Communication skills are defined as the actual act of expressing what a person wants to say both spoken and with gestures. Language skills are defined as the act of understanding and communicating language.Speech skills are defined as the development of a person's spoken word. Addison’s communication, language, and speech skills are almost where they need to be. She has shown that her speech is 100 percent intelligible on multiple occasions, but two are on April 4, everything she said was intelligiable, and on April 14, when everything she said was intelligible, except when I asked her to count, which could have been caused by her not wanting to count to begin with. She has described her own activities, such as on April 7, when she told me …show more content…
Courtney had to prompt her with, What happened next,” often during this activity. (Need 2nd observation for describes past events). Addison has also shown that she can describe objects by color, shape, and size. On April 5, she identified a blue rectangle, purple oval, pink triangle, orange star, green heart, and a red circle during testing. (Need 2nd Observation for describes objects by color, shape, and size.) (Need both observations for uses quantity terms such as all, some, most) Addison rarely asks questions from what I have seen during my observations, but on April 14, she asked Charlie, while they were both picking a new station to go to, “Will you play with me?” and pointed to the sand and water table. (Need 2nd observation for asks questions) Although she does not ask questions often she answers questions well. On March 8, Mrs. Moore asked the class during story time if the character in the book was being nice and Addison shook her head and said no. Then on April 20, I asked her if she wanted to play a game, while outside playing with Riley and I, she nodded her head and said, “yes.” Addison has also shown her ability that she can …show more content…
Also on April 21, at sandbox, she was able to to pick out two pink coins, when I asked her to pick out two coins that were the same, and two different colored coins, when I asked her to pick out two different coins. She has also shown that she understands time related words, such as soon, later, and in a few minutes. A few examples of this would be on April 7 when she said, in dramatic play that she had to call her mom now and immediately got on the phone and another time was when she told me, when I asked her to zip up her coat, that she wanted to do it later. She has shown that she understands comparative adjectives like big, bigger, and biggest, such as on March 10, when asked what big, bigger, and biggest looked liked, she described big by holding her hands about shoulder length apart, bigger by holding her hands about three feet apart and biggest by putting her hands behind her back. (Need 2nd observation for understands comparative adjectives) (Need both observations for all basic number words) Addison was easily distracted on the week April 18, so when asked to rhyme a word with cat she could identify that bird and dog did not rhyme, but just giggled when Jessica is fat rymed. Addison did show that she can rhyme, when on April 21 I asked her what rhymes with bat and she said, “How about cat.” Addison has a hard time making
I also used a ruler to point at each letter as she read out loud what letter she can see. Then, when she was finished reading, she stopped at a particular line and I wrote down her results. I also tested her other eye which is her right eye which had different results. After, she finished and I wrote her results down, I tested her vision field by sitting in front of her and placing my finger near her ear and she then told me when she seen my finger at
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
During the Clinical Evaluation of Language Fundamentals-Preschool 2 (CELF-Preschool 2) Tara Noel was fully engaged during the Sentence Structure and Word Structure portion of the test. After Word Structure she was frustrated because the tasks were harder for her than the Sentence Structure, and she just started pointing to pointing to random pictures. Tara Noel stopped at this point to have a snack. After we resumed the assessment she was distracted during the rest of the assessment, and mentioned to the examiner many times that “It too hard.”
The next item on the list was to see if she could wave bye bye. So I asked her mom if she would mind leaving the room and I tried to get her to wave bye bye to her mom but she refused to and just stared at her mom. Her mom told me that she does wave bye bye so instead of sending her mom out, I pretended like I was leaving and she finally did wave bye bye. Around her age about 70% of the kids can wave bye bye. I think at first she was hesitant because she was waving bye bye to her mom but when her mom asked her to wave bye bye to me she did not hesitate to put her hand in the air and wave it like her mom was doing. The next item on the assessment was to play pat-a-cake. She has never played before according to her mom so when I was showing her how to play she was very reluctant on trying. About less than 50% of children can play pat-a-cake but I think it was just out of her comfort zone. The next activity was to bang 2 cubes held in her hand, and she absolutely loved this. Not only could she hold the cubes in her hand and bang them but she would start to giggle and laugh every time they made a clanking noise. More than 50% of children can do this so once again she fell right back
For example, she would have each member of the group tell what the character ate using a sentence. To make sure they understood what was said, she had them pick out the said object/food and put it in a doll’s mouth. During this activity, one of the boys had a tough time articulating the /k/ and /t/ sounds in the words cake and turkey. To help, Megan had both members of the group imitate her saying “k-k-k-cake” and “t-t-t turkey.” It was fun watching one of the boys help out his struggling friend by facing him and showing him how to say these sounds. Following this activity, Megan had the boys make Thanksgiving turkeys. Just like all the previous activities, the boys had to use their words to get what they wanted. Thus, they told Megan what color crayon they wanted by saying “I want red” or” No, I want blue.” When gluing the feathers on the turkey, Megan used this time to work on prepositions by saying “Turkey goes on the feathers.” When they were finished with their turkeys, Megan continued working on prepositions by having the group put their turkeys on top of the table, on the wall, or under their
iii) They tend to forget a lot. This ties to the second challenge, and is again caused by their overlapping thoughts (Adult ADD, Katelyn, Nadeau).
