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1046 > Emerging Lang Goal Setting And Intervention > Flashcards

Emerging Lang Goal Setting And Intervention Flashcards

1
Q

COMMON GOALS

A
  1. Develop functional and symbolic play and gesture
  2. Use of intentional communicative behavior
  3. Improve language comprehension
  4. Improve production of sounds, words, and word combinations
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2
Q

Intervention for pragmatics

A

Prelinguistic Milieu Teaching

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3
Q

Why do we do Prelinguistic Milieu Teaching

A

To increase frequency of intentional communication

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4
Q

Prelinguistic Milieu Teaching teaching methods

A

Build social relations
Use specific consequences
Follow child’s attentional lead
Arranging the environment

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5
Q

Goal of Play

A

Develop conventional and symbolic play and gesture

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6
Q

Indirect Language Stimulation goals

A

To develop receptive language
To teach how language is used to map nonlinguistic context into words

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7
Q

How to do ILS

A
  1. Provide clear examples of how language can be used to describe experience.
  2. Supply models of mature language within the child’s Zone of Proximal Development.
  3. Provide one consequating remark per minute in order for this method to work.
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8
Q

Primary Goal in phonology

A

Expand the repertoire of consonants and the range of syllable shapes

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9
Q

Why do we do babbling games

A

Imitating an infant’s vocalizations has large effects in increasing infant’s vocalizations

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10
Q

How do we do babbling games

A

How:
1. Clinician will imitate the child’s vocalizations.
2. Once there’s an established back-and-forth pattern, the clinician will introduce a new consonant into the babble for the child to imitate.
3. New consonants to be added are chosen based on the order of acquisition of consonants. 4. Remember that the goal is not for the child to produce a particular sound, but to increase the consonant inventory.

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11
Q

Activities we do in phonological awareness

A
  1. Recite fingerplays (e.g., “Itsy-Bitsy Spider” and “I’m a Little Teapot”).
  2. Sing songs and chants (e.g., “This Old Man” and “Teddy Bear, Teddy Bear”).
  3. Engage in alliteration and rhyming (e.g., “dad, dad, stick, stad”).
  4. Point out words that begin with the same sound.
  5. Say simple words such as “cat”; have the child think of one or two words that start with
    the same initial sound
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12
Q

Considerations in targeting semantics:

A
  1. Choose words similar to those used by normally developing children
  2. Teach the kind of first words that express more communicative functions than just naming.
  3. Choose words that encode ideas and interests children already have.
  4. Consider the phonological shape and composition of the words to be taught. Match it to the inventory
  5. Receptive vocabulary is typically in advance of expression in the emerging language period. Provide a rich vocabulary receptively, even when only a few of them will be elicited for production.
  6. Words will be chosen based on the child’s current knowledge and interests.
  7. Play contexts that incorporate these words into the interaction are recommended.
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13
Q

Why do we do MMA or IT

A

Can be used to elicit targeted words

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14
Q

How do we do MMA or IT

A

Arrange the environment so that the child will have opportunities to request or comment on desired items

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15
Q

Why do we do script therapy

A

Child is challenged to communicate – call attention or repair the disruption.
Reduced cognitive load of language training by embedding it in the context of familiar routines

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16
Q

How do we do script therapy

A
  1. Engage the child in a verbal routine or a ritualized pattern of actions that involves the use of words in the child’s first lexicon. Violate an aspect in the routine involving one of the target words.
  2. Cloze technique: Provide the script but leave a blank for the child to fill in the target word.
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17
Q

Why do we do focused stimulation

A

Provides a very high density of models of the target forms in a structured but meaningful context

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18
Q

How do we do focused stimulation

A

Think of a play context that will incorporate the target words. Provide multiple exemplars of the target word.

19
Q

Why do we Clinician Directed Approaches in Emerging Language

A

Elicited imitation techniques work better with minimally verbal children with low IQs
How: Drill, Drill play, Modeling

20
Q

Goal of Indirect Language Stimulation: Expansion

A

To provide two-word combinations that map the child’s ideas during play

21
Q

Why do we do Indirect Language Stimulation: Expansion

A

Effective in eliciting longer utterances from toddlers with language delay

22
Q

How do we do ILS: Expansion

A

Engage the child in play.

Whenever the child produces single-word utterances, expand them using two-word combinations, without changing the child’s intended meaning.

Imitation is not required, but the child will be praised if he/she imitates the word combinations.

23
Q

Why do we do toy talk?

A

Encourages parents to avoid simple labeling, model the use of verbs that contain grammatical markers, avoid pronouns, and produce fully grammatical models

24
Q

How do we do toy talk

A

Parents are taught to:
1. Talk about a toy the child is playing with
2. Name the toy

25
Q

Why do we do vertical structuring

A

Effective in eliciting early developing language forms

26
Q

How do we do vertical structuring

A

Respond contingently to the child’s incomplete utterance with a question.

