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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
Q

What are three approaches that facilitate comprehension?

A

Focused stimulation

Indirect language stimulation

Auditory bombardment

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26
Q

What are Pragmatics?

A

How language is used in the context of communication

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27
Q

What are two ways to add pragmatics to intervention?

A

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

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28
Q

What are three pragmatic targets for intervention?

A

Turn taking

Topic maintenance

Register variation (communicate differently with different people)

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29
Q

How can we consider pragmatics as context in which intervention takes place and learn each new form in variety of pragmatic contexts?

(2)

A

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”)

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30
Q

How do children with language develop disorders performs in symbolic play?

How?

A

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

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31
Q

How can we help children develop language in symbolic play?

3

A

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”

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32
Q

Children with DLD have difficulty with _______________ even after their oral language deficits are resolved.

A

Reading and writing

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33
Q

What should SLP understand about phonological processing as it applies to reading and oral language?

(4)

A

Phonological awareness

Print concepts

Alphabet knowledge

Narrative and literate language

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34
Q

What is Phonological Awareness?

3

A

Sounds and syllables

Rhyming

Manipulate letters in words/sounds (say “fun” without the “f”)

35
Q

What is Print Knowledge?

A

Alphabet letters make up words

36
Q

What is Grapheme-Phoneme Knowledge?

A

Letters represent sounds

37
Q

What is Literate Language?

A

Written language vs. spoken language

38
Q

How can we help our kids develop preliteracy skills?

A

Provide exposure to stories, poems, books – can use as activity for therapy sessions

39
Q

What are Clinician-Directed Methods for Phonology?

A

Speech sound discrimination (minimal pairs)

40
Q

What are Clinician-Directed Methods for Semantics?

2

A

Objects, pictures, and interactive games

Computer software

41
Q

What are Clinician-Directed Methods for Syntax and Morphology?

(2)

A

Operant grammar training programs – build sentences

Connell’s approach plus adding naturalness of clinician-directed activities

42
Q

How can we make clinician-directed activities natural?

4

A

Making client’s contribution/comment informative

Creating intervention contexts with real motivation to communicate

Providing distractor items,

Presenting stimuli within cohesive texts

43
Q

What is an example of an operant grammar training program?

A

Fokes Sentence Builder (out-of-print):

Who    + is doing +  what The man +     eat     + grapes
44
Q

What are child-centered approaches to intervention?

2

A

Indirect Language Stimulation (ILS)

Facilitated Play

45
Q

What are examples of Indirect Language Stimulation (ILS) for children with Developing Language?

(5)

A

Activities inside or outside (cooking, books, crafts, etc.)

Contingent feedback

Balanced turn-taking

Extension of child’s topic

Recast sentences

46
Q

What is Contingent Feedback?

A

Say something related to what child did/said

47
Q

What is Balanced Turn-Taking?

A

Let the child lead then respond when child looks at you

48
Q

What is Extension of Child’s Topic?

A

Say something that gives more informaiton about when the child said/did

(“You have the blue car! It has black wheels”)

49
Q

What is Recasting Sentences?

A

Take the child’s utterance and immediately recast it using a different syntactic form

(“Big doggy mad” -> “Yes, the big doggy is mad!”)

50
Q

Which is superior: recasting or imitation?

A

Recasting

51
Q

What are the benefits of Facilitated Play?

8

A

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
Q

What are three Hybrid Approaches to Intervention for Children with Developing Language?

A

Focused Stimulation

Script Therapy

Event Structures

53
Q

What is Focused Stimulation?

A

Focuses on specific forms and uses multiple models with variety of forms of feedback

54
Q

What is Script Therapy?

2

A

Reduces cognitive load of language training by embedding it in context of familiar routine

Develop verbal routines for child within intervention context

55
Q

What are Event Structures?

A

Holistic, goal directed, sequentially organized sets of activities with prototypic features but internal variation

56
Q

What are Literature-Based Scripts used in?

A

Joint book reading

57
Q

What does Joint Book Reading allow for?

3

A

Scaffolding opportunities for adult input

Joint attention,

Practice and internalizing of specific language skills

58
Q

What does Joint Book Reading promote?

4

A

Vocabulary

Grammatical development

Social communication

Preliteracy skills

59
Q

How should we structure Joint Book Reading in our intervention sessions?

(3)

A

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
Q

How can we use Structured Play in our intervention sessions?

2

A

Use predictable scripts

Focused on specific forms

61
Q

What can Conversation teach our clients?

3

A

Assertive skills

Responsive skills

Peer interactions

62
Q

What can Narrative teach our clients?

2

A

Retelling with scaffolding

Story reenactments

63
Q

Who are Agents of Intervention?

3

A

Paraprofessionals

Parents/guardians/caretakers

Peers

64
Q

What are four different Service Delivery Models?

A

Clinical Model

Language-Based Classroom

Consultant Model

Collaborative Models

65
Q

What are the two types of Clinical Models?

A

1-on-1

Small groups

66
Q

Who can be taught in Language-Based Classrooms? (2)

What might lessons be organized?

A

Typical peers

DLD kids

Theme-based units (1/month or 1/week)

67
Q

What is the Consultant Model?

A

Work with teacher/paraprofessional to embed goals in every activity

68
Q

What are two examples of Collaborative Models?

A

Response to Intervention (RTI)

CROWD

69
Q

What is Response to Intervention (RTI)?

5

A

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
Q

What does CROWD stand for?

A

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
Q

How can should we design Intervention for Older, Severely Impaired Clients at Developing Language Levels?

(4)

A

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
Q

How can we focus intervention on functional abilities needed for participating in mainstream settings?

(2)

A

Don’t just attempt to follow the developmental sequence

Use ecological inventory to chose targets useful to particular situations

73
Q

When we design Intervention for Older, Severely Impaired Clients at Developing Language Levels, how should we prioritize communication services?

(6)

A

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
Q

What should we focus on when designing intervention for Clients with ASD (Developing Language Level)?

(5)

A

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
Q

What should we consider for preschoolers with ASD who show strengths in language form?

(3)

A

Teaching self-monitoring strategies

Peer mediated activities

Socio-dramatic script training

76
Q

What are some Visual Strategies that can help us with developing language intervention?

(2)

A

Visual schedules, for all settings

Use real objects, real pictures, picture symbols

77
Q

All Receptive Assessments target ______ and ______.

A

Vocabulary

Following directions

78
Q

What parts of language are targeted in Receptive Assessments?

(4)

A

Morphology

Semantics

Syntax

Pragmatics

79
Q

What parts of language are targeted in Literacy Assessments?

4

A

Phonemic/phonological awareness

Print Knowledge

Reading

Writing

80
Q

What should be part of our assessment explanations to parents?

(4)

A

Level of Development

Educational Implications

Therapy

Goals

81
Q

What should be included when explaining a child’s level of development to a parent?

(2)

A

Strengths

Weaknesses (“deficit” can be one of the hardest words for a parent can hear – make sure you explain it)

82
Q

What should be included when explaining the educational implications of child’s disorder to a parent?

A

Accommodations

83
Q

What should be included when explaining therapy needs to a parent?

(3)

A

Type

Frequency of treatment

Severity

84
Q

What should be included when explaining a child’s goals to a parent?

(2)

A

Long Term

Short Term

(Limit yourself to 5)

ECU Language Disorders (12 decks)

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