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Child Language Disorders: School-Age & Adolescents > Principles of Language Intervention > Flashcards

Principles of Language Intervention Flashcards

1
Q

dosage

A

amount of time explicitly targeting a component of language

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2
Q

frequency

A

number of sessions/week

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3
Q

generalization

A
  • high variety and number of exemplars of target forms + functions
  • high variety of situations + environments
  • intermittent/delayed reinforcement
  • self-monitoring
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4
Q

service delivery models

A
  • individual vs. group (push-in with collaboration, pull-out)
  • parents/caregives
  • siblings
  • peers
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5
Q

input and prepositions: objects

A
  • high variability = different sizes, colors, and textures
  • low variability = similar sizes, but different colors and textures
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6
Q

input and prepositions: labels

A
  • high variability = specific words and synonyms (bucket, pail, cup, glass)
  • low variability = general words (this, that)
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7
Q

neighborhood density

A
  • dense vs. sparse
  • longer = more sparse
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8
Q

utility

A
  • personal
  • curricular
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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
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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
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11
Q

indirect language facilitation/stimulation

A
  • modeling
  • self-talk
  • parallel talk
  • expansions and extensions
  • sabotage
  • environmental arrangement
  • recasts
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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
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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
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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
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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
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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

Child Language Disorders: School-Age & Adolescents (7 decks)

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