Chapter 9: Intervention for Developing Language + Extra Stuff Flashcards
Who does IDEA serve?
2
K-12
3-21 years
How does IFSP differ from IDEA?
2
Family-centered
Home treatment
Who is the focus of an IEP?
Where does it apply?
Focus: Child-focused
Location: School-based
What are treatment focuses that may be found in an IEP?
4
Academic goals
Groups
Long-term goals
Short-term goals
What does family-centered practice mean?
3
Respecting family’s wishes for extent of therapy
Perhaps providing “homework” activities related to therapy
Attempting to integrate parent’s requests in goals (if achievable)
What are the Products of Intervention?
Intended goals
What are the Processes of Intervention?
Methods used to achieve goals
What are the Contexts of Intervention?
Physical and social environments
What are three examples of Intervention Products?
Helping child acquire adequate expressive language skills
Giving child tools to become an effective communicator (allowing social skill so develop appropriately)
Strengthening oral language skills for later success in school/literacy skills
What are areas we should consider when choosing intervention goals?
(7)
Phonology
Morphology
Syntax
Semantics
Pragmatics
Play and thinking
Pre-literacy
How can we use Phonology to help choose intervention goals?
2
Looking for intelligibility
Looking for risk for reading problems
How can we use Semantics to help choose intervention goals?
Increasing receptive and expressive vocabulary
How can we use Syntax to help choose intervention goals?
Increasing MLU (work on correct grammar)
How can we use Morphology to help choose intervention goals?
Increasing use of free and bound morphemes (especially plurals)
How can we use Pragmatics to help choose intervention goals?
Increasing interactive language, both verbal or AAC
How can we use Play and thinking to help choose intervention goals?
(2)
Interactive play
Problem solving
How can we use Pre-literacy to help choose intervention goals?
(3)
Books
Attention
Picture relations
What do we need to take into account when planning Intervention for Semantics?
(4)
Extra repetition needed to learn new words
Specific areas of weakness
Typical targets for vocabulary learning
Remember: One new concept at a time
How much extra repetition will our kids need?
At least twice as much
How might we target specific areas of weakness in Semantics?
4
Words to talk about cognitive states like thinking and feelings
Verb vocabulary – use actions that have already happened
Verb particles (pick up, put down)
Identification of semantic features – word relationships
How might we select intervention targets for Syntactic and Morphological Disorders?
(6)
Do not ignore other areas of intervention for grammatical goals alone
Focus on typical patterns of grammatical deficits
Bound morphemes (-s, -es, -ed – -ing is a strength)
Auxiliary verbs
Small, closed class morhphemes such as articles and pronouns
Elaboration of sentences – complex sentences
Auditory bombardment can facilitate ___________.
Phonological Development
When comprehension ok but production is weak, what should be our focus?
Production
When both comprehension and production are weak, what should be our focus?
(2)
Both production and comprehension
Start with comprehension
What are three approaches that facilitate comprehension?
Focused stimulation
Indirect language stimulation
Auditory bombardment
What are Pragmatics?
How language is used in the context of communication
What are two ways to add pragmatics to intervention?
Generate set of pragmatic targets or objectives for intervention
Consider pragmatics as context in which intervention takes place and learn each new form in variety of pragmatic contexts
What are three pragmatic targets for intervention?
Turn taking
Topic maintenance
Register variation (communicate differently with different people)
How can we consider pragmatics as context in which intervention takes place and learn each new form in variety of pragmatic contexts?
(2)
Use turn taking while focusing on the syntactic or semantic goal
Topic maintenance = facilitate use of child motivating topic with new forms (e.g., past tense – “made pudding”)
How do children with language develop disorders performs in symbolic play?
How?
They are behind their peers
They have a reduced or nonexistent ability to talk out loud when playing with toys or discussing roles and rules with peers
How can we help children develop language in symbolic play?
3
Use play and problem solving as contexts in which child can practice new forms and meanings
Model pretend play and problem solving using toys
Provide dialog, set up “problems”
Children with DLD have difficulty with _______________ even after their oral language deficits are resolved.
Reading and writing
What should SLP understand about phonological processing as it applies to reading and oral language?
(4)
Phonological awareness
Print concepts
Alphabet knowledge
Narrative and literate language
What is Phonological Awareness?
3
Sounds and syllables
Rhyming
Manipulate letters in words/sounds (say “fun” without the “f”)
What is Print Knowledge?
Alphabet letters make up words
What is Grapheme-Phoneme Knowledge?
Letters represent sounds
What is Literate Language?
Written language vs. spoken language
How can we help our kids develop preliteracy skills?
Provide exposure to stories, poems, books – can use as activity for therapy sessions
What are Clinician-Directed Methods for Phonology?
Speech sound discrimination (minimal pairs)
What are Clinician-Directed Methods for Semantics?
2
Objects, pictures, and interactive games
Computer software
What are Clinician-Directed Methods for Syntax and Morphology?
(2)
Operant grammar training programs – build sentences
Connell’s approach plus adding naturalness of clinician-directed activities
How can we make clinician-directed activities natural?
4
Making client’s contribution/comment informative
Creating intervention contexts with real motivation to communicate
Providing distractor items,
Presenting stimuli within cohesive texts
What is an example of an operant grammar training program?
Fokes Sentence Builder (out-of-print):
Who + is doing + what The man + eat + grapes
What are child-centered approaches to intervention?
2
Indirect Language Stimulation (ILS)
Facilitated Play
What are examples of Indirect Language Stimulation (ILS) for children with Developing Language?
(5)
Activities inside or outside (cooking, books, crafts, etc.)
Contingent feedback
Balanced turn-taking
Extension of child’s topic
Recast sentences
What is Contingent Feedback?
