MLU

articles (a, the)

regular past tense (-ed, jumped)

third person regular present (swims, goes)

contingent verbal responses that increase the length or complexity of the child's utterance

ex. Child: "doggy"

Clinician: "That is a doggy"

contingent verbal responses that add new but relevant information to the child's utterance

ex. Child: "Doggy"

Clinician: "That is a friendly doggy"

the clinician asks questions to construct a syntactically complete sentence

ex. Child: "doggy"

Clinician: "What is the doggy's name?"

Child: "Bubba"

Clinician: "The doggy's name is Bubba"

comments and questions that serve to extend what the student has said or written

Ex. Child: "doggy"

clinician: "What does the doggy like to do?"

42-52+ months

3.7-4.6 MLU

third person irregular (she has, he does)

uncontractible auxiliary (are they swimming? is she going?)

contractible copula (she's ready, they're here)

contractible auxiliary (they're coming, he's going)

technique in which the child is provided with concentrated exposures of specific linguistic forms/functions/uses

ex. Child: "she doggy"

clinician "she is a doggy"

is she a doggy? yes, she is a doggy. Is she your doggy? is she?

assessments designed to measure specific linguistic skills. Used to identify current level of performance so that linguistic targets may be selected for instruction and monitored over time. Typically involves collecting and analyzing a lang. sample and is appropriate for individuals from culturally and linguistically diverse backgrounds

develops during preschool and involves the ability to determine what another sees and how it is seen when the other person is in a different location

description of a character and his or her surroundings

includes actions that are not casually related to an initiating event

develops during the school age years and involves a child's ability to infer other people's thoughts, feelings, beliefs, and intentions and involves making judgements about the internal psychological states of another person

develops during preschool and involves the ability to modify the form, content, and use of language in relation to the listeners needs

when a narrative contains a series of actions that follow a chronological order but are not casually linked

test stimuli, methods, or procedures reflect the assumption that all populations have the same life experiences and have learned similar concepts and vocabulary

compares a child's performance to predetermined criteria

prompted narratives that relate unique, shared experiences using past tense

when a narrative contains a series of actions that follow a chronological order that are casually linked

disparity b/t the language or dialect used by the examiner and the child and the language or dialect expected in the child's response

contains casually related actions that are not associated with an initiating event or specific, goal-directed behavior

assessments designed to measure the extent to which a child's communication disorder impacts academic functioning. The assessment targets specific cog, processing, or linguistic skills that are linked to learning (academic functioning)

minimally dependent on prior knowledge or experience

spontaneous narratives relating specific experiences or events

multiple embedded or associated episodes (ages 6-7)

contains two of the following, but not all three: initiating event, action, or consequence

initiating event, internal response, plan, consequence/resolution, reaction (ages 4-5)

when a child's narrative includes an initiating event and at least one action and consequence related to the initiating event

initiating event, attempt, consequence (ages 3-4)

recountings or novel generation of fictional stories about characters motivated by goals and that respond to events or problems

narratives that relate routine events or activities that occur with some degree of frequency (e.g., going to mcdonalds)

narratives produced as descriptions of ongoing activities, often during play, may resemble "broadcasting" or "directing"

a word that marks personal reference or demonstrative reference

(I, you, us, he, him, she, her, they, here, now, then)

includes words that are related through specific selection of vocabulary

diagnostic teaching

assessment designed to measure the extent to which a child's performance on a specific task may be modified or extended with contextual support

adult expands the child's utterance into a different type or more elaborated sentence

(Child: "Kitty eating"/ Adult: "Is the kitty eating?")

adult talks about what the child is doing

"Look at the truck. You're making the truck go. Drive the truck"

instruction implemented in a way that allows clinicians to specify the materials that are used in intervention, how materials are used, the type and frequency of reinforcement, the form of responses expected from the client, and the order in which activities will be conducted

SLP provides services to children w/ speech and language disorders or delays in consultative or collaborative contexts

one to one or small group intervention is provided by the SLP in a self contained setting or within a classroom setting

assessment and intervention occur simultaneously

modify the way the test is presented

test a skill, provide instruction, retest the skill