PARENT-CHILD COMMUNICATION
There are doubts about the language directed at the child with language impairment. Parents of language-learning children normally use a child-centered style of speaking. This differs from the language that is tried to be acquired in many therapy programs in terms of syntactic integrity. While the child-centered speech style in natural environments includes syntactically completed utterances, on the contrary, the utterances used in therapy programs are incomplete.
Children with language impairments differ in understanding different language styles according to their linguistic level. Children at the beginning of Brown's 1st level use the subject+verb and action+object comprehension methods as basic semantics rather than syntactically. In addition, this reduced form of the adult user aids in the production of double-word semantic relations in some language-deficient children.
The child's increased verbal skills in spontaneous speech are achieved when the adult facilitates by providing a high level of verbal feedback combined with minimal verbal instructions. . Many studies show that children's conversational skills can be increased with adult behaviors appropriate to the child's spontaneous speaking skills. The following adult-child speech is an example of this:
Ç I went to the zoo yesterday.
E Oh. It's my favorite pastime. I like monkeys the most
Ç I have a birthday party tomorrow
E Ooo. It will be so funny. What would you like for your birthday?
Ç I drew a picture of a cowboy
E A huge cowboy on a spotted horse.
In the examples above, the adult child expresses his thoughts about the title that interests him. and gives clues to provide more information and waits for a response.
One of the effective methods for increasing verbal output is delay teaching. First, it is tried to provide verbal output in response to a verbal signal such as 'what do you want' for the reinforcer that the child wants. Then, while the child is waited to produce a verbal or vocal output, he or she is prevented from accessing the reinforcer. Gradually, the child learns naturally without the need for verbal output from the adult. learns to respond to this stimulus occurring in the environment.
Language facilitators undertake their duties in communication environments and their aim becomes to increase the opportunities necessary for the child to learn.
The use of parents, teachers or others as language facilitators helps with language and language skills. does not reduce the task of the speech therapist. To be a language facilitator, being involved in the practice is essential. Although at times the parent may have difficulty changing behavior to become a more effective language facilitator, the speech-language pathologist can continue to provide input in a consistent and standardized manner. Best results are thought to be achieved when other facilitators are informed of frequent, neat, structured work that includes role playing and criticism.
There is a clear difference between parental involvement and family-centered or family-centered services in which family members practice. While some special services naturally recognize families as more temporary, families should be considered permanent in children's lives. For this structuring, the language and speech therapist and family communication must be in cooperation.
FAMILY-CENTERED COLLABORATIVE MODEL APPLICATION GUIDE
Describe your role and your approach to intervention.
1. Provide realistic options for the family and encourage them to make decisions.
2. Provide requested information and services immediately.
3. Provide trust.
4. Consider cultural, ethnic values, traditions and beliefs.
5. Explain the purposes of the methods and procedures.
6. Give logical explanations of methods and procedures.
7. Ensure that the family takes part in both evaluation and implementation
8. Meet with the family at times and places that are convenient for the family.
9. Pay attention to the family's concerns before professional concerns.
Ensure the family's participation in every discussion and decision-making meeting. Use language that can be easily understood by the family.
Speak to family members sincerely, completely, honestly, and impartially.
Structure the practice to fit the family's routine.
In planning the practice. Be flexible.
SPEAK AND LANGUAGE THERAPY-CULTURE
Although each family is individual; Culture is one of the most important influencers as it affects structure, relationships, functions and family routines.
Family structure includes the characteristics of all individuals and relationships, but more importantly, it includes cultural values and beliefs related to family structure. For example, when making practice decisions regarding children with language impairment in Asian-American families, distance communication between the family should be taken into consideration.
Family relations include the relationships of family members and their roles within the family. The importance of these roles varies by culture. For example, for the child of a single adult, the application should be structured according to the family background.
Family functions include the responsibilities that family members are expected to fulfill. This, like other components, varies across cultures. In some cultures, they may be overprotective for the child, contrary to the speech and language therapist's aim of increasing independence.
