Intervention for Late Preschool and Early Kindergarten

Continuum of environment

*child-led

*hybrid - led by child but environment is manipulated

* Clinician-directed

Implicit intervention

*"Learning without trying"

*child learns without explicit attention to the stimulus

Implicit strategies

*Violate routines/enviroment

*withold object

*misuse/misame/misplace objects

*maximize exposure/opportunities to responding

*use multiple contexts to practice target skill

*ask open ended questions

*use gramatically correct utterance

*recast and expansion

*provide time delay

*invilve caregiver/teacher

*use hierarchy of support

explicit intervention

intentionl attention toward target

"I do, we do, you do" - (modeling, guided practice, independent practice)

regularity principle of implicit learning

*we learn by (subconsciously) searching for regularity (patterns) in the environement

*frequency of occurance

*consistency of target form

variability principle of implicit learning

*we cna enhance learning of a target by strategically manipulating the surrounding non-target items

Morphosyntax

*auxillary verbs

*articles (a, an,the)

*pronouns

*inflectional morphemes

Implicit approach to morohosyntax

*focused stimulation

* Enhanced conversational recasting

*communication partner coaching

focused stimulaiton

*interventionist provides concentrated repetitions of specific target within an activity or session

*several variations - no attempt to elicit, attempt to elicit, recasting

*play-based - child led, facilitated by interventionist

enhanced conversational recasting (15-30 min session)

1. SLP selects 24 platform words for intervention activity• Platform word: Main verb that co-occurs with the target grammatical form (e.g., past tense -ed: play, turn,plan, rain, mail, etc.)

2. SLP elicits client's use of platform words through activities designed to encourage use of the words (prompt/model)

3. Client produces a platform utterance

4. SLP draws client's attention, recasts the client's utterance

5. SLP provides auditory bombardment of target form (optional, but helpful)• 24 unique exemplars

selecting platform words & engineering recasts

At least 24 unique recasts using the target from is crucial

Following principles of statistical learning, recasts must:

*Include 24 unique platform words

*Maximally vary all other surrounding non-target items in the forecast

*Be grammatically correct

*Limit counter- and non-examples (Limit use of platform words that are exceptions to the rule, correct all errors)

explicit approach to morphosyntax

*Finestack explicit

*drill

*cloze phrases, sentence form & scripts

combined explicit and implicit approach

*combines implicit (focused stimulation, recasting) with explicit instruction (teaching the rule)

*1. SLP delivers a focused stimulation activity

*2. SLP delivers a facilitated play activity

*3. Client produces the target form

*4. SLP recasts form with explicit feedback

Drill

*General strategy in language intervention; Can be used on its own as an activity or embedded into many different activities

1. Introduce activity (objective)

2. teach or review rule

3. present the stimuli, client produces target form

4. SLP provides specific feedback

5. SLP can prompt client to restate the utterance if it was produced in error

Carrier Phrases & sentence frames (tool, not intervention)

*SLP provides client a fixed, predictable structure forintervention target

*carrier phrase- simple sentence structure

*sentence phrame - visual "fill in the blank"

*Can be used to scaffold drill-based activities

Semantic areas of difficulty

*Verbs (common actions in environment)

*Adjectives

*Common descriptive terms and opposites

*Basic categories

*Spatial, temporal, sequential concepts

*Conjunctions

*WH questions

*Narratives (basic comprehension, retell)

implicit approach for semantics

*focused stimulation

*VAULT

Vocabulary Acquisition and Usage for Late Talkers (VAUL)

*high disage - 9 models of target word/minute

*modeled without expectation of response

*facilitated play

VAULT sequence

1. SLP selects target words (3-6 words per session)

2. SLP determines dosage for the session

(Session duration x Dose rate (9) = total dosage; Total dosage = Number of targets x Dose number)

3. SLP delivers 9 models per minute of target word(s) within afacilitated play session

VAULT - selecting targets

*Select words that are meaningful to the client, caregiver,educational/intervention team

*Client does not produce the words yet, but they are familiar, meaningful, and increase communicative access

*5-10 base set

VAULT engineering model

*Use the word in a variety of contexts (subject, object, verb, adjective)

*Maximally vary all other surrounding non-target items

*Models must be grammatically correct

hybrid approach for semantics

*interactive story book and dialogic reading

*robust vocabulary intruction

dialogic reading

*interactive reading; adult and child switch roles

*PEER sequence, CROWD strategies

*effective for a range of language related skills (comprehension, morphosyntax, narrative langauge, pre literacy and print awareness)

*can scaffold activities with visuals

Dialogic reading scaffolds

*Engagement: Manipulatives, puppets, etc.

*Morphosyntax: Sentence frames, carrier phrases, etc.

*Semantics: Picture cards for vocabulary, etc.

*Narrative Language: Picture cards, sequencing strips, etc.

PEER sequence

*Prompt the client to say something about the book

*Evaluate the client's response

*Expance the clients response by rephrasing it and adding information

*Repeat the prompt to make sure the client learned from the expansion

CROWD Prompting strategies

*Completion - cloze phrases related to the book

*Recall - questions about what has been read

*open ended - prompt the child to talk about the book

*wh - who what where when why how

*Distancing - ask client to relate pictures, words, events from the book to related experiences

robust vocabulary instruction

*excplicis, contextualized, relevant to academics

*vocabulary should be introduced in meaningful contexts, primed, defined, used across multiple contexts

Text Talks

Uses read-alouds, features of questioning the author, robust vocabularyinstruction to build language comprehension and vocabulary skills

building themed units from books

*Books can be used to build multiple intervention sessions *Identify book(s) that fit that an overall theme

*Use one book at a time for one or more sessions

*Books can be paired with themed follow-up activity, game, craft

pragmatics common areas of difficulty

*