Term
| Hanen Program for Parents |
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Definition
- Family centered model of intervention
philosohpical: family and dynamic social system
FAMILY is the client, rather than the child
GOAL: enable parents to feel competent to become their child's primary language facilitator. |
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Term
| what is the philosophy for the Hanen program for parents? |
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Definition
| the family is a dynamic social system |
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Term
| in the Hanen program for parents, who is viewed as the client? |
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Definition
| The FAMILY, rather than the child |
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Term
| What is the ultimate goal for the Hanen program for parents? |
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Definition
| To allow the parents to feel competent as the primary language facilitator for their child. |
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Term
| Theoretical basis of Hanen program |
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Definition
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Term
| Social interactionist theory is: |
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Definition
child centered
interaction promoting
language modeling
-Children with language impairments may be more dependent on external environmental support than typically developing children |
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Term
| Strategies for a child centered approach |
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Definition
1. follow the child's lead
2. wait for the child to initiate
3. enter the child's world by being at the child's physical level, maintaining face to face interaction, being animated |
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Term
| strategies for a interaction promoting approach |
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Definition
1. take one turn at a time
2. wait with anticipation
3. use routines, games, songs to engage children in interaction |
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Term
| strategies for a language modeling approach |
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Definition
1. interpret child's message
2. responsive labeling
3. expand child's utterances
4. extend the topic of child's utterances
5. use parallel talk, self-talk |
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Term
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Definition
1. INCREASE parent's use of language facilitation strategies during DAILY activities w/in NATURAL contexts
2. help PARENTS self-monitor interactive behaviors & adapt them to their child's communicative behaviors |
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Term
| What is the program content for the Hanen program? |
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Definition
- 8 grp sessions
- 2.5 hr evening sessions
-interactive presentation, grp discussion, videotape analysis, opportunities to practice general/focused stimulation techniques |
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Term
| What is the agenda for the Hanen program? |
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Definition
- discussion of home activities (child's responses)
- review of information from previous session
- presentation of new strategies
- practice new strategies
- refreshment break
- planning for use of new strategies in home |
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Term
| how many video feedback sessions are there in the Hanen program? |
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Definition
-3 video sessions
- hom(or center) based individual sessions of parent/child interactions
- steps for conducting a video feedback session |
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Term
| What are the steps for conducting a video feedback session? |
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Definition
1. cl reviews w/ pt strategies pt has been practicing & child's goals
2. cl asks pt to coach during the interaction if necessary
3. cl video-tapes pt/child interaction, coaching as necessary
4. cl&pt review video-discuss when pt SUCESSFULLY applied strategies
5. cl & pt review & revise child's goals as necessary
6. cl summarizes strategies pt will use
7. pt asks any concerns |
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Term
| What evidence for EFFICACY of GENERAL STIMULATION are there for the Hanen Program? |
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Definition
General stimulation:
- change in PARENTAL BEHAVIOR: fewer turns, more balanced turn taking, longer convo exchanges, decreased parental STRESS, lower levels of DEPRESSION
- changes in CHILD behaviors: greater RESPONSIVENESS, more verbal, more diverse vocab during free play, higher rate of cooperation
NO GRP DIFFERENCES IN MLU or VOCAB TEST SCORES (MCDI) |
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Term
| what evidence for efficacy of FOCUSED STIMULATION are there for the Hanen Program |
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Definition
Parental behavior changes:
- reduced MLU, less directive, used focused stimulation
Child behavior changes:
- more target words, improved gesture use, diverse vocab during play, less agressive behavior
- NO CHANGES IN MLU OR CDI (vocab test score)
- late talkers showed=improved speech, symbolic play, use of multi-word utterances. |
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Term
| Modified version of parent program (shortened to 6 weeks) showed what? |
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Definition
- NO DIFFERENCES b/w control and test group on PLS-4 & CSBS & MCDI
BUT parents reported HIGH level of satisfaction for the program. |
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Term
| Prelinguistic RE/PMT (Responsivity education/prelinguistic mielu training) |
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Definition
- Transactional model of social communication development
- Bidirectional processes
1. children's behaviors shaped by caregiver's behaviors
2. caregiver's behaviors shaped by children's behaviors |
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Term
| Prelinguistic RE/PMT - "compound interest" of transactional histories |
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Definition
1. small daily differences in parental behaviors cumulate over time (e.g. amount of talk, directed at child)
2. quantitative & qualitative differences in children's experiences lead to deficits in attachment, exploratory behavior, self-concept and language development
3. children with developmental delays at increased risk due to lower rates of initiation and responsiveness. |
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Term
| Goals of prelinguistic RE/PMT |
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Definition
1. establishing intentional communication
2. fostering reciprocal interactions b/w pts & children |
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Term
| Prelinguistic RE/PMT is appropriate for what kind of children? |
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Definition
1. Mental age of at least 9 mo
2. fewer than 10 wrds in productive vocab
3. fewer than 75 wrds in receptive vocab
4. fewer than 2 spontaneous intentional acts/min |
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Term
| Prelinguistic RE/PMT establishes a baseline with what? |
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Definition
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Term
| How do you enable contexts for both RE & PMT? |
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Definition
A. Arrange the environment
1. encourage the need to communicate
- placing desired objects out of reach
- place new, unexpected tows in containers/on shelves where child's toys usually are
2. Positioning
- cl directly face child and focal object AT CHILD'S EYE LEVEL!
B. Follow the child's attentional lead
1. Adult plays w/ toys & engages in activities selected by child
2. Adult plays w/ toys in a manner similar to the way child does
3. Contingent motor imitation
- establishes basic TURN TAKING
- may encourage children to IMITATE ADULT
- may lead to more differentiated play schemes
4. Contingent vocal imitation
C. social routine building
1. Repetitive, predicatable turn taking games & rituals
- peek a boo, pat-a-cake, walk-mouse
- can be unconventional, child specific
- can be established during daily activities
2. once established, adults use routines to elicit requests/commenting by inturrupting or modifying routine |
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Term
Procedures for Pre-linguistic Mileu Teaching
*This is one of the most explicit lesson plans that are laid out for intervention* |
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Definition
1. Prompts (time delay, nonverbal prompts, verbal prompts)
2. Models of proto-imperatives, proto-declaratives
3. Providing natural consequences
a. child's requests/comments successful
b. linguistic mapping |
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Term
| Responsive Interaction Training |
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Definition
1. Based on Hanen parent training program (8-10 sessions in 6 month period)
2. Focus on responsive interaction techniques
a. pointing out examples of child's intentional communication.
b. allowing child adequate time to communicate |
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Term
| What evidence of efficacy is there for Responsive Interaction Training? |
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Definition
(variety of experimental designs-single-subject multiple baseline studies)
1. Increases in children's pre-linguistic requesting correlated with increases in linguistic mapping by parents/teachers
2. generalization across people, settings, and time observed
(longitudinal studies w/ randomization)
-showed mixed outcomes (pre & post Tx)
Mediating factors:
1. Tx effects appeared to be mediated by parental interactional style and educational level (pre-treatment)
2. pt responsivity associated w/ later language outcomes
3. children w/ lower levels at pre-treatment responded better to treatment |
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