Family routines express developmentally occurring changes. While nuclear families separate their children when their children grow up or at older ages, such a phenomenon does not exist in extended families.
Cultural identity is not fixed. Families with the same culture differ. Identifying these cultural tendencies by the speech and language therapist will increase the likelihood of appropriate and effective practice planning.
GUIDE FOR INTERACTING WITH CULTURALLY DIFFERENT FAMILIES
Do not make assumptions about cultural elements.
Cultural rules govern both the family/child and the speech and language therapist. One should be aware of the response to stimuli such as a clinic room, as it varies between cultures.
Learn the cultural characteristics of the child being treated and his/her family.
If necessary, get help from the family's cultural translators.
>Learn words, phrases, and greetings from your family's culture.
Keep calm and allow time for interaction. If the family does not understand the language well, use as little written instructions as possible. Allow time for questions.
Keep in mind that the family may not be ready for family-professional collaboration as in functional approaches.
Ensure that the goals and objectives of the family and the professional match
Include the cultural community whenever possible.
The speech-language pathologist must be aware of the different expectations and perceptual differences of different ethnic groups and races. The parent's role, expectations for the child, approach to the disability, medical condition, recovery, and professional approach must be thoroughly understood before therapy. Child and professional practices appear to be quite different among Asian, Hispanic, American, and African cultures. Successful family-speech therapist collaboration is characterized by mutual respect, trust and honest communication. These features can only be achieved by being sensitive to the cultural background of the families with whom DKT communicates. The best treatment model is one that is adapted to the cultural background of the family.
EDUCATIONAL TIPS
Certain linguistic and non-linguistic contexts contain or provide basic linguistic pieces.
The lack of generalization success is caused by response programs in which children are taught specific answers to specific questions, instructions and questions carefully. The child's everyday world lacks this attention. Everyday contexts contain irrelevant stimuli that are not conducive to learning the communication behaviors being studied. At the same time, teachers and parents show various behaviors that hinder learning, such as hints or directions. Parents and teachers should be instructed in environmental changes and focusing their attention in order to learn the desired behavior. Appropriate and common stimuli in daily communication can be presented accurately, but if these stimuli are included in therapy, the child will be able to learn new language targets. To ensure generalization, targets can be studied in different behaviors, facilitators and environments. For example, the child's toys, everyday items, and daily routines are used in studies.
A study that includes stimuli that will be used with increasing frequency in the context of study and that is not suitable for the communication environment is called a sketchy study. Targets for newly learned behavior include different responses for a single stimulus or different stimuli for a single response. should be expressed. These goals are achieved by using simultaneous behaviors, response diversity, linguistic and non-linguistic cue diversity.
Response diversity teaches the child that different responses can be used to achieve the same communication goal. For example, the common goal in the sentences 'I want water', 'water please', 'can I have water', 'are you as thirsty as me?' is to drink water.
Verbal and non-verbal cues prevent the child from sticking to a particular stimulus. can be diversified. The traditional approach is based on artificial and narrow cues that do not occur during speech. Warnings such as 'tell me everything' used in the traditional approach lead to non-pragmatic pseudoconversational conversations. explores the possibilities of clues.
Therapists who base therapy on traditional clues are not aware of the creative contexts containing rich clues in which language goals can occur.
APPLICABILITY
The language facilitator is reciprocal in the child. During conversation or when the child learns the language, he or she can begin to change the language if necessary. The child's utterance is a stimulus to the facilitator's response. Responses, or possibilities, help create context for the child's utterance. The child learns language in many different and individual communication contexts. However, different characteristics of child-parent communication affect the child's speed of language acquisition. The rate of parent-child conversation is directly proportional to language development. Mothers of children with language impairment communicate with their children in a less understandable style than mothers of normally developing children.
The consequences that will naturally develop should be determined before starting the study. Whenever possible, these results should be directly related to the answer. For example, if the child sees a monkey and tells about it, reinforcers such as 'very good' and 'good talking' should be avoided. While the child's message is "I saw the monkeys", it has nothing to do with an outcome such as speaking well and the child's communication is valued.
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