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ECU Language Disorders > Chapter 9: Intervention for Developing Language + Extra Stuff > Flashcards

Chapter 9: Intervention for Developing Language + Extra Stuff Flashcards

1
Q

Who does IDEA serve?

2

A

K-12

3-21 years

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2
Q

How does IFSP differ from IDEA?

2

A

Family-centered

Home treatment

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3
Q

Who is the focus of an IEP?

Where does it apply?

A

Focus: Child-focused

Location: School-based

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4
Q

What are treatment focuses that may be found in an IEP?

4

A

Academic goals

Groups

Long-term goals

Short-term goals

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5
Q

What does family-centered practice mean?

3

A

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)

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6
Q

What are the Products of Intervention?

A

Intended goals

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7
Q

What are the Processes of Intervention?

A

Methods used to achieve goals

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8
Q

What are the Contexts of Intervention?

A

Physical and social environments

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9
Q

What are three examples of Intervention Products?

A

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

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10
Q

What are areas we should consider when choosing intervention goals?

(7)

A

Phonology

Morphology

Syntax

Semantics

Pragmatics

Play and thinking

Pre-literacy

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11
Q

How can we use Phonology to help choose intervention goals?

2

A

Looking for intelligibility

Looking for risk for reading problems

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12
Q

How can we use Semantics to help choose intervention goals?

A

Increasing receptive and expressive vocabulary

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13
Q

How can we use Syntax to help choose intervention goals?

A

Increasing MLU (work on correct grammar)

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14
Q

How can we use Morphology to help choose intervention goals?

A

Increasing use of free and bound morphemes (especially plurals)

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15
Q

How can we use Pragmatics to help choose intervention goals?

A

Increasing interactive language, both verbal or AAC

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16
Q

How can we use Play and thinking to help choose intervention goals?

(2)

A

Interactive play

Problem solving

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17
Q

How can we use Pre-literacy to help choose intervention goals?

(3)

A

Books

Attention

Picture relations

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18
Q

What do we need to take into account when planning Intervention for Semantics?

(4)

A

Extra repetition needed to learn new words

Specific areas of weakness

Typical targets for vocabulary learning

Remember: One new concept at a time

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19
Q

How much extra repetition will our kids need?

A

At least twice as much

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20
Q

How might we target specific areas of weakness in Semantics?

4

A

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

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21
Q

How might we select intervention targets for Syntactic and Morphological Disorders?

(6)

A

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

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22
Q

Auditory bombardment can facilitate ___________.

A

Phonological Development

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23
Q

When comprehension ok but production is weak, what should be our focus?

A

Production

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24
Q

When both comprehension and production are weak, what should be our focus?

(2)

A

Both production and comprehension

Start with comprehension

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25
What are three approaches that facilitate comprehension?
Focused stimulation Indirect language stimulation Auditory bombardment
26
What are Pragmatics?
How language is used in the context of communication
27
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
28
What are three pragmatic targets for intervention?
Turn taking Topic maintenance Register variation (communicate differently with different people)
29
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”)
30
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
31
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”
32
Children with DLD have difficulty with _______________ even after their oral language deficits are resolved.
Reading and writing
33
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
34
What is Phonological Awareness? | 3
Sounds and syllables Rhyming Manipulate letters in words/sounds (say “fun” without the “f”)
35
What is Print Knowledge?
Alphabet letters make up words
36
What is Grapheme-Phoneme Knowledge?
Letters represent sounds
37
What is Literate Language?
Written language vs. spoken language
38
How can we help our kids develop preliteracy skills?
Provide exposure to stories, poems, books – can use as activity for therapy sessions
39
What are Clinician-Directed Methods for Phonology?
Speech sound discrimination (minimal pairs)
40
What are Clinician-Directed Methods for Semantics? | 2
Objects, pictures, and interactive games Computer software
41
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
42
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
43
What is an example of an operant grammar training program?
Fokes Sentence Builder (out-of-print): Who + is doing + what The man + eat + grapes
44
What are child-centered approaches to intervention? | 2
Indirect Language Stimulation (ILS) Facilitated Play
45
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
46
What is Contingent Feedback?
Say something related to what child did/said
47
What is Balanced Turn-Taking?
Let the child lead then respond when child looks at you
48
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”)
49
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!”)
50
Which is superior: recasting or imitation?
Recasting
51
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
52
What are three Hybrid Approaches to Intervention for Children with Developing Language?
Focused Stimulation Script Therapy Event Structures
53
What is Focused Stimulation?
Focuses on specific forms and uses multiple models with variety of forms of feedback
54
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
55
What are Event Structures?
Holistic, goal directed, sequentially organized sets of activities with prototypic features but internal variation
56
What are Literature-Based Scripts used in?
Joint book reading
57
What does Joint Book Reading allow for? | 3
Scaffolding opportunities for adult input Joint attention, Practice and internalizing of specific language skills
58
What does Joint Book Reading promote? | 4
Vocabulary Grammatical development Social communication Preliteracy skills
59
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
60
How can we use Structured Play in our intervention sessions? | 2
Use predictable scripts Focused on specific forms
61
What can Conversation teach our clients? | 3
Assertive skills Responsive skills Peer interactions
62
What can Narrative teach our clients? | 2
Retelling with scaffolding Story reenactments
63
Who are Agents of Intervention? | 3
Paraprofessionals Parents/guardians/caretakers Peers
64
What are four different Service Delivery Models?
Clinical Model Language-Based Classroom Consultant Model Collaborative Models
65
What are the two types of Clinical Models?
1-on-1 Small groups
66
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)
67
What is the Consultant Model?
Work with teacher/paraprofessional to embed goals in every activity
68
What are two examples of Collaborative Models?
Response to Intervention (RTI) CROWD
69
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
70
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?”)
71
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.)
72
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
73
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
74
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
75
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
76
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
77
All Receptive Assessments target ______ and ______.
Vocabulary Following directions
78
What parts of language are targeted in Receptive Assessments? (4)
Morphology Semantics Syntax Pragmatics
79
What parts of language are targeted in Literacy Assessments? | 4
Phonemic/phonological awareness Print Knowledge Reading Writing
80
What should be part of our assessment explanations to parents? (4)
Level of Development Educational Implications Therapy Goals
81
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)
82
What should be included when explaining the educational implications of child's disorder to a parent?
Accommodations
83
What should be included when explaining therapy needs to a parent? (3)
Type Frequency of treatment Severity
84
What should be included when explaining a child's goals to a parent? (2)
Long Term Short Term (Limit yourself to 5)

ECU Language Disorders (12 decks)

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