Principles of Language Intervention Flashcards
1
Q
dosage
A
amount of time explicitly targeting a component of language
2
Q
frequency
A
number of sessions/week
3
Q
generalization
A
- high variety and number of exemplars of target forms + functions
- high variety of situations + environments
- intermittent/delayed reinforcement
- self-monitoring
4
Q
service delivery models
A
- individual vs. group (push-in with collaboration, pull-out)
- parents/caregives
- siblings
- peers
5
Q
input and prepositions: objects
A
- high variability = different sizes, colors, and textures
- low variability = similar sizes, but different colors and textures
6
Q
input and prepositions: labels
A
- high variability = specific words and synonyms (bucket, pail, cup, glass)
- low variability = general words (this, that)
7
Q
neighborhood density
A
- dense vs. sparse
- longer = more sparse
8
Q
utility
A
- personal
- curricular
9
Q
termination criteria: pre-specified criterion for mastery/achievement (1 or > conditions)
A
- communication WNL
- all goals met
- communication comparable to age, gender matched peers of same ethnic, cultural backgrounds
- communication level no longer has negative impact on social, emotional, educational functioning
- achieved optimal communication across partners and setting with AAC device
- attained desired level of communication skills
10
Q
implicit treatment of grammar
A
- model shorter (just a notch up from the child’s current MLU), but grammatically complete
- manipulate the input by placing additional stress on the target, putting the target at the beginning or end of the carrier phrase, and using expectant delay + modeling without expectation
11
Q
indirect language facilitation/stimulation
A
- modeling
- self-talk
- parallel talk
- expansions and extensions
- sabotage
- environmental arrangement
- recasts
12
Q
focused stimulation approach
A
- late talkers, preschoolers
- young, school-age kids with DLD
- kids with combined phonological disorders and language delay
- can be implemented by clinicians or parents
- recasts + auditory bombardment
- use recasts in structured conversation
- then, use auditory bombardment
13
Q
explicit treatment of grammar: shape coding
A
- exposure + explicit explanation of grammatical role
- increase use of morphological marker to taught and untaught words
14
Q
shape coding: cueing hierarchy
A
- gradually increase level of support until the child correctly produces the target
- child says “Mommy coat”
- adult asks for clarification, then repeats the child’s incorrect response as a question
- then adult contrasts the correct from incorrect production and models the correct production
- adult asks the child to say it
- more effective than recasts
15
Q
narrative development
A
- 2+ utterances produced in order about a past or future event or experience
- requires integration and application of world knowledge, pragmatic knowledge, language skills, and cognitive abilities
- closely tied to academic success
16
Q
narrative deficits: DLD
A
- understanding and use of macrostructure (less events and main ideas, less story grammar components)
- microstructure: MLU, number of different words, total of words, less conjunctions, word order and morphological errors
17
Q
effective narrative intervention
A
- direct instruction of story grammar components (character, problem, etc.)
- visual aids (icons representing story elements) and/or manipulatives like the Story Grammar Marker
- verbal supports, like prompting and recasting
- authentic children’s literature
- production of narratives as part of the intervention
- manualized/scripted interventions
18
Q
narrative intervention
A
use visuals to
- identify story grammar components
- identify missing story elements
- organize scrambled stories
- identify key components of fictional vs. narrative stories
19
Q
executive functions
A
- controls processes that overarch all contexts and content domains
- includes attention, focus, engagement, optimization, efficiency, memory, inquiry, solution
20
Q
in general, executive functions develop through
A
- language exposure and use
- participation in social interactions repeatedly
- scaffolding
- use of self-talk
21
Q
populations with deficits in executive functioning
A
DLD, TBI, ADHD, Deaf/HOH/CI, dyslexia, “APD”, DS, ID
22
Q
assessing executive functioning
A
- does the student plan events in advance?
- is the student able to start and stop a conversation?
- does the student adjust voice, topic of conversation, or comments depending on the setting or environment?
- what is the student’s ability to initiate activities such as going out of the house, getting to school on time, etc.?
- how well does the student express emotions?
- what types of future plans does the student have?
- is the student’s desk and locker organized to an age appropriate degree?
23
Q
self-regulation
A
- establish a predictable routine
- provide choices
- establish clear expectations
- co-regulate
- discover sensory needs and preferences
- discuss and rehearse new situations
24
Q
what good executive functioning looks like
A
- self regulation when tasks are demanding or boring
- use of problem solving strategies
- persistence in a goal or in attempting to complete a task
- flexibility in ability to switch from task to task or change ideas when solving a problem
- adequate attention span and ability to sustain attention
- memory or recall of previously learned information
- organized and prepared
25
Q
intervention to target executive functioning
A
- make it functional: target executive functioning skills within the context of student’s actual school work, papers, projections, assignments
- provide explicit explanations, model, and provide repeated practice
- scaffold towards independence
