Class outline: Class #10

.Teaching Students with Intensive Communication Needs

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June 15, 2006 (class #10)
Topic: Coordinating Attention

Class outline:

4:20-4:30 Quick questions and quandaries. Announcements:

Please turn in your reading questions for Adamson and Chance.

Don't forget the first draft of the progressive essay is due on Monday.

4:30-5:30 Interactive presentation: Integrating what we've learned to date about fundamental concepts in early communication and language development

5:30-5:40 Mid-semester course evaluation (how is it going for you so far?)

5:40-6:20 Small group activity:
work on rough draft of progressive essay

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Overheads:

PowerPoint file

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Optional Reading Questions:
Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.
Adamson & Chance, 1998

1) What are some examples of 'joint attention', 'supported joint attention', and 'coordinated joint engagement' from any young children that you have known or observed.

2) On page 23, the authors write "When the infant is 6 months old the adult appears to take all responsibility for ensuring that a triadic arrangement of self, infant, and object endures." What does that mean?

3) What do you take "...adults may most successfully teach nouns when they map their own attention onto their child's current focus" (p. 29) to mean?

4) Considering that people who are deaf "listen" with their eyes, what are some of the questions you might have about the development of coordinated joint attention among young deaf children?

5) What about young children who are blind and deaf?

6) Now that you've read this article:

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

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Recommended Readings:
Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 169-175.
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Tomasello, M., & Farrar, M. J. (1986). Joint attention and early development. Child Development, 57(6), 1454-1463.
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Home Courses Handouts Vision Vita e-mail me

Return to top Julia Scherba de Valenzuela, Ph.D.
Last updated: June 14, 2007

4:20-4:30	Quick questions and quandaries. Announcements: Please turn in your reading questions for Adamson and Chance. Don't forget the first draft of the progressive essay is due on Monday.
4:30-5:30	Interactive presentation: Integrating what we've learned to date about fundamental concepts in early communication and language development
5:30-5:40	Mid-semester course evaluation (how is it going for you so far?)
5:40-6:20	Small group activity: work on rough draft of progressive essay

1)	What are some examples of 'joint attention', 'supported joint attention', and 'coordinated joint engagement' from any young children that you have known or observed.
2)	On page 23, the authors write "When the infant is 6 months old the adult appears to take all responsibility for ensuring that a triadic arrangement of self, infant, and object endures." What does that mean?
3)	What do you take "...adults may most successfully teach nouns when they map their own attention onto their child's current focus" (p. 29) to mean?
4)	Considering that people who are deaf "listen" with their eyes, what are some of the questions you might have about the development of coordinated joint attention among young deaf children?
5)	What about young children who are blind and deaf?
6)	Now that you've read this article: what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?