Prenatal Cocaine Exposure
Impacts on Language Development
Neurologic Impacts of Cocaine
How Does Cocaine Affect The Brain? - How Drugs Work, Cocaine, Preview - BBC Three
Characteristics:
Physical: reduced head circumference; decreased birth weight; decreased birth length
Neurological: teratogenic effects (impacts on embryonic development)
Behavioral: impaired self-regulation; difficult to soothe
Language: Impaired Expressive Language; Impaired Pragmatic Language
Contributing Factors:
- Poverty
- Poly-drug use
- Exposure to abuse
- Foster/adoptive care
- Neglect;
Statistics:
- 5.4% of Pregnant Women Abuse Controlled Substances
- over 600,000 individuals over the age of 12 tried cocaine in 2013
- Poverty is closely linked to substance abuse
- 1 in 4 children is born into poverty
Assessments:
Assessment Matrix Pg. 1
Assessment Matrix Pg. 2
Assessment Matrix Pg. 3
Social Stories
Social stories can be effective for improving pragmatic language and behavior in social situations.
Social stories are personalized narratives, often created by a parent, educator or SLP, used to prepare a child for an upcoming scenario or situation. (Gray & Garand, 1993 as cited in Ali & Fredrickson, 2006; Sansosti, Powell-Smith, & Kincaid, 2004)
Social stories are personalized narratives, often created by a parent, educator or SLP, used to prepare a child for an upcoming scenario or situation. (Gray & Garand, 1993 as cited in Ali & Fredrickson, 2006; Sansosti, Powell-Smith, & Kincaid, 2004)
Shared Book Reading including Dialogic Reading
Shared book reading can be used to improve expressive and receptive vocabulary as well as literacy skills.
Through shared story reading, caregivers can draw a child’s attention to words, letters and numbers in the text by tracking the text while reading, identifying different letters/numbers, and asking the child to identify specific words or letters (van Kleek, 2006). By acknowledging the print, letters and words within a text, children develop print awareness. This skill is necessary for future reading and literacy success (van Kleek, 2006; Reese, Sparks, Leyva 2010).
With dialogic reading, caregivers are taught methods to directly involve their child in the storybook reading by asking the child open ended questions about the story, having the child make inferences about the text, and relating the text to events or scenarios familiar to the child (Reese et al., 2010; Mol et al., 2008; van Kleeck, 2006
Through shared story reading, caregivers can draw a child’s attention to words, letters and numbers in the text by tracking the text while reading, identifying different letters/numbers, and asking the child to identify specific words or letters (van Kleek, 2006). By acknowledging the print, letters and words within a text, children develop print awareness. This skill is necessary for future reading and literacy success (van Kleek, 2006; Reese, Sparks, Leyva 2010).
With dialogic reading, caregivers are taught methods to directly involve their child in the storybook reading by asking the child open ended questions about the story, having the child make inferences about the text, and relating the text to events or scenarios familiar to the child (Reese et al., 2010; Mol et al., 2008; van Kleeck, 2006
Milieu Teaching
Milieu teaching can be used to encourage expressive language. Peterson, Carta, Greenwood (2005) and Dinehart, Keiser, Hughes (2009) found milieu teaching to be especially helpful in treating language delays in children at risk.
Milieu teaching involves the arrangement of a child’s environment in order to facilitate a desired behavior (Peterson et al., 2005; Dinehart et al., 2009).
Milieu teaching involves the arrangement of a child’s environment in order to facilitate a desired behavior (Peterson et al., 2005; Dinehart et al., 2009).
Example of Milieu Teaching
CIEP 501
Structured Play
Most of a child's learning is through play activities (Owens, 2012). Using play activities, caregivers/clinicians can facilitate receptive and expressive language by encouraging interactions, using symbolic play (i.e., playing house, cares etc.) and providing a context for the vocabulary.
Specific Language Facilitating Strategies
These include: expansion, extension, turnabouts, recasts, modeling, imitation etc. These language facilitating strategies are often used by caregivers, and increased use can help build receptive and expressive language (Owens, 2012).
Routine Based
Interventions should be implemented within the context of routines.
Prevention:
- Early Intervention
- Advocate for:
- Early Identification
- Quality Drug Prevention Education
Prenatal Cocaine Exposure: Prevention
Resources
BBC. (2011). How does cocaine affect the brain? [video]. Retrieved from https://
www.youtube.com/watch?v=4OS2C4NemJI-
Language Intervention Laboratory. (2014). Milieu teaching [photograph] Retrieved from
http://www.kumc.edu/Images/shp/research/fey-child.jpg
Ng, K. (2014). Milieu Teaching [video]. Retrieved from https://www.youtube.com
/watch?v=yQgcBxGJKG4
Positive Parenting. (2014). Mother son talking [photograph] Retrieved from
http://www.positive-parenting-ally.com/images/self-esteem-activities-mother-on-her-
knees-explaining-to-her-toddler.jpg
Roberts, S. (2014). Prevention [video] Retrieved from https://
www./youtube.com/watch?v=evpdXW9Cxkg&list=UUw1J4oSB2DO6WMfC SiympxA
Saving Dinner. (2014). Family eating [photograph]. Retrieved from http://savingdinner.com
/wp-content/uploads/2012/12/Power-of-Dinner2.jpg
Sober Nation. (2013). Baby crying [photograph] Retrieved from
http://www.sobernation.com/wp-content/uploads/2013/09/cocaine-babies.jpg
Speech Buddy. (2012). Social stories [image]. Retrieved from
http://www.speechbuddy.com/blog/wp-content/uploads/2012/05/speech4.jpg
Washington Learning Systems. (2010). Dialogic reading
[photograph]. Retrieved from http://www.walearning.com/media/images/dialogic-reading.jpg
Woolton Hill Preschool. (2004). Structured play [photograph] Retrieved from
http://www.wooltonhillpreschool.hampshire.org.uk/images/Indoor-
20play_ceoysqym.jpg
www.youtube.com/watch?v=4OS2C4NemJI-
Language Intervention Laboratory. (2014). Milieu teaching [photograph] Retrieved from
http://www.kumc.edu/Images/shp/research/fey-child.jpg
Ng, K. (2014). Milieu Teaching [video]. Retrieved from https://www.youtube.com
/watch?v=yQgcBxGJKG4
Positive Parenting. (2014). Mother son talking [photograph] Retrieved from
http://www.positive-parenting-ally.com/images/self-esteem-activities-mother-on-her-
knees-explaining-to-her-toddler.jpg
Roberts, S. (2014). Prevention [video] Retrieved from https://
www./youtube.com/watch?v=evpdXW9Cxkg&list=UUw1J4oSB2DO6WMfC SiympxA
Saving Dinner. (2014). Family eating [photograph]. Retrieved from http://savingdinner.com
/wp-content/uploads/2012/12/Power-of-Dinner2.jpg
Sober Nation. (2013). Baby crying [photograph] Retrieved from
http://www.sobernation.com/wp-content/uploads/2013/09/cocaine-babies.jpg
Speech Buddy. (2012). Social stories [image]. Retrieved from
http://www.speechbuddy.com/blog/wp-content/uploads/2012/05/speech4.jpg
Washington Learning Systems. (2010). Dialogic reading
[photograph]. Retrieved from http://www.walearning.com/media/images/dialogic-reading.jpg
Woolton Hill Preschool. (2004). Structured play [photograph] Retrieved from
http://www.wooltonhillpreschool.hampshire.org.uk/images/Indoor-
20play_ceoysqym.jpg