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Fall '12- Lang Dev Exam #4 > 11/26-Intervention for Children with Language Impairments > Flashcards

11/26-Intervention for Children with Language Impairments Flashcards

1
Q

What is the overall goal of intervention?

A

for the child to express and comprehend language as normally as possible in academic and social situations

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2
Q

When is SLI a primary LI?

A

When the child is normal but language is low.

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3
Q

When is SLI secondary?

A

When the child has autism or mental retardation

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4
Q

What are four specific steps for language intervention?

A
  1. try to change the child’s environment
  2. change/eliminate underlying problem
  3. change impairment by teaching the child specific language behaviors
  4. teach compensatory strategies
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4
Q

What should basic approaches to language include?

A
  • functional approach
  • Development/normative approach
  • a combination
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4
Q

What is functional approach?

A

teaching children specific skills for their environment

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5
Q

What is development/normative approach?

A

We base our intervention targets on language development norms

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6
Q

what kind of reinforcement do we use in therapy and what does it increase?

A
  • positive reinforcers help LI children increase language skills
  • primary or secondary positive reinforcers
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7
Q

what is a primary reinforcer?

A

biological-(things like food)

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8
Q

what is a secondary reinforcer?

A

words of praise

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9
Q

what is focused stimulation?

A

repeatedly model the target structure

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10
Q

what is incidental teaching?

A

use natural interactions to teach language

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11
Q

what is self talk?

A

clinician describes his or her own activities

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12
Q

what is parallel talk?

A

the clinician comments on what the child is doing

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13
Q

what is mand model (elicited imitation)?

A

command the child to say something

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14
Q

What are extensions?

A

taking the child’s utterance and adding grammatical and semantic information

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15
Q

what is recasting?

A

clinician expands the child’s utterance into a different type of utterance

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16
Q

what are joint routines?

A

repetitive routines or activities?

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17
Q

what is joint book reading?

A

when clinicians and children read a book together, they can practice and repeat certain words and phrases

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18
Q

what is using sabotage?

A

the clinician disrupts something (wear a big bandage, disrupts normal routine so it gets kid to ask questions to find out what happened)

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19
Q

how can we modify linguistic input?

A
  • slow down
  • repeat info
  • rephrase and restate
  • use multimodal approach
  • use short sentences
  • emphasis target words thru increase volume and stress
  • enunciate words clearly
  • makesyre listening conditions in the classroom are favorable
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20
Q

in order to help children generalize their language treatment targets to settings outside the clinic, what must The SLP do?

A

vary the:

  • settings (classroom, playground, cafeteria)
  • stimuli
  • interlocutors
21
Q

WIth who is it important to connect with in the child’s environment? and who does this include?

A

significant others

including teachers & caregivers

22
Q

caregivers aren’t always just moms or dads, who do “caregivers” include?

A
  • parents
  • grandparents
  • day care providers
23
Q

Research

What does Generations United, 2012 say in terms of caregivers taking care of children?

A

(alot more kids are being raised by grandparents these days)

24
Q

why is it important to work with classroom teachers? and what can we do when working with them?

A
  • LI students spend 30+ hours/week in the classroom

- they can provide strategies to the teacher to support ALL students

25
Q

What is a major consideration when working with CLD children with LI?

A

which language will be used in therapy?

26
Q

What do researchers recommend if the student is dominant or more proficient in first language vs. 2nd language?

A

intervention conducted in first language will usually be more effective

27
Q

What must we consider with CLD children who speak more than one language?

A
  • what resources are available for conducting intervention in L1?
  • What language is used in the home?
28
Q

Although it is ideal to conduct intervention in L1 for many CLD students, what is often the reality?

A
  • intervention is conducted in English b/c no bilingual personnel are available
  • though it is often the “second best” choice, it is often reality in many settings
29
Q

Where is it important to place CLD students with LI?

A

in the best possible programs that the school has to offer

30
Q

What should SLPs incorporate with CLD, LI children when in therapy?

A

-principles of multiculturalism into intervention activities

31
Q

Again, IF possible how should we conduct therapy with CLD children who speak 2 languages? and what must therapy match?

A
  • conduct therapy treatment in first language if possible
  • English therapy/treatment should match student’s stage of English aquisition
    (ie: intermediate, fluent, just learning simple words)
32
Q

What else should we teach and prioritize with children who have LI?