If the child responds with another fragmentary remark, use both utterances produced by the child and expand into a complete utterance.

Child is not required to imitate the expansion, but if he/she does, provide verbal praises.

27
Q

Why do we do script therapy

A

Language learning is embedded in the context of familiar routines.

28
Q

How do we do script therapy

A

Teach finger play through “Where is Thumbkin?” After the finger play and the song have been done numerous times, violate the routine by singing, ”What is Thumbkin?” or holding up one of the fingers but delaying the singing of the next line. If the child responds by correcting the clinician, or providing the delayed lyrics of the song, reward him/her with praises.

29
Q

Why do we do modeling

A

Successful in eliciting two-word utterances

30
Q

How do we do modeling

A

Use a parent or a puppet as the model. After pretesting the client on the target structure, give the model a set of pictures not used in the pretest, and say “Tell what’s happening here.” After 10 or 20 descriptions, the client is requested to “Talk like” the model. Have the client describe a similar but not identical set of items.

31
Q

Why do we target pre-literacy

A

the emerging language period is a time in which typically developing toddlers are acquiring important experiences with books and print

32
Q

How do we do pre-literacy intervention

A
  1. Select books that are developmentally appropriate and attractive to toddlers.
  2. Point out connections between pictures and text.
  3. Pause when reading to let children fill in missing word, etc.
  4. Use exaggerated intonations and stress to highlight important elements in the text. 5. Develop play activities around themes from storybooks.
  5. Expose children to decontextualized talk relating the stories they have heard to their day-to-day activities.
  6. Teach parents of toddlers how to do suggestions
33
Q

How do we do shared book reading and sense of story

A

. Engage in dialogic reading and ask questions throughout the reading activity about what
has been read and what might happen next.
2. A variety of text genres should be incorporated into intervention, including fictional
narratives/stories (FNs), informational text (IT), and poetry.
3. Select predictably patterned stories with repetitive themes and well-developed plot
structure.
4. Engage in print referencing, an interactive reading style in which adults highlight specific
aspects of print in storybooks and other genres (e.g., alphabet or informational books)
through: comments, questions, gestures and tracking print while reading.
5. Encourage the child to recount familiar experiences that occur routinely in daily life (e.g.,
scripts), such as grocery shopping or getting dressed.
6. Encourage the child to recount personal event narratives, which are event sequences
experienced by someone else (e.g., Daddy cooking dinn

34
Q

Responsibilities in the intervention for older clients

A
  1. To maximize the effectiveness of their emerging communicative forms
  2. To provide opportunities for them to expand the sophistication of their communication
  3. To work on expanding the opportunities for and responsiveness to their communication by people in their environment
35
Q

Why do we do play and gesture

A

To foster symbolic play

36
Q

How do we do play and gesture intervention

A
  1. Practical jokes
  2. Silly uses
37
Q

How do we do intentional communication

A

How: Use communication temptations, but with adaptations.
Examples: Use favorite music, favorite item in a clear glass jar, practical jokes and tricks

38
Q

Why do we do FCT

A

To provide strategies for situations in which communication can serve to reduce problem behavior and support integration.

39
Q

How do we do FCT

A
  1. Identify the purpose of maladaptive behavior. Find out what triggers it.
  2. Provide the student with new, more adaptive ways to solve the problems with which they are confronted.
  3. Teach students how to reject objects and activities in a socially acceptable and effective way.
  4. Teach specific techniques for repairing communicative breakdowns.
40
Q

How do we target comprehension

A

How:
1. Indirect Language Stimulation techniques
2. Encourage parents to:
a. Make their remarks closely tied in meaning to those of the child
b. Reduce their directiveness and increase their responsiveness
c. Speak slowly and clearly
d. Talk with their children as often as possible

41
Q

Why do we do displaced talk

A

It shows how language is used to go beyond the immediate context to provide new information.

42
Q

How do we do displaced talk

A

How:
1. Provide models of talk about objects and events outside the “here and now.”
2. Talk about familiar, highly “scripted” events that happened in the recent past (for example, what the client had for breakfast or when he arrives at school) or will happen in the near future (for example, what will happen at dinnertime).

43
Q

Why do we do aided language stimulation

A

This encourages children to learn the meaning of their augmentative symbols and use them more frequently.

44
Q

How do we do aided language stimulation

A

How:
1. Use both speech and the child’s augmentative system when directing input to the child.
2. Simultaneously say your instruction and point to the appropriate picture(s) in the child’s communication book.

1046 (11 decks)

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