Language Of Routines And Joint Attention Essay

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Early intervention, at its core, is “services provided to infants and toddlers who are at risk for, or showing signs of developmental delays” (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can “create optimal environments for language learning” (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two successful evidence based practices families and interventionist can use with children who are d/Deaf and Hard of Hearing. Joint attention relates to “the eliciting and directing of another person’s attention to an object for mutual engagement with the object,” (Tasker, Nowakowski, & Schmidt, 2010) while language of routines emphases the idea that “when a child is familiar with routines, the interventionist can focus on scaffolding new and more complex learning” and language (Vygotsky as cited in Jennings, Hanline & Woods, 2012). By utilizing both methods of interventions in a child’s natural environment, their language will flourish. First, to successfully engage in joint attention, one must meet the needs of their child by gaining their attention in a multimodal way. Engaging frequently in joint attention will, therefore, help the child transition out of the egocentric stage to engage in frequent language interactions with others. Research shows that “hearing children with hearing parents and d/Deaf parents with d/Deaf

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