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Midterm (pt4)
LangDisSchoolAge
| Question | Answer |
|---|---|
| Topics | School activities, Holidays, Movies, Television programs, Fads, Fashions, Videogames, Music |
| Eliciting and Evaluating Intent - Answering/Responding. | Ask child a variety of questions while engaged in play. Note the type of question and the expected response. Some question forms may be easier or more difficult for a child to respond to. |
| Eliciting and Evaluating Intent - Calling/Greeting. | Leave and reenter the situation, role-play people entering and leaving a business, telephone calls, or using dolls, puppets, or action figures to elicit greetings. Turn away from the child with a favorite toy. |
| Eliciting and Evaluating Intent - Continuance | Lets a speaker know that a listener is attending to the conversation. (e.g., “uh-huh,” “yeah,” “okay,” and “right.”) Observe throughout the session. Note overreliance on this function, vs new contributions to the conversation. |
| Eliciting and Evaluating Intent - Expressing Feelings | Model feeling-type responses through play interaction. Describe dolls', puppets', or action figures' feelings. Ask child to help. For example, “Oh, Big Bird is sad. Can you talk to him and make him feel better?” |
| Eliciting and Evaluating Intent - Hypothesizing | Pose a physical problem for a child, such as, “How can we get everyone to the party on time?” or, “How can we get Leonardo out of the cage?” The child proposes solutions to the problem. |
| Eliciting and Evaluating Intent - Making Choices | Present child with alternatives, such as, “I don’t know whether you’d rather have a peanut butter sandwich with jelly or fluff |
| Eliciting and Evaluating Intent - Predicting | In sequential activities or book reading, an SLP can ponder, “I wonder what will happen now” or, “I wonder what we’ll do next.” |
| Eliciting and Evaluating Intent - Protesting | Elicit protesting by putting away toys or taking away snacks before the child is finished. When a child requests an item, hand the child something other than what was requested. |
| Eliciting and Evaluating Intent - Reasoning | Attempt to solve a problem, such as, “I wonder why the boy ran away” or, “I wonder what we did wrong.” |
| Eliciting and Evaluating Intent - Repeating | Note the amount of repetition of self and of the partner (e.g., empty comments in a conversation in which a child adds no new information). |
| Eliciting and Evaluating Intent - Replying | Note occasions when a child responds to the content of what the SLP has said. Unlike answers, replies are expected but not required. This behavior is one of the mainstays of conversation as each speaker builds on the comment of the previous speaker. |
| Eliciting and Evaluating Intent - Reporting | Reporting can include several functions, such as declaring or citing, detailing, or naming/labeling. |
| Eliciting and Evaluating Intent - Declaring/Citing | Spontaneous comment on the present action/activity. Model this (“Car goes up the ramp”) with no cue to respond (must be spontaneous). Engage in unexpected or unusual behavior and await the child’s comment. |
| Eliciting and Evaluating Intent - Detailing | Present child with two different objects. If the child takes one and says nothing, model (“I’ll take the little one” or “Here’s a green truck”) and present other objects later. Do not attempt to cue a response (detailing is also spontaneous). |
Created by:
ashea01
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