This workshop focuses on evidence-based principles to guide Early Childhood Educators and Speech-Language Pathologists in selecting vocabulary for instruction and intervention with young children. Profiles of various young students will be explored relative to vocabulary selection and teaching. These profiles will include a nonverbal child with autism, a child from a low-SES home, a child with a small vocabulary and an intellectual disability, and a child with a primary disability of speech due to delayed language development. Participants will be encouraged to apply the principles demonstrated to children they serve through activities and reflections. School teams of Early Childhood General Education and Special Education Teachers and Speech-Language Pathologists are encouraged to attend together.
Session Learning Objectives: The participants will
1. Discuss selecting communicatively powerful and generalizable words for a variety of hypothetical students
2. Describe techniques for incorporating comprehension of vocabulary targets
3. List considerations for incorporating word learning in a variety of meaningful experiences
This program has been approved for 6 clock hours of continuing education credit by the Texas Speech-Language-Hearing-Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.
Presenters: Sarah Ford, Priscilla Molina, and Julia Eyer, CCC-SLP