language disorders - Lecture 8 notes

Semantic Intervention - Vocabulary Size (What to do)

• create situations where child encounters world

• build on previous knowledge

• provide multiple exposures

Semantic Intervention - Vocabulary Size (What is the focus?)

• nouns *

• relational words

• words that encode ideas/interest the child has

• more frequent words (apples vs. eggplants)

Semantic Intervention - Vocabulary Size (Techniques)

• charts of semantic features

• sorting tasks

• incidental teaching (taking something and child requests)

• script therapy (pre practiced phrases - ex. Can I play?)

Types of Intervention for Semantic Relations

• imitation language stimulation (ILS) - expand one word utterances

• vertical structuring

• incidental teaching - ex. hang stuffed animals out of child’s reach

• Script therapy - violate familiar story/song

• modelling - model looks at set of pictures and asked to “tell what happening here”

Intervention - Qualitative Terms

teach in order they emerge in typical children

• -er before -est

• regular before irregular (bigger vs. better)

• broader terms first (‘little’ before ‘short)

• teach in pairs (big-little)

Intervention - Word Retrieval Problems

• use pictures of known words to aide learning and storage of an unknown word

• sorting tasks

• recall tasks

• teach set of questions to child

Intervention - Syntax + Morphology - pronouns

1. teach “I”, then “you”, then he/she

2. teach subjective pronouns before objective pronouns (I before me and s/he before him/her)

3. teach possessive pronouns (my, your, his)

4. teach reflexive pronouns (myself and herself)