Course

COURSE #103-Lesson 5 of 5: Throughout lessons 1 through 5 in this course (#103), we delve into the "invisible" aspect of language, which is language comprehension-the ability to understand what we hear. We will analyze the three essential tasks we need to perform in order to grasp the meaning of spoken language. Additionally, we will explore a common pattern observed in late-talkers in terms of their language comprehension. We will also discuss special considerations to keep in mind when working with children to gauge their language understanding abilities. Lastly, we'll explore methods to gain insights into our child's language comprehension. The final lesson of the course provides a brief summary of key points covered throughout the content.
Language comprehension holds immense significance and stands as one of the most influential prognostic indicators. It's intricate, yet as a parent, you're uniquely positioned to gain insight into this vital aspect of communication. We encourage you to take this course. We are eager for you to learn more about language comprehension. Please reach out, and share your insights, ideas, and thoughts as a result of what was presented in this course. Your input is invaluable to us! We hope to receive your comments.
THE PARENT SCHOOL
Introducing "The Parent School," your practical resource for the Late Talker Journey!
In this playlist, we are dedicated to providing valuable content that equips parents of late talkers with hands-on strategies and practical applications. We strive to prioritize your needs as parents of late talkers. Your involvement and participation are instrumental in making The Parent School a valuable and supportive resource. Get ready to embark on this empowering journey with us!
We are delighted that you have joined us. Together, we can ensure that our offerings meet your needs. Your engagement is invaluable to us, and we encourage you to share your feedback, ask questions, and actively participate in this journey. We are here to assist you every step of the way, so please don't hesitate to reach out. We genuinely aspire to aid you in nurturing your child's development. Our mission is to provide you with the support and resources you need to help your child thrive. Together, let's navigate this path, overcome challenges, and celebrate victories.
CHECK OUT the Late Talkers Foundation website for more helpful resources: latetalkers.org/
LATE TALKING: A SYMPTOM OR A STAGE Late-Talking: A Symptom or a Stage is a best-selling book by Stephen Camarata, Ph.D., about late-talking in all its variations. The 2nd edition of the book is about to be released. In this video series, Collette Wieland and Stephen Camarata explore each chapter of this book and discuss the questions on the minds of many parents of late-talking children.
ABOUT DR. CAMARATA: Stephen Camarata, Ph.D. CCC-SLP is a late talker himself and is an internationally recognized expert on child development with a focus on child language. His clinical and scientific expertise includes speech and language intervention in children with autism, Down Syndrome, hearing loss, and developmental language disorder (DLD). Dr. Camarata is a professor of Hearing & Speech, Psychiatry, and Otolaryngology at Vanderbilt University School of Medicine and a Professor of Psychology and Human Development and Special Education at Peabody College, Vanderbilt University. He has written two books related to development, “Late Talking Children: A Symptom or a Stage” MIT Press 2014 and “The Intuitive Parent” Penguin 2017, and has a regular blog on Psychology Today
MEET MARY: Mary Camarata is an SLP with more than 40 years experience teaching children with a wide variety of abilities, including giftedness, exceptional learners, language disorders, Autism, and cognitive disabilities. In addition to assisting families and schools across the country, she has coordinated numerous federally funded research projects on language & learning, support models, treatment efficacy, and behavior. most. In this capacity, she has been an author on more than 35 scholarly papers appearing in peer-reviewed journals.
Over the past years, she has held positions at Pennsylvania State University, University of California Santa Barbara, and Vanderbilt University. More recently, assisted with the development of new tests for the Woodcock-Johnson Tests of Cognitive Abilities and Achievement. Mary is in private practice assisting families whose children are experiencing developmental delays have successful outcomes in their homes, schools, and other daily environments. Finally, she is the mother of seven children, including one who had an IEP from preschool through middle school.

[@mmd9976]

A question about auditory processing disorder (APD/CAPD), its understanding and if this can relate to late talkers? Thank you.

[@Late-TalkerJourney]

This is a great question! I will have this be the next topic for which Stephen Camarata is interviewed: "Comparing and contrasting receptive and expressive Language Disorder ~to~ (Central) Auditory Processing Disorder. There are certainly some important distinctions here. The behavioral descriptions of either of them do not differ! Outwardly, they present very similarly. It is the underlying beliefs and therapeutic approaches that differ significantly. And, indeed, many (both professionals and general public) are not always aware of these differences. We are starting up our next series of interviews with Stephen Camarata. You can bet we'll lead with that topic! Thank you for your valuable question and insight. Mary Camarata

[@sini2710]

What about some kids who keep vocalising sentences they learnt from TV, but not in a communicative way? Is that language meaningless?

[@Late-TalkerJourney]

Hello, and thank you so much for your comment. I apologize for the delay in replying! You are insightful to ask about a child's communicative intent, especially when the child's talking appears not to be intended for public listening. We are always happy when the child directs their talking to us! It provides important learning opportunities. There are instances, however, where the child does not direct their talking to us. Instead, the child seems to be repeating phrases, dialogue, or even a lyric for their own benefit. There are several proposed explanations for this behavior. In considering my reply, I realized your query would be a great question to address on Late Talker's "Quick Q&A" feature. Quick Q&A is a new vertical screen playlist. In this concise, short-format playlist, we tackle a single question or a vital common point. Late Talkers Quick Q&A is set to begin airing later this Fall (2023). Stay tuned, as your comment will be a highlighted topic on Quick Q&A. However, in the meantime (!), what can you do when your child seems to be talking for their own purposes? "Paw Patrol is on a roll!" might be something a parent hears being repeated by their child, or even something longer, like "PawPatrol is on a roll! No pup too big, no pup too small. Paw Patrol is on a roll!" The child may articulate it clearly or murmur it under their breath. The parent may notice it in the presence of Paw Patrol characters or when nothing related to Paw Patrol is in the vicinity of their child. So, what do we do? WE MAKE IT MEANINGFUL! How? By joining our child, getting on their level, and wholeheartedly participating. For example, joining in the refrain and saying, "Paw patrol is on a roll!" ~pause~ "Marshal reporting for duty!" and then follow their lead and emulate their actions. Remember, no questions or directing! If there is no apparent connection between what the child is saying and doing, you can still make it meaningful. The parent could go retrieve a couple of the child's Paw Patrol characters, then join the child at their level, and playfully hold up Marshal and say something like, "Marshall, here. Ready to roll!" Making it meaningful is enjoyable for your child. It gives them pause, "Hm, my parent likes what I like? What is my parent doing, exactly?" You have brought them into a meaningful meeting and an opportunity to consider and learn about talking and interaction, "Words mean things to people, and it's fun." Thanks for a great comment. We hope you keep watching and enjoying your child. :-) Mary Camarata.