(Ages: Birth to 7:11) is a standardized assessment to assist in identifying children who have a language disorder or delay. It is composed of two subscales: Auditory Comprehension (AC) and Expressive Communication (EC). The Auditory Comprehension is used to evaluate how much language a child understands. The tasks assess comprehension of basic vocabulary, concepts, and grammatical markers. The Expressive Communication is used to determine how well a child communicates with others. Children are asked to name common objects, use concepts that describe objects and express quantity, and use specific prepositions, grammatical markers, and sentence structures. The responses to each subscale questions yield a standard score where 100 is the
For my paper, I interviewed my younger sister who is in Kindergarten. I entered the interview assuming that she would know more than she actually did. We started with the easier questions (we used addition and subtraction). The first question I asked basically just to explain to her how the interview was going to work, because sometimes explaining things to a 6 year old is hard to do without a visual. She actually answered the first one right, and we were off to a great start! I asked her: If Maya has 100 jellybeans, and her sister gives her 25 more, than how many jellybeans does Maya have altogether? She recognized that she had two separate groups (100 and 25), but when you put the two groups together you had the whole, or the answer (125).
These subtests required Jasmine to examine and think about the information presented in blocks, geometric designs, and puzzles in order to solve nonverbal problems using hand-eye coordination, while working quickly with visual information. Jasmine’s demonstrated average to low average perceptual reasoning skills as evidenced by her standard score of 90 (25th%ile, 95% confidence level = 83-98). She displayed excellent skills in using puzzles to make a picture (Block Design) and to solve problems through looking at a matrix, whereas her performance on the Picture Concepts subtest was in the low average
The majority of the time I was with Mary we would read stories and do worksheets. Mary would do her best to read all of the words in the book. If she got stuck on a word, I would help her out. After I told her how to say a word or what it meant, she would repeat that word back to me so she would remember it. Mary caught on very fast to the material that we worked on. She would only have to ask about a word once and then she would recognize it if that same word came up again. She would ask questions when she did not understand a word or problem. I would do my best to explain to her what the question or word meant, and she usually understood. When we were talking and she did not remember what a specific word was in English, she would describe the word and use actions. I would guess the word and then she would continue on with our conversation. When Mary read out loud to me, her pace was slow and she would sometimes struggle with certain words. However, when she read to herself, which was in a whisper, she read at a normal to fast rate.
Oral and Written Communication skills are two of the most important skills a person could have in the workplace. Without the ability to effectively communicate or understand communication in written or auditory form taking and giving direction would be extremely difficult. Oral communication is simply the act of talking and listening. If a person can effectively convey his thoughts in spoken word and interpret others spoken words into their intended thought then they can effectively communicate orally. The same concept can be applied to the written word. The U.S. Deptartment of Labor breaks oral communication into two areas:
Communication skills are one of the most important management skills, needed for success and progress of any manager in the world. Manager who has excellent communication skills can effectively and successfully represent the company in front of outside audience and major stakeholders. Manager who has good communication skills can easily interact with other colleagues, senior management and other executives of the organization.
Speech is the actual act of communicating through the use of words and sounds (American Family Physician, 1999 pg. 3121). The importance of verbal communication is the development of positive relationships with family and peers (American Family Physician, 1999 pg. 3121). Language is the act of understanding what is being spoken and the ability to express thoughts and feelings in return. Language is also understood and expressed through the use of visual aids such as pictures (American Family Physician, 2011 pg. 1183). The development of both speech and language is essential for healthy social and emotional skills.
Addison needs to develop word identification strategies to improve her reading. The data collected indicated that Addison’s word analysis skills were not effective. Addison consistently had difficulties with the vowels and the
Communication is one of the most important factors in our lives. It dictates the relationships formed with the individuals in personal and professional lives. Effective communication provides a foundation for trust and respect to grow. It also helps better understand a person and the context of the conversation. Individuals often believe that their communication skills are much better than what they actually are. Communication appears effortless; however, much of what two people discuss gets misunderstood, thus leading to conflicts and distress. To communicate effectively, one must understand the emotion behind the information being said. Knowing how to communicate effectively can improve relationships one has at home, work and in social affairs. Understanding communication skills such as; listening, non-verbal communication and managing stress can help better the relationships one has with others.