Intervention for Developing Language Pt. 3 Flashcards
Intervention Contexts for Children with
Developing Language
- Who should deliver the intervention?
* What service delivery model will be used?
Agents of Intervention for Children with
DL
“SLP”
SLPs • Responsible for intervention program • Design detailed lesson plans including: • Linguistic stimuli • Materials • Language targets • Reinforcement/corrective feedback • Evaluate and adjust the program • Train and supervise paraprofessionals according to ASHA guidelines
Agents of Intervention for Children with
DL
“Paraprofessionals”
• Paraprofessionals
• Deliver services to children and their families under the supervision
of a professional who is ultimately responsible for the intervention
program.
• Generally provide one-on-one instruction, using methods and
procedures developed by the supervising clinician
• ASHA Guidelines for DL period
• Trained to use ILS in the classroom setting
• Supply intensive one-on-one language stimulation in the classroombased
intervention setting
• Modeling appropriate language for child to use with peers
• Coaching the child in social settings
• Provide structured CD or hybrid intervention in small groups
• Under the close supervision of the SLP
• May be assigned to one child with severe disabilities to help that child
function in the classroom.
Agents of Intervention for Children with DL
“Parents”
Parents
• Caution: sensitive to parent-child relationship (children
may need acceptance and uncritical approval of
parents)
• Use parents to encourage generalization and provide
opportunities to use newly learned forms
Agents of Intervention for Children with DL
“Peers”
• Peers
• Best for practice and generalization
• Typically developing peers can be models
• Select for normal language competence, interest in
peers with disabilities, willingness to play for
extended periods, responsiveness to conversation
• Teach peers to provide good models and
opportunities for the client
Service Delivery Models
“Clinician Model”
Clinical Model
• Children are seen in a one-on-one or small group
setting
• Pros:
• Helpful for children with attention problems, hearing impairments,
behavioral problems
• Cons:
• High cost, labor intensive, may be less effective at achieving
generalization
Service Delivery Models
“Language Based Classroom”
• Language-Based Classroom (Table 9-9)
• Extended periods of intervention time
• Teaming with classroom teacher
• Combines a variety of approaches and intervention contexts
• Routine activities
• Theme-based units
• Allows for a variety of individual goals to be targeted for the
different needs of the children in the classroom.
• Emergent literacy skills (Table 9-10)
Service Delivery Models
“Consultant Model”
Consultant Model
• Supply specific suggestions for activities that parents
and teachers can use to engage the client
• Provide training in specific techniques (i.e., ILS, joint
book reading)
• Ongoing assessment and evaluation of the client’s
program
• Helping teachers understand and manage challenging
behaviors
Service Delivery Models
“Collaborative Model”
Collaborative Model
• Demonstration teaching
• SLP acts as a “guest teacher”
• Providing targeted intervention in a main-stream
classroom setting
• Team-teaching
• SLP participates in a lesson designed in collaboration
with the teacher
• SLP may work with a group of students who need
specific help in language
• Similar to the RTI model
Service Delivery Models
“Collaborative Intervention”
- Collaborative intervention
- Be ready to learn from others
- Take responsibility for the student as a team
- Have a system in place for making decisions
- Clarify the roles of the team members
- Support Families and regular education teachers
Students with Severe Disabilites
Principles of Intervention for Older, Severely Impaired
Clients at the DL level (Box 9-9)
• Help students achieve functional abilities for being as independent
as possible
• Focus on function rather than developmental sequence
• Use activities and materials that are appropriate and functional
• Develop early literacy skills
• Develop opportunities to participate independently in social
contexts
Preschoolers with ASD
• Preschool intervention program will need to target both
language forms and functions
• Echolalia
• Not universal or unique to ASD
• In 40%of children with ASD, it is a first step toward language
acquisition—decreases as spontaneous language grows
• Immediate or delayed
• Response interruption and redirection (RIRD)
• Mitigated echolalia
Preschoolers with ASD
“Form”
• Form:
• Limited spoken abilities throughout preschool
• Show both autistic communication difficulties and problems
acquiring form (similar to other children with DLD)
• Have difficulty with imitation and joint attention—may not respond
to the child-centered and hybrid approaches
• Best to use clinician-directed, behavioral approaches like discrete
trial training (these have the strongest evidence base for this
population).
Preschoolers with ASD
“content”
Content:
• Use few words that refer to mental states (i.e., think, remember,
know)
• Have trouble with deictic uses of words (i.e., I/you; here/there;
come/go; give/take) that shift meaning depending on the point of
view
Preschoolers with ASD
“Use”
Use:
• Pragmatics are the area in which all children with ASD will
require assistance
• Using pragmatic contexts as generalizing opportunities
makes sense for children with ASD
• Need help to use their language effectively with peers
• Visual schedules help
