You are now viewing our public site. Back to Dashboard

Goal & Target Selection for Early Vocal Development: Children Aged 0-3

presented by Barbara L. Davis

Accrediting Body:

Target Audience:

Levels:
Disclosure Statement:

Financial— Barbara Davis receives compensation from MedBridge for the production of this course. There are no other relevant financial relationships. Nonfinancial— No relevant nonfinancial relationship exists.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
Children identified early with significant delay(s) in achieving age-appropriate communication skills are either referred due to significant medical or educational diagnoses evident at birth or referred (likely after 12 months) for delay or disorder evident in their progress in achieving early vocal or social milestones. In the case of vocal delay, a major intervention goal is to assess the child’s prognosis for developing an oral communication system. A second goal is to stimulate the child’s use of oral communication. Target selection must accommodate previously diagnosed (e.g., cleft palate) or identified (e.g., no emergence of vocalizations) capacities. Choosing targets is based on the individual profile of each child. In the case of early medical or social diagnosis, clinicians must be knowledgeable regarding the etiology of the child’s delay/disorder. In the case of developmental delay/disorder, clinicians must be knowledgeable about early vocal milestones in the first year of life when choosing targets.

Meet Your Instructor

Barbara L. Davis, PhD, CCC-SLP

Dr. Barbara Davis is the Houston Harte Centennial Professor of Communication Emerita at The University of Texas at Austin. She has also worked as an SLP in public schools, private practice, and at the Texas Department of Health. Dr. Davis has published more than 100 articles and book chapters and two books. Her research and…

Read full bio

Chapters & Learning Objectives

Download Learning Objectives

1. Introduction: Children 0-3 With Identified Vocal/Speech Delay

Children identified early with significant delay(s) in achieving age-appropriate communication skills are either referred due to significant medical or educational diagnoses evident at birth or referred (likely after 12 months) for delay or disorder evident in their progress in achieving early vocal or social milestones. These children are most likely to be served in outpatient hospital settings or by the Federal Early Childhood Intervention (ECI) program.

2. Background Information on Setting Goals and Targets for Children 0-3

Because children in the 0-3 age range may show persistence of vocal functions and structures generally observed in the first year of life in children developing typically or vocal behaviors not observed in typical development, a background of normal development is needed for making an early diagnosis of clinical delay/disorder in the absence of other observable etiological factors. Understanding of language milestones (particularly pragmatic function) and emergence of word types or utterance level characteristics is also necessary for differential diagnosis of speech versus language delay/disorder.

3. Intervention Goals and Targets for Vocal/Verbal Delay in Children 0-3

Most available speech intervention approaches are focused on children who are reliably attaching their vocal capacities to language forms (i.e., at the word or utterance level). Goals for children 0-3 will likely focus both on sounds occurring in word-based output and immature vocal and general communication capacities that occur in the pre-linguistic period. Intervention targets for 0-3 children with vocal/verbal delays or disorders will relate to the sound patterns they can produce. The relationship between a child's vocal development level and the sound patterns in goals and targets during intervention will be explored.

More Courses in this Series

Goal & Target Selection for Early Vocal Development: Children Aged 3-5

Presented by Barbara L. Davis, PhD, CCC-SLP

Goal & Target Selection for Early Vocal Development: Children Aged 3-5

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Children between 3-5 years of age identified with developmental speech disorders of all levels of severity are using at least single word language forms to communicate. Their language-based speech forms are likely to exhibit mild, moderate, or severe intelligibility deficits for listeners relative to their lack of achievement of chronological age expectations for speech sound productions. Their speech delay or disorder may be accompanied by other diagnoses (e.g., down syndrome, hearing loss). The clinician’s goal and target selection for planning intervention is critically based on assessment to determine each individual child’s patterns of delay or disorder in producing the speech patterns expected for his/her age. The overall goal of intervention for these pre-school children is to achieve chronologically appropriate age expectations for producing intelligible language-based communication. Goals in intervention are developed related to the intervention approach the clinician feels is most closely matched with the child’s deficits. Targets are developed based on the type of intervention approach selected. Criteria for goal and target selection will be reviewed.

View full course details

Sign up to receive exclusive content from industry leading instructors.

Send us feedback

Email