exam 2 review language disorders in children and adolescence

Purposes of Intervention

-Change or eliminate the underlying problem

-Change the disorder by teaching specific language behaviors

-Teach compensatory strategies

-Provide accommodations or modifications to learning environment

Basic Approaches to Intervention (Developmental)

-Primarily for younger school-age students

-Follow the developmental language guidelines

this is what they should be learning right now, so this is what ill teach them. works well for young children who have developmental milestones

Basic Approaches to Intervention (Functional)

-Useful for all ages

-Focus on the skills required for the curriculum/requirements at the particular stage of life

could be anyone, likely older students. academic approach; look at their academic demands in school

Basic Approaches to Intervention (Combined)

-Can be used with any age group

-Useful for students functioning well below grade level expectations / peers

-Determine developmental level and use to modify functional/curriculum skills

Structure (Drill)

-Response to pictures or words, directly telling them what you want them to do

-Can be used to work on prepositions in and on

-Point to the picture where the boy is ON the table

decontextualized, photos, efficient, many responses, lot of feedback, not naturalistic, not that fun for student

Structure (Drill Play)

-Includes prompts and repetition but more natural

-Structured, not just play select a target (what/where?)

-“Put the letter IN the mailbox” (working on prepositions while playing)

lots of engaging opportunities; paired with a fun play based activity, answer right and you can put the card in a mailbox. not naturalistic, gets boring

Structure (Play)

-Child centered therapy which can be used in the form of an evaluation

-This allows them to formulate responses

-It is structured but it the most natural and typically done with younger children

conduct therapy while playing w/child; play with farmhouse “he is in there” “she is outside” more natural/engaging

Structure (Academic/School)

-Usually repetitive, getting them to write complete sentences using conjunctions or pronouns while building on sample sentences

-Can help them by using graphic organizers or visual cues until they can do it on their own

-Structure

use book from classroom; exists along a continuum

Service Delivery Model (Pull-Out)

-Traditional method

-It’s structured but done in a non-natural setting where there is less distractions

take you out of class to therapy room

Service Delivery Model (Classroom Based)

-Not always realistic but can be helpful with generalization

-Most natural

go into classroom or home environment

Service Delivery Model (Consultation)

-Talking with a teacher to see how to best help the student and what skills they are struggling with that would be beneficial

-You can also talk to the parent to see what they would like their child to gain from therapy

consulting about student but dont meet with the child

Service Delivery Model (Direct/Indirect)

Direct- pull out or classroom based when working with the child

Indirect - not working directly with the kid, working with a team such as the school counselor and intervention specialists

d- service from you to child. id- you engage with those who will engage with the child

Extrinsic Reinforcement

-Primary Positive Reinforcement: Biological in Nature

-Secondary Positive Reinforcement: Providing a food or beverage

Intrinsic Reinforcement

-Feels good to them

-Natural

-Communication can be a reward in intself

Specific Therapy Techniques (Incidental Teaching)

you teach a skill when it comes up naturally. teach in the moment. can tell parents to use this method as well

Specific Therapy Techniques (Focused Stimulation)

engineer the environment to maximize the production of a certain target. focus on a certain stimulus

Specific Therapy Techniques (Self-Talk)

young children; therapist talks about what they’re doing. used for children that don’t want to talk/are shy. older children; therapist is talking about their thinking. task. problem/solution

Specific Therapy Techniques (Parallel Talk)

therapist is talking about what the child is doing. “oh you’re moving his arm now” used for shy/hesitant children. used for younger children.

Specific Therapy Techniques (Expansion)

child says something syntactically/grammatically incorrect, you repeat it back in a fixed manner. “daddy home” → “yes daddy is home”

Specific Therapy Techniques (Extension)

take what the child said and add to it. “big dog” → “yes a big dog with a red collar” adding new information

Specific Therapy Techniques (Mand-model/Elicited Information)

provide a model for the child and ask them to repeat. “daddy home” → “say daddy is home” “repeat after me”

Specific Therapy Techniques (Recast)

take their utterance and repeat it back in a more syntactially complex form. “the dog bit the boy” → “yes the boy was bitten by the dog”

Specific Therapy Techniques (Joint Routines)

encourage parents to use. repetitive activities that you engage in. very predictable. bedtime/morning routine. do it everyday, they learn the language being used.

Specific Therapy Techniques (Joint Book Reading)

reading books with children. child can see pages and pictures. make sure book is based on your language taught for child

Specific Therapy Techniques (Sabotage)

manipulating therapy context to elicit behavior. you disrupt activity to illicit language. used on shy people or those that really on gestures. doing activity, purposely hide something and say you cant find it so they ask where what why

Specific Therapy Techniques (Modifying Linguistic Input)

always used. talk slower. add more natural pauses. use many senses. visual support. reduce sentence length and complexity. 2 utterances → 3. one level above the child.

Pre K Assessment and Intervention (Precursors to Language Development)

-Recognizes and attends to environment

-Aware they can change the environment

-Reciprocal interactions and joint reference

-Play skills - symbolic play

Pre K Assessment and Intervention (Language Delay)

-Language skills are slow to emerge/develop

-Skills are acquired in the same sequence as TYD peers but at a slower pace

-Implication that it is possible to “outgrow” or overcome

Clinical Markers of SLI

-Slower than expected acquisition of early verb morphological markers during the second year of life

-Poor performance and difficulty with certain tasks

School-Age Children (MLU)

-Mean length utterance

-Total number of morphemes / total number of utterances

-Typically corresponds closely to age

School-Age Children (T-Unit Analysis)

-Done when MLU is no longer appropriate

-Analysis of the complexity of sentences

-Each independent clause with its modifiers

Emergent Literacy

concepts, behavior, and skills that precede and develop into literacy (reading&writing)