Intervention Materials for Early Language Learners
Abstract
Early language learners require unique interventions that are developed to meet their special learning needs. This aspect requires a professional early childhood educator to assess the functional requirements and design suitable materials to strengthen their communicative behavior. This paper profoundly delves into the significance of integrating the PECS in meeting the learning needs of children with language disorders. Moreover, the paper highlights the relevant evidence-based interventions that the educators can embrace in identifying the learning needs and establishing a conducive learning environment. The PECS intervention underscored in the context of this paper can be administered in six distinct phases. Fundamentally, each step aims to strengthen learners’ particular communicative abilities based on their evaluated learning needs. Additionally, partnering with the learners’ families is also an essential aspect of teaching from a multicultural perspective. The paper analyzes the role that FCTs play in the interventions for learners with particular behavioral approaches to communication.
Keywords: Language disorders, intervention, communication, learning.
Intervention Materials for Early Language Learners
Children in the preschool setups require profound interventions and teaching as they commence their developmental journey in the academic arena. In the case of children with language difficulties, designing unique materials that integrate the Picture Exchange Communication Systems (PECS) and Functional Communication Training is essential in the process. Fundamentally, children’s literacy skills begin at birth, where they are provided with vinyl and cloth books to strengthen their relationships with the words through simple graphic images. Moreover, encouraging the preschoolers to sing biblical songs and play games that involve lettering can profoundly increase their exposure to the concept of phonetics. Early language learners that portray language difficulties due to dynamic indicators of necessary early literacy skills has adversely impacted on the social growth in Brooklyn, New York. Consequently, professional early childhood educators have an integral role to play in shaping the process of learning English to strengthen their literacy levels
One of the profound interventions I can integrate for early language learners is the use of pictures to teach them phonetics. According to Paul (2007), Kindergarteners can comprehend and repeat an average of 4000 words. However, for pupils with language difficulties usually have less than 400 words in their vocabularies. Nonetheless, the strategy of introducing them to images will shape their approach to new concepts through visuals. Overwhelming evidence continues to prove that various child-focused interventions provide a solid basis for success in teaching early language learners.
Empirical evidence continues to recommend the integration of Picture Exchange Communication Systems to support students’ learning process with DIBELS. Fundamentally, the inception of PECS for students with autism was also recommended as an evidence-based intervention for learners of all ages with cognitive or communication issues. The rationale for using PECS in teaching students with language disorders is that bright colors and images tend to stimulate their visual senses. Moreover, the images they see are likely to stick in their subconscious minds strengthening memorability.
In the process of intervening for students in my assigned class. I will implement PECs in different phases. For instance, the first phase of the model will teach new learners how to communicate. In this case, I will introduce the learners to the knowledge of exchanging the single pictures for items as well as their desired activities (See Appendix I). In the second phase of the intervention, I will focus on distance and persistence as I support the learners to embrace consistency in their communication. This aspect is because excellent communicators should be confident in their communication process to increase understanding (Paul, 2007). After instilling the required confidence in my class, I will then introduce them to the third phase of PECs intervention that emphasizes picture discrimination. In this stage, the learners will learn by checking two or more pictures to identify their favorite animals. In the fourth phase, the class will be introduced to formulating sentence structures using simple sentences. For example, they can view the images depicting various emotions and describe using simple sentence structures.
This stage of the intervention will be introducing attributes and language expansion. For instance, I will request the students to participate in the language learning by addition of adjectives as well as the verbs and prepositions in describing the content of the pictures. The sixth phase will focus on teaching the students how to comment on the images, for example. The students should demonstrate the ability to construct sentences as they comment on the pictures.
Functional Communication Training also plays an integral role in strengthening the augmentative and alternative forms of communication. Fundamentally, the intervention aims at encouraging the learner to replace challenging behaviors with a suitable one that is likely to increase their social competence. For instance, it usually increases the non-verbal skills of early language learners to embrace positive behavior that will enable them to become remarkable communicators (Paul, 2007). Notably, not all infants’ disorders are identified at birth. For example, disorders that do not entail physical stigmata are not likely to be recognized at birth. In this case, the early childhood practitioner should be keen to identify these disorders to ensure appropriate intervention.
FCT may also play an integral role in helping the early childhood learner with aggressive behavior in communication embrace a socially acceptable behavior. Notably, in the context of my class, I will deliver the replacement behavior by verbalizations. I will also incorporate verbal and non-verbal skills with the help of visual aids to support significant communication. According to Paul (2007), integrating FCT with non-verbal communicative competencies can profoundly enhance learners’ experience within the classroom. In essence, the first step of implementing the FCT is an assessment of the student’s learning problems or behavior. Understanding their learning style is also a fundamental step in helping them develop a profound communicative behavior.
Additionally, I will engage the parents in education to create a conducive atmosphere for multicultural learning. Overwhelming evidence indicates that early childhood learners or the preschoolers profoundly rely on their first language to learn English as their second language. Therefore, partnerships with family stakeholders are paramount in ensuring FCT’s success for children with language disorders. The rationale for this method is that it enables the professional early childhood educator to alleviate the personal barriers that may affect the successful development of a significant communicative behavior. In other words, FCT will allow the educator to create a conducive learning environment by helping the learner to embrace a considerable attitude in the subject.
Another strategy that has not been profoundly addressed in the implementation of the FCT is the integration of like stimuli into the learning environment. In other words, the process of making the classroom environment to assume a natural atmosphere (Paul, 2007). In this case, I will introduce the relevant PECs materials to facilitate the training environment’s transitioning process. Additionally, empirical evidence also indicates that sequential modification based in the training context may also support the learning process.
In conclusion, professional intervention for early childhood learning for children with language disorders requires a multidimensional approach in appealing to various learning needs. The process of integrating the PEC’s will profoundly strengthen comprehension through visual aids. Despite physical disorders, educators can also integrate FCT to replace aggressive and non-desired behavior that will enhance children’s communication skills. FCT will also strengthen the communicative feedback that will enable the educator to understand the learning needs as well as the possible barriers that may impede successful communication. Addressing the communication barriers through the integration of stakeholders like parents is also a paramount strategy of ensuring a multicultural learning environment.
Reference
Paul, R. (2007). Language disorders from infancy through adolescence: Assessment & intervention. Elsevier Health Sciences.
Appendix I: Example of Single Image for Teaching Intervention
Appendix II: Example of Phonetics Material