Communicative Disorders

Step-by-Step Instructions / APA Info -- PLEASE Read BEFORE Responding -- THANKS!! :o)

CE320 – Unit 8 DB – Step-by-Step Instructions / APA Info

In the Unit 8 reading, you will discover techniques that are appropriate for teaching children with communicative disorders. You will learn about the Working Memory Theory and its application to language development, including strategies to enhance the children’s working memory. The role of the early childhood professional will be emphasized in the assessment and referral process. After reading the article by Montgomery, Magimairaj, and Finney (2010) found in your library reading this week, please respond to the following …

Please respond to this three-part discussion in three paragraphs and support your responses with research and references from your reading:

Again this week…

THERE ARE THREE (3) SEPARATE COMPONENTS TO  THE UNIT 8 DISCUSSION. PLEASE BE CAREFUL!!

Part 1:  Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.

What does this mean? What should I do?

1. Read the article entitled “Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment” (Montgomery, Magimairaj, & Finney, 2010).

2. Using information from that article, explain how an understanding of the model of working memory can help an EC professional select strategies to use in helping a child with a communicative disorder.

3. Identify a specific communicative disorder common to children, then give an example of a specific strategy you might use when working with a child who has that disorder.

4. Use information from the Mongtomery et al. article and other unit readings and web resources to support your explanations. (See Unit 8 References info below)

Part 2: Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.

What does this mean? What should I do?

1. Focus on the specific communicative disorder identified in Part 1.

2. Create a scenario (scene – like a play!) in which a team of professionals (including an EC teacher) is working with the child who has the identified disorder.

3. Include illustrations of effective techniques/strategies identified by research to help address the identified disorder.

4. Use information from the unit readings and web resources to support your scenario. (See Unit 8 References below)

Part 3: Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.

What does this mean? What should I do?

1. Research organizations associated with the specific communicative disorder you presented in Part 1 and Part 2.

2. Your research may be conducted based on the information in your textbook or from an internet search.

3. Evaluate the benefits for the children with the specific communicative disorder  and their families in working with and accessing services from these organizations.

4. Use information from the unit readings and web resources throughout this area of the response to support all the information you provide. (See Unit 8 References below) Weekly Requirements for EVERY DB:

         After you have completed the reading, and without reviewing your classmates’ responses, post your initial response to the discussion.

         Your post should be at least 200 – 250 words in length (not including a repetition of the questions) and should extend the discussion of the group supported by your course materials and/or other appropriate resources (i.e., in-text citations as illustrated by the Prof. each week, see below).

         After you have submitted your initial post, take time to review your classmates’ responses and to respond specifically and substantially to at least two of them. Refer to the Discussion Rubric in your Syllabus (as well as your gradebook feedback from previous units) for specific grading explanation.

 

 

References

Bergeson, T. R., Houston, D. M., & Miyamoto, R. T. (2010). Effects of congenital hearing loss and cochlear implantation on audiovisual speech perception in infants and children. Restorative Neurology & Neuroscience, 28(2), 157–165.

Kaplan University. (n.d.). CE320 Ear infections (Otitis media) [presentation]. Retrieved from http://extmedia.kaplan.edu/artsSCi/CE320/CE320-08-R_EarInfection_Interaction/CE320_EarInfections/index.html

Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19(1), 78-94.

Otto, B. (2014). Language Development in Early Childhood Education (4th ed.). Upper Saddle River, NJ: Pearson Education.

Thorne, G. (2006). 10 Strategies to Enhance Students' Memory. Retrieved from http://www.readingrockets.org/article/10-strategies-enhance-students-memory

Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with    autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism & Developmental Disorders, 36(8), 993–1005.

In-text Citations as follows:

Initial Citation:               (Bergeson, Houston, & Miyamoto, 2010)                          Subsequent Citations:     (Bergeson et al., 2010) Direct quotations:           “Yada yada yada” (Bergeson et al., 2010, p. 158). (Kaplan University, n.d.)                                          Direct quotations:           “Blah…yadda…blah” (Kaplan University, n.d., Slide #). Initial Citation:               (Montgomery, Magimairaj, & Finney, 2010) Subsequent Citations:     (Montgomery et al, 2010)           Direct quotations:           “Direct quotation here” (Montgomery et al, 2010, p. 80). (Otto, 2014) Direct quotations:           “That’s what I said” (Otto, 2014, p. 104). (Thorne, 2006)                                                               Direct quotations:           “Blah blah blah” (Thorne, 2006, ¶ 6).

First citation:                 (Toth, Munson, Meltzoff, & Dawson, 2006)  

Subsequent citations:      (Toth et al., 2006)

Direct quotations:           “This is the quotation” (Toth et al, 2006, p. 995).