Intervention for Developing Language Pt. 2 Flashcards
Intervention Procedures for Children with
Developing Language
• Three major methods of intervention identified by
Fey (1986)
• Clinician-Directed (CD)
• Child-Centered (CC)
• Hybrid
• Goal is to have a repertoire of methods available
• Match to the needs of the client/goals being addressed
• Maximize efficiency
• Greatest chance of generalization
Clinician-Directed (CD) Methods
• Highly effective in eliciting forms in production
• Often fail to generalize to real communication.
• Two ways to address the generalization problem
is to:
• Increase naturalness of CD activities
• Supplement CD approaches with Hybrid and CC
approaches
CD Approaches for DL: Phonology
• Discrimination: Use only for those sounds the
child has been shown to have difficulty
differentiating in assessment results
• Contrastive drills: minimal pairs, maximal
opposition
• Drill play: Preferred form of CD intervention at this
level
• Box 9-3 contains examples of drill play PA activities
• Strong relationships between lexical and phonological
development
• Computer-assisted drill
CD Approaches for DL: Semantics
Many commercial programs available to work on
concepts and vocabulary (see p. 358-359)
• Computer software for semantics typically uses a
drill or drill play format
• Positive effects on word learning; did not show
dramatically different results from traditional intervention
• Good contexts for teaching verbs
• Do not appear to be a replacement for an interactive
environment with a responsive adult
CD Approaches for DL: Syntax and
Morphology
• CD approaches for syntax & morphology used
extensively since the ‘70s. Some are in
commercial format (p. 359)
• An alternative to operant grammar training (see
Table 9-4) is to supplement more naturalistic
methods with drill and drill-play activities that elicit
imitation of target forms
• Vast majority of computer software targets only
receptive syntax and morphology
CC Approaches for DL: ILS
• Contingent feedback
• Saying something that relates to what the child said/did
• Balanced turn-taking
• Letting the child lead, then responding rather than using
questioning or initiation to get the child to talk
• Extension of child’s topic
• Saying something that gives more information about what the child
just said
CC Approaches for DL: Modified ILS
• Child-centered play contexts
• More contrived at DL stage
• Specific goals targeted
• Provide multiple meaningful models of target
forms
• If child begins to model clinician’s narration, using
the target form (correctly or incorrectly),
incorporate expansion, extension, recast
sentences, and build-up & break-down forms of
ILS feedback to child
CC Approaches for DL: Recasts
Recast Sentences (Fey, 2000)
• Immediately recasting the child’s utterance into a
different syntactic form that retains the child’s meaning
• Helps children see how language rules work to provide
several different ways of expressing similar semantic
relations
• Positive effects on language growth in a variety of
disabilities
• Works best when children are already producing a few
of the target forms in their own speech
CC Approaches for DL: Language
Elicitation Techniques
- Language Elicitation Techniques (Table 9-5)
- Violate routines/expectations
- Withhold objects or turns
- Misuse/Misname/Misplace objects
- Provide inappropriate objects for activity
- “Pass it on”
- “Strong, silent type”
- “Guess What”
CC Approaches for DL: Parent Training
Focus on specific language facilitation strategies
• Use multiple instructional methods
• Teach a progression of skills and strategies
embedded in specific activities
• Use of questions in interactions
• Open-ended questions
• Questions followed by a pause
CC Approaches for DL: Facilitated Play
• Highly motivating • Permits integration of content, form, and use • Encourages child to use everyday scripts to support new language use • Play enhances: • Narrative ability • Turn-taking • Decontextualized language use • Communicative intentions • Vocabulary development • Emergent literacy
Hybrid Approaches in DL
• More naturalistic and child-centered than CD
approaches, yet more structured, sequenced and
clinician controlled than ILS or facilitated play
• See Chapter 3—Incidental and milieu teaching for
addressing semantic and syntax goals for DL
period
Hybrid Approaches for DL: Phonology
Cycling method of goal attack is used: • Reviewing targets • Auditory bombardment • Practicing production (small number of words) • Identifying new words for next session • Repeating auditory bombardment • Giving parents a list of the words for auditory bombardment at home
Hybrid Approaches for DL: Focused
Stimulation
• Weismer and Robertson (2006) Focused
Stimulation approach to facilitate grammar
acquisition in preschoolers
• “Focused Stimulation”—focuses on specific forms
and uses multiple models with a variety of forms
of clinician feedback to stimulate language goals.
• Targets forms used by the child
Hybrid Approaches for DL: Script Therapy
Event Structures
• Reduces the cognitive load of language training
by embedding it in the context of a familiar routine
(Olswang & Bain, 1991)
• Event structures examples: ordering food in a
restaurant; grocery shopping
• Play provides background, but focus is on using
target language (new vocabulary or syntax)
• Client and clinician use props to act out, with clinician
first modeling entire verbal script
• Cloze procedures to elicit increasingly large parts of
verbal scripts
Clients act out and recite entire event structure
• Repeat enactment-trading roles
• Add variations to event structure
• Clinician plays a role and violates expected events in
script
• Scripts serve as framework for developing
vocabulary and morphosyntax
Hybrid Approaches for DL: Script Therapy
Literature-Based Scripts
• Picture books are of interest to children
• Natural, familiar format for adult-child interactions
• Repetitive language closely tied to pictures;
• Adults scaffold child’s reading contribution;
• Establish joint attention;
• Practice & stabilize language skills
• MUST structure the joint book reading experience
(Box 9-5 & Box 9-6)
• Songs, rhymes, and finger plays (Box 9-7)
• Ideal homework activity for families
• Adds to children’s cultural literacy (please ignore the typo on
the presentation slide—an accidental apostrophe was added to “Adds”)
Hybrid Approaches for DL: Structured
Play–Conversation
Brinton & Fujiki (1994, 1995)—Guided
conversation supports skills being targeted
• Children with poor assertive skills
• Engage child in entertaining activity, child’s contribution
minimal
• “Go Fish”—child must initiate play; demands on the
child increased
• Later make format less structured; peer conversations
• Children who have trouble with responsiveness
• Set up turn exchanges (walkie-talkies)
• Move to more collaborative games
Hybrid Approaches for DL: Structured
Play–Narrative
Story Re-enactments
• Children listen to simple stories (provide preparatory
set first to focus attention on basic elements)
• If familiar story, have them recall setting, characters, basic
problem, plans & goals, consequences
• If new story, have children listen for certain elements so they
can answer questions later
• After reading/telling, ask questions (repeated
answering of these types of questions helps children
learn story grammar)
• Assume roles and act out story
