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Related Concept Videos

Language Development01:22

Language Development

1.1K
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Therapeutic Communication01:30

Therapeutic Communication

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Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
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Barriers to Effective Communication II01:21

Barriers to Effective Communication II

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
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Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

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The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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Related Experiment Video

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Teaching receptive language skills: recommendations for instructors.

Laura Grow1, Linda LeBlanc2

  • 1University of British Columbia.

Behavior Analysis in Practice
|March 3, 2015
PubMed
Summary

This study analyzes early intervention curricula for receptive language development. It clarifies teaching recommendations and discusses potential negative effects of deviating from them.

Keywords:
autismdevelopmental disabilitiesearly interventioninstructional strategieslistener behaviorreceptive language

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Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Early Intervention

Background:

  • Receptive language, the ability to understand spoken language, is a key focus in early intervention.
  • Existing early intervention curricula show considerable variation in terminology and teaching strategies for receptive language skills.

Purpose of the Study:

  • To provide a conceptual analysis of controlling variables for receptive language programs.
  • To review literature substantiating effective teaching recommendations.
  • To discuss potential negative outcomes of not adhering to recommended practices.

Main Methods:

  • Conceptual analysis of program variables.
  • Literature review of teaching recommendations.
  • Discussion of potential adverse effects.

Main Results:

  • Identified variations in terminology and recommendations across curricula.
  • Substantiated effective teaching strategies through literature review.
  • Highlighted risks associated with non-adherence to recommendations.

Conclusions:

  • Standardization of terminology and consistent application of evidence-based teaching recommendations are crucial for effective receptive language development in early intervention.
  • Deviating from established recommendations may impede progress and lead to negative outcomes.