presented by Jennifer Schultz
Speech-language pathologists working with pediatric populations require knowledge and skills across a wide variety of areas including communication, cognition, literacy, and swallowing. With the breadth of knowledge that is required for the pediatric SLP, it can be difficult to maintain a current knowledge base in all areas of practice. This course is designed to provide the new or veteran SLP with an update in theories of language acquisition, models of language components, and normative data regarding receptive/expressive auditory/spoken language development.
Jennifer Schultz is an instructor for the speech-language pathology assistant program at Mitchell Technical Institute in Mitchell, South Dakota. She received a Bachelor of Science degree in Communication Disorders and Psychology from the University of South Dakota and a Master’s Degree in Speech-Language Pathology from the University of Iowa. Jennifer spent 21 years working as a speech-language pathologist in acute inpatient rehabilitation and in education settings, providing speech, language, cognitive, and swallowing evaluation and treatment services. Jennifer joined the faculty of Mitchell Technical Institute in 2012, where she teaches online courses in speech-language pathology assisting, anatomy and physiology, phonetics, observation, language disorders, neurogenic communication disorders, alternative and augmentative communication, clinical management, and fieldwork. In addition to teaching online speech-language pathology assistant coursework, Jennifer has presented courses on the use of literature in speech-language pathology, standards-based speech-language therapy goals and activities, and supervision of speech-language pathology assistants at state and national conventions. Jennifer is the author of a standards-based assessment of communication skills. She has previously served as the president of the South Dakota Speech-Language-Hearing Association (SDSLHA) and on the ASHA SLP Advisory Council. Awards include the SDSLHA Volunteerism award and Honors of the Association. Jennifer served as the Language and Learning in School-Age Individuals topic co-chair for the 2017 and 2018 ASHA conventions.
This chapter provides an overview of language acquisition theories including behaviorist, nativist, cognitive, social interactionist, and emergentist theories of language acquisition. Contributions of the theories to our understanding of language development and language assessment and treatment will be discussed.
This chapter will present and compare the traditional “Form, Content and Use” model of the components of language and a newer approach to language, “Communication Subdomains.” The two models will be used to analyze communication behaviors in children.
This chapter will review the major developmental milestones in communication that are observed in normal development from birth to age three. Nonverbal and verbal pragmatic, semantic, and morphosyntactic skills will be discussed.
This chapter will review the major developmental milestones in communication that are observed in children ages three to five years. Pragmatic, semantic, and morphosyntactic skills will be described.
This chapter will review the major developmental milestones in communication that are observed in normal development during the elementary school-age years. Pragmatic, syntactic, and semantic, and narrative skills will be discussed.
This chapter will review the major developmental milestones in communication that are observed in normal development during adolescence. Pragmatic, narrative/expository, syntactic, and semantic skills will be discussed.