JISH Articulation Test (JAT) Training Workshop
The JISH Articulation Test (JAT) is designed to diagnose articulation disorders, to determine errors and their type for children aged three years and older, and to observe any phonological processes. This requires extensive knowledge and knowledge of the vocal structure of the sounds of the Arabic language in terms of describing phonemes. Therefore, it is recommended that only speech and language specialists use and apply this tool for testing and diagnostic purposes.
Training objectives:
- A detailed explanation of the test components and objectives
- Calculate the scores for the test
- Calculating percentages and standard scores for the test, and analyzing the results according to the test guide
- Writing the test report
- Training the course participants to use the test
JISH Arabic Communicative Development Inventory (JACDI) Test Workshop
This standardized Arabic-language test was designed on the Saudi community to measure the development of language for children (from the age of eight months to three years) The scale consists of two parts: The first part relates to determining the level of words and gestures for the child (from the age of 8 to 16 months) by answering the child to yes Or no questions, by the child imitating the words and using them and using gestures that are not dependent on verbal expression.
The second part focuses on the words and sentences of the child (from the age of 16 months to 3 years) so that the verbal vocabulary that the child can use is determined and also assesses the child’s skills for the units of grammar and syntax, as well as using sentences in a correct way to measure the development of the child’s knowledge of the world around him.
Training objectives:
- A detailed explanation of the components and objectives of the examination
- Calculating grades for examination
- Training the course participants to use the examination
JISH School Readiness Test Workshop
The test was designed to assess the degree of school readiness for children between the ages of five years to six years and eleven months. It assesses the language proficiency and the child’s eligibility to enter school. The test is also designed to detect spoken and / or linguistic problems that in turn affect a child’s ability to learn academic skills. The test is the first of its kind in the region, as it is standardized in the Arabic language, which helps workers in the educational sector to identify children who need support services since the first grade or kindergarten, and also in mitigating the impact of language problems on the academic performance of the child, and improving the child’s ability to learn and develop basic reading and writing skills
Training objectives:
- A detailed explanation of the test components and objectives
- Calculate the raw scores for the test
- Calculating percentages and standard scores for the test, and analyzing the results according to the test guide
- Writing the test report
- Training the course participants to use the test
Assessment of Language Skills Through Play
This workshop aims to introduce the Carol Westby scale to assess language skills using play. The scale describes the development of play in children within two main stages of play: non-symbolic play and then symbolic play) where non-symbolic play skills develop within two levels, then it develops into symbolic play within eight levels and the relationship of each stage to the development of concepts and language structures of the child. We will discuss how to use this standard for evaluation and treatment planning. The workshop will include practical training on the use of the scale.
Training objectives:
- Describe the ten main stages of play
- Describe the linguistic concepts associated with each stage of play.
- Symbolic play skills assessment.
- Use scale results for therapeutic planning.
Social Communication Skills for Children in Kindergarten and School Age: Evaluation and Treatment
One of the most important skills needed to use language appropriately for different social situations is social networking skills. Children who have different language disorders (such as autism) may have deficiency in social communication skills. This workshop aims to shed light on some methods of assessing social media skills. It will also provide participants with several treatment strategies to target the problem.
Training objectives:
- Defining social communication disorders
- Determine the social communication skills that should be evaluated in children with delays and language disorders in kindergarten and school age
- Explain the strategies that can be used to develop social communication skills among children in kindergarten and school age
- Identifying the extent of the impact of social communication difficulties on the individual’s effective ability to participate effectively in different social situations, to develop his relationships with his peers, to achieve academic success, and to perform successfully at work
Evaluation of Play Skills and Their Role in Language Development in Children
Play has an important role in developing cognitive skills and developing speech, language and motor skills. Through play, children discover the environment around them and interact with different communication partners, where they can share social and emotional experiences. The workshop will target the natural development of play skills, and different types of toys. It will also identify children who may have difficulty acquiring playing skills appropriate for their developmental age. In addition, the evaluation process and treatment of playing skills will be discussed. The different ways of developing the language through natural activities will be discussed.
Training objectives:
- Learn the natural development of children’s playing skills
- Learn about different types of toys
- Identify children who may encounter difficulties in their play skills
- Developing play skills through therapy sessions
- Learn ways to develop language through natural activities
Strategies to Help Parents and Teachers Improve the Language Development of Children with Different Disabilities by Developing Joint Attention
Numerous studies and research have demonstrated the importance of joint attention skills in the child’s natural linguistic development. Also, children with multiple disabilities do not have the skill of joint attention, which negatively affects the development of their language. The workshop focuses on strategies and programs aimed at developing common attention among children with multiple disabilities and how strategies are implemented by teachers and parents.
Workshop Topics:
- Define joint attention
- The importance of joint attention in the language development process
- The role of parents / educators in increasing the skill of joint attention
- The role of teachers in increasing the skill of joint attention
- Transforming the results of scientific research into joint attention into an applied intervention
Workshop: Treatment of Phonological processes and its effect in improving phonological awareness skills, reading and writing
Phonological processes are the patterns that children use when they begin to speak to simplify the speech of adults. These processes are considered acceptable to a certain age, but they gradually evolve with the development of the child’s speech system, replacing those patterns with sound speech. Therefore, if these operations continue, they are considered as a disorder, since they affect clarity of speech and require medical intervention. There are many scientifically proven methods for treating phonological disorders and improving speech clarity
Workshop objectives:
- Definition of phonological processes and their types
- Learn the difference between traditional speech therapy and phonological processes
- Selection and application of various therapeutic methods for phonological processes
- Identify phonological awareness skills and their impact on reading and writing skills