lecture 3: intervention for preschoolers

Question 1

what is the zone of proximal development?

Answer 1

what a person can do with support

Question 2

what are the 4 purposes of intervention?

Answer 2

1. change or eliminate underlying problem or deficit
2. change disorder by teaching specific language behaviours
3. teach compensatory strategies
4. change child’s environment

Question 3

why might trying to change or eliminate the underlying problem or deficit not be possible? (3)

Answer 3

• underlying problem may be unknown
• may not have a cure
• conceptualizing disability as something to cure is often inappropriate

Question 4

which purpose of intervention is most commonly evoked when working with children with DLD?

Answer 4

changing the disorder by teaching specific language behaviours

Question 5

what kind of skills might compensatory strategies include?

Answer 5

• metacognitive
• ex: story maps, sequence boards

Question 6

T or F: changing the child’s environment focuses on the child directly

Answer 6

• false
• ex: teaching strategies to parents

Question 7

name the 3 intervention approaches in order of most to least natural

Answer 7

child-directed, hybrid, clinician-directed

Question 8

clinician-directed: role of adult (2) vs role of child?

Answer 8

• adult: choose goals/activities and use behavioural technqiues (stimulus/response/reinforcement, prompts, shaping)
• child: respond to adult’s prompts

Question 9

clinician-directed: what is the process like?

Answer 9

typically move from receptive, to imitation, to production to conversational

Question 10

clinician-directed: this approach is ___-oriented

Answer 10

product

Question 11

clinician-directed: define fading vs shaping

Answer 11

• fading: planned, purposeful withdrawal of reinforcement
• shaping: developing more complex responses from child’s repertoire

Question 12

clinician-directed: describe the protocol (5)

Answer 12

1. clinician provides instructions
2. clinician presents stimulus
3. no response? prompt
4. reinforcement
5. feedback

Question 13

clinician-directed: diff bw primary vs secondary reinforcement vs feedback?

Answer 13

• primary: turn in game, token, sticker etc
• secondary: social praise
• feedback: info on performance

Question 14

what is a cloze procedure?

Answer 14

• leaving the ending off
• ex: “big ball” = target, “big ___” = cloze procedure

Question 15

provide an example of an expansion prompt

Answer 15

“tell me more” or “say the whole thing”

Question 16

provide an example of a self correction/monitoring prompt

Answer 16

“did you say that right?” or “was that your old sound or your new sound?”

Question 17

clinician-directed: pros (4) vs cons (2)?

Answer 17

• pros: increases chances of producing new forms, maximizes trials, structure is useful for things not learned thru natural exposure, useful for children with ID
• cons: hard to incorporate targets to real life, difficulty generalizing

Question 18

child-directed: role of adult (3) vs child (2)?

Answer 18

• adult: follows childs lead, responds naturally to facilitate language (eg expansions), does not choose specific goal
• child: chooses own topics and activities, does not imitate on command

Question 19

child-directed: describe the process

Answer 19

child mimics natural learning with simplified, specific input

Question 20

child directed: this approach is ___-oriented

Answer 20

context

Question 21

child-directed: describe the protocol (5)

Answer 21

1. child initiates a focus of joint attention/interest/play with toy/routine.
2. clinician follows childs lead and presents language models that match content + form (ie length and complexity)
3. clinician strives for five exchanges (use)
4. clinician expands on utterances
5. if used, reinforcement is intrinsic or social (ie play continues)

Question 22

diff bw self-talk vs parallel talk?

Answer 22

• self: describing your own play
• parallel: describing childs play

Question 23

diff bw expansions vs extensions vs recasting?

Answer 23

• expansion: expands semantic info (ex: car → blue car)
• extension: extends idea (ex: daddy home → daddy was at work, but now daddy is home)
• recasting: repeating what the child said but making it grammatical (ex: big ball → the ball is big)

Question 24

child-directed: pros (3) vs cons (2)

Answer 24

• pros: useful for shy/reluctant kids, develops social/conversational skills, generalizes well
• cons: immediate learning may be slower/less observable, may not be sufficient for children with ID

Question 25

hybrid: role of adult (4) vs child (2)?

Answer 25

• adult: selects specific goals (may select activities too), follows childs lead, models language, may elicit targets
• child: may be required to respond, may be motivated to produce targets

Question 26

hybrid: describe the process

Answer 26

integrates elements of clinician- and child-directed

Question 27

T or F: hybrid therapy is product-oriented, like clinician-directed

Answer 27

false – product AND context oriented

Question 28

what are the 3 hybrid approaches?

Answer 28

1. focused stimulation
2. milieu training
3. vertical structuring and script (not discussed)

Question 29

focused stimulation: describe the goals used in this approach. are imitations usually elicited?

Answer 29

• specific goals (specific words repeated 3+ times)
• elicited imitations typically not used but child may be enticed to use target/initiate

Question 30

T or F: focused stimulation avoids prompts, requests for productions, and verbal reinforcement

Answer 30

true

Question 31

focused stimulation: how are outcomes measured?

Answer 31

by density of teaching moments and child’s uptake

Question 32

what does it mean to set up a series?

Answer 32

example: saying “ready set go!” a few times and then saying “ready set ___”

Question 33

what are some evocative techniques for focused stimulation?

Answer 33

1. pause and wait
2. false assertions
3. feigned misunderstandings

Question 34

focused stimulation: describe the protocol (7)

Answer 34

1. clinician selects goal
2. clinician waits for child to initiate or they initiate play
3. play is engineered to provide high density of opportunities to elicit goals
4. clinician follows childs lead, uses evocative techniques if necessary
5. clinician expands and extends verbal responses
6. if no response, clinician continues providing high density + techniques
7. reinforcement, prompting, requests for production are avoided

Question 35

milieu training: what are the 3 key aspects?

Answer 35

1. environmental arrangement
2. responsive interaction
3. conversation-based context

Question 36

milieu training: what happens if there is no response from the child? what if there is a response?

Answer 36

• no response: clinician can prompt up to two times
• response: clinician confirms if child uses target initiation

Question 37

milieu training: describe the protocol (7)

Answer 37

1. clinician selects goals
2. clinician waits for child to initiate or they initiate play
3. play is engineered to provide high density of opportunities to elicit goals
4. clinician follows childs lead, waits patiently w focused attention or asks question
5. if verbal response, provides confirmation
6. if no response, prompts or requests up to two times for imitation
7. if any, reinforcement is intrinsic or social (play continues)

Question 38

milieu training: pros (3) vs cons (2)?

Answer 38

• pros: useful for vocab in context, useful for 2-3 word combos, generalizes well
• cons: less useful for early morphology and syntactic structures, less useful for older children

Question 39

T or F: in hybrid models, general communication skills are focused on. in child-directed models, a small set of specific language goals are targeted.

Answer 39

false – opposite