By Joan Reynell (auth.)
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Extra resources for Language Development and Assessment
With such children the assessment can proceed quickly on to the stages of symbolic understanding. Older, very retarded institutionalized children will often not use the cup, spoon or brush, as these objects have become too situation-bound and uninteresting for them. They will, however, nearly always use the toothbrush and telephone if they are developmentally ready for this. ASSESSMENT OF SYMBOLIC UNDERSTANDING (Approximate age level 15 months to 3 years) Large doll play (Approximately 15 to 18 months) When object recognition is firmly established, the foundation is laid for the development of symbolic understanding.
The attention focus is more flexible in that, with adult help, he can now shift the focus from task to directions and then back to the task. At this stage the control of the attention focus is entirely with the adult, as the child cannot yet control this for himself. Before any directions are given, whether these are verbal or by demonstration, his attention focus must be set so that he is giving his full attention, auditory and visual, to the directions being given. He then needs help in transferring the directions immediately to the task.
There is a need to know how much understanding a child has, even if he cannot produce any recognizable words. It may be that he will need to be taught an alternative system of verbal expression. Hearing difficulties This is so obviously a cause of language delay that it may seem redundant to mention it here. --4. 54 Chapter 5 ASSESSMENT OF THE STAGES IN PRELANGUAGE DEVELOPMENT AIMS Having discussed the development of language in previous chapters, and its significance in relation to other aspects of intellectual development, we now come to the more practical issues of how to assess this in individual children presenting at developmental clinics.
Language Development and Assessment by Joan Reynell (auth.)