Language Learning Techniques Flashcards
What are some things you do BEFORE you even ask a child a question?
modeling, imitation, self talk/parallel talk, priming
What are some things you do AFTER you ask a child a question?
Reauditorization, recast and expansion, reinforcement
What is modeling?
Modeling what the RULE is; if you’re doing IS, you would say things like… the cat is big, the dog is big, the lion is big, the elephant is big… oh look a pig! and hopefully the child would say “the pig is big”
What is imitation?
literally say to the child: “Tell me, ‘the girl is running’”
what is self talk/parallel talk?
emphasizing specific language features, or general language stimulation. don’t expect child to respond necessarily.
What is priming?
imitation to get first response and immediately mand a second response (different, but with target)
what kind of learning do we want?
ERRORLESS learning.
when would you use repetition of error?
when you want kid to get better at self-monitoring
which kind of after-child-utterance response is SUPER SUPER important?
recast and expansion – research has shown that this is super effective.
What are the types of reinforcers?
primary, secondary (social), pairing of types
Punishment does WHAT to behaviors?
reduces them.
Reinforcement does WHAT to behaviors?
increases them.
no reinforcement does what to behaviors
usually extinguishes them.
a 1:1 reinforcement schedule is good when?
at first, trying to establish a behavior; not good for maintenance.
What kind of reinforcement schedule is best for maintaining a behavior?
random
intervention involving recasts increase success rates by how much?
2 - 4 times
what are the most successful language therapy approaches?
ones that encourage production and provide multiple yet natural cues for the desired response.
What is different about the way that LI and TD kids learn language?
LI kids have to hear something many many many more times before they get it… they have to be explicitly taught language rules.
What is the best distribution of learning trials?
spaced/distributed learning (smaller # of verbs per day spaced over several days) – more effective than massed learning all in one day.
how many hours of therapy is necessary to increase childrens performances one functional level?
20 hours – need parent involvement
what are some ways to control complexity?
don’t set objectives that are too far advanced, intransient and stable stimuli, consider cognitive stage for learning, concrete and hands-on tasks, shaping, skill hierarchy, contexts, scaffold and graduated prompting, ensure attention, routines, patterning increase saliency of target with suprasegmentals.
what are some therapy techniques?
sabotage! goals - developmental or non-developmental?, help child with strategies for child’s self-initiation, metalinguistic development: direct teaching, literacy focus