A
  • teach pragmatics
  • basic literacy skills
  • prioritize vocabulary
  • help with academic English curriculum for school success
33
Q

Who should we involve so that we can make them feel like they are an integral part f the child’s general & special education services?

A

families

34
Q

When teaching vocabulary, what is a good thing to utilize?

A

-classroom materials (math, language arts, social studies, etc.)

35
Q

what does Montgomery 2011: say in terms of number of exposures needed to learn a new word?

A
  • significant increase (120+) level of IQ=20 exposures

- moderate cognitive impairment (60-69 level of IQ)= 55 exposures

36
Q

What are 7 ways to reinforce vocabulary?

A
  1. contextualizing word in sentence or story
  2. have children repeat words–creates a phonological representation
  3. explain meaning of word
  4. give examples in context other than the story
  5. have child provide their own examples
  6. child repeats words again
  7. have child write words, sentences, and definitions
37
Q

What can we have children draw to reinforce vocabulary?

A

pictures of new words/concepts that they learn

38
Q

What’s a nice idea to help kids learn vocabulary when in therapy? HINT-she did this with Reggie

A
  • have children keep dictionaries of new words
  • write word definitions, draw pictures
  • you review all of this with them
39
Q

What does Montgomery, 2011 say is a good tool for vocabulary extension? and what are the two goals?

A
  • www.freerice.com
  • 2 goals: -provide english vocabulary to everyone for free
  • help end world hunger by providing free rice to people in developing nations
40
Q

Research

What did Foster & Miller, 2007 find about literacy readiness in lower elementary levels?

A

found that:

  • students enter kindergarten with differing levels of literacy readiness
  • these kindergarten levels impact 3rd grade reading performance
  • low-income children increase risk-3rd grade low literacy group
41
Q

we can help young, at-risk students by supporting them in areas such as? and with who can this be done?

A
  • phonological awareness
  • reading comprehension
  • reading fluency (how fast you read–# of WPM)
  • students already on our caseloads
  • at-risk students who are not yet on IEPs
  • we support them in the classroom setting
42
Q

What is one of Dr. R’s favorite ways to suport reading comprehension

A
  • Picture walk
  • older students–look over title, illustrations, key headings
  • get “big picture” first before you start decoding
43
Q

Research

What does Montgomery 2011 say at the vocabulary workshop in terms of sight words?

A
  • increase sight word automaticity

- first 25 words in english–1/3 of all printed words

44
Q

What reading comprehension program increases fluency?

A

read naturally

45
Q

Research

What does Conti Ramsden, B., Durkin K., & Simkin Z (2010) say in terms of language, social factors, and cell phone? use

A

this study looked at:

  • adolescents with SLI
  • a recent survey of teenagers in teh U.S. showed that 80% had a cell phone, in the U.K. 90% of teens have a cell phone

Adolescents with SLI

  • are shyer than peers, less adept at oral communication
  • cell phones/texting ideal ways to communicate

However, it was found that

  • adolescents with SLI did not text or call on cell as often as normal peers
  • they don’t have as many friends

Therapy implications:

  • texting and cell phones extremely advantageous for adolescents with SLI-Safety & social networking
  • in therapy, facilitate cell phones & texting
46
Q

Research

what does Bullen, D (2012) say in terms of raising awareness about bullying, specifically Asperger’s?

A

94% of students with Asperger’s are bullied

47
Q

Research
What does Armstrong, 2011 (ASHA leader) say about serving children with emotional-behavioral disorders using a collaborative approach?

A

-for students teased and bullied because of poor pragmatic skills, social skills groups are ideal

48
Q

What are things to teach in social skills groups?

A
  • enter a group gracefully
  • stay on topic
  • listen well
  • take turns in conversations
  • say positive things to others
  • admit to mistakes
  • make amends when appropriate
49
Q

With taunting comments, what should we teach students to do?

A
  • laugh & agree

- say “whatever!” shrug & walk away

50
Q

what must we always remember to support and what is our overall goal?

A
  • we support the development of social & academic language

- our goal is to help children succeed in their world

50
Q

Intervention techniques apply to what type of Children with Language Impairments

A

to children with both primary and secondary language impairments (LIs)

Fall '12- Lang Dev Exam #4 (4 decks)

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