Say something related to what child did/said
What is Balanced Turn-Taking?
Let the child lead then respond when child looks at you
What is Extension of Child’s Topic?
Say something that gives more informaiton about when the child said/did
(“You have the blue car! It has black wheels”)
What is Recasting Sentences?
Take the child’s utterance and immediately recast it using a different syntactic form
(“Big doggy mad” -> “Yes, the big doggy is mad!”)
Which is superior: recasting or imitation?
Recasting
What are the benefits of Facilitated Play?
8
Permits integration of content, form, and function
Encourages child to bring knowledge of scripts to actual events (information can be supportive of language use)
Enhances narrative ability
Facilitates turn-taking
Increases opportunities for decontextualized language
Enhances expression of communicative intentions
Increasing vocabulary
Developing emergent literacy
What are three Hybrid Approaches to Intervention for Children with Developing Language?
Focused Stimulation
Script Therapy
Event Structures
What is Focused Stimulation?
Focuses on specific forms and uses multiple models with variety of forms of feedback
What is Script Therapy?
2
Reduces cognitive load of language training by embedding it in context of familiar routine
Develop verbal routines for child within intervention context
What are Event Structures?
Holistic, goal directed, sequentially organized sets of activities with prototypic features but internal variation
What are Literature-Based Scripts used in?
Joint book reading
What does Joint Book Reading allow for?
3
Scaffolding opportunities for adult input
Joint attention,
Practice and internalizing of specific language skills
What does Joint Book Reading promote?
4
Vocabulary
Grammatical development
Social communication
Preliteracy skills
How should we structure Joint Book Reading in our intervention sessions?
(3)
Use books that repeat specific targets
Use books that give opportunities for client to practice forms and meanings being targeted
Use books as an opportunity for language production practice
How can we use Structured Play in our intervention sessions?
2
Use predictable scripts
Focused on specific forms
What can Conversation teach our clients?
3
Assertive skills
Responsive skills
Peer interactions
What can Narrative teach our clients?
2
Retelling with scaffolding
Story reenactments
Who are Agents of Intervention?
3
Paraprofessionals
Parents/guardians/caretakers
Peers
What are four different Service Delivery Models?
Clinical Model
Language-Based Classroom
Consultant Model
Collaborative Models
What are the two types of Clinical Models?
1-on-1
Small groups
Who can be taught in Language-Based Classrooms? (2)
What might lessons be organized?
Typical peers
DLD kids
Theme-based units (1/month or 1/week)
What is the Consultant Model?
Work with teacher/paraprofessional to embed goals in every activity
What are two examples of Collaborative Models?
Response to Intervention (RTI)
CROWD
What is Response to Intervention (RTI)?
5
Alternative to discrepancy model
Multi-tiered approach to intervention for struggling learners
Has increasing levels of intensity
SLPs identify struggling children in general ed and special ed
Push In therapy
What does CROWD stand for?
C – Completion questions (“Walking down the ______”)
R – Recall questions that focus on story content
O – Open-ended questions to increase discussion
W – Wh-questions that focus on teaching new vocabulary
D – Distancing questions that link book events to child’s experiences (“Have you ever seen a purple cat?”)
How can should we design Intervention for Older, Severely Impaired Clients at Developing Language Levels?
(4)
Focus intervention on functional abilities for participating in mainstream settings
Use activities and materials in intervention that are age-appropriate and functional
Develop early literacy skills, even if cognitive levels usually associated with reading have not been achieved
Develop opportunities for students to participate as independently as possible in important social contexts (athletics, church, clubs, leisure activities, etc.)
How can we focus intervention on functional abilities needed for participating in mainstream settings?
(2)
Don’t just attempt to follow the developmental sequence
Use ecological inventory to chose targets useful to particular situations
When we design Intervention for Older, Severely Impaired Clients at Developing Language Levels, how should we prioritize communication services?
(6)
Understanding instructions in daily living activities
Communication allowing for independent function in mainstream settings
Maintaining rules of politeness and appropriateness in social interactions
Reading important environmental signs
Using functional written communication
Making their speech understood, speaking fluently, or using audible voice
What should we focus on when designing intervention for Clients with ASD (Developing Language Level)?
(5)
Address echolalia
Develop intelligibility (address articulation and prosody)
Expand language form to help preschoolers with ASD overcome delayed language development
Address mental state vocabulary (think, remember, know) and deictic uses of words (I/you, here/there, come/go—shift meaning depending on point of view of speaker)
Generalize language forms by using a system of least prompts in pragmatic contexts
What should we consider for preschoolers with ASD who show strengths in language form?
(3)
Teaching self-monitoring strategies
Peer mediated activities
Socio-dramatic script training
What are some Visual Strategies that can help us with developing language intervention?
(2)
Visual schedules, for all settings
Use real objects, real pictures, picture symbols
All Receptive Assessments target ______ and ______.
Vocabulary
Following directions
What parts of language are targeted in Receptive Assessments?
(4)
Morphology
Semantics
Syntax
Pragmatics
What parts of language are targeted in Literacy Assessments?
4
Phonemic/phonological awareness
Print Knowledge
Reading
Writing
What should be part of our assessment explanations to parents?
(4)
Level of Development
Educational Implications
Therapy
Goals
What should be included when explaining a child’s level of development to a parent?
(2)
Strengths
Weaknesses (“deficit” can be one of the hardest words for a parent can hear – make sure you explain it)
What should be included when explaining the educational implications of child’s disorder to a parent?
Accommodations
What should be included when explaining therapy needs to a parent?
(3)
Type
Frequency of treatment
Severity
What should be included when explaining a child’s goals to a parent?
(2)
Long Term
Short Term
(Limit yourself to 5)
