Embedded Files
Participants will learn how to translate the research from Part 1 and the practices from Part 2 in a manner that is sustainable. The objective is for participants to learn how reinforce practices that apply the understanding of language as the primary vehicle for frequent and positive social connections.
How do we use the tool to notice individuals?
INDIVIDUAL LEVEL
The NOTICE Language Indicators of Well-Being tool highlights specific aspects of language that are essential to well-being across the developmental continuum (from infancy through adulthood). This resource was developed to support individuals who interact with children in all settings, such as well-child visits, home visiting, classrooms, child welfare, and juvenile justice. Awareness and understanding of language development advances more informed decision-making and expands opportunities to guide practice and policy.
The indicators within this tool are not just related to expressive language, but also receptive and pragmatic language. These relate to a child’s capacity to communicate for different reasons (i.e., why a child is communicating), to communicate in different ways (i.e., how a child is communicating), to regulate emotions with the help of others, and to regulate emotions on one’s own. It is these aspects of language that determine well-being and set the stage of literacy, academic and emotional resilience.
To NOTICE language development is an outcome of action items in the “Why” section of the toolkit, such as expanding the use of strategies in routine well-child visits to the doctor that provide families with guidance about noticing—and opportunities to enhance—language development; providing educators with tools to notice expressive, receptive, and pragmatic language; and supporting use of these tools by child welfare and juvenile justice staff, particularly upon intake into these systems.
This toolkit provides a freely accessible tool that can be used to MONITOR the engagement of an individual or group of children. Caregivers, educators, and health care providers, and others who interact with children on a daily basis can use the Social Engagement Ladder to record engagement levels. Refer to the “What” section of the toolkit for instructions and video tutorials for use.
This information can be used to MONITOR whether children are socially connected, following social routines, and expressing their thoughts and feelings to others. For children who frequently score 0 (not focused), 1 (emerging/fleeting), or 2 (partially engaged) in daily activities that are interactive in nature, this information can be shared with those who have been trained to complete a brief language screening, such as nurses, social workers, and counselors.
Think of a time when you worked with a child (maybe your own child) who had problems following instructions. What did you notice about his/her behavior? Were you able to help the child? What worked?
The use of a screening tool may help discern whether language difficulties might be a missing link contributing to their disengagement. Refer to the “What” section of the toolkit for information about administering screening tools.
The “What” section of the toolkit includes a list of brief language screening tools.
As you will recall, the language SCREEN provides information that might indicate opportunities to enhance engagement as a gauge of language development in everyday routines and activities. It’s important to understand that while the results occasionally may warrant a deeper and more comprehensive assessment conducted by a licensed speech-language pathologist, the screening itself may generate an awareness of language vulnerabilities, indicating the need to ENHANCE opportunities for engagement in universal settings.
ENHANCE
An appreciative inquiry method is embedded in our mentorship format and mentorship materials. Appreciative inquiry refers to a process of change that begins by identifying what is already working, and then supporting the mentee by inquiring where they see opportunities for next steps. Mentorship might involve having an educator mentor—another educator, a parent mentor—another parent, or a health care professional mentor—another health care professional. This peer-to-peer format is ideal as we’re simply noticing what interactive strategies appear to foster engagement, rather than critiquing or evaluating. If the mentorship is used by an instructional coach with an educator or a social worker with a parent, it will be important that one’s role as a mentor during this process be identified upfront so the mentee is comfortable being observed and supported.
Think of a time when you used a different approach to communicate with a child and it worked – what did you do differently? How did the child respond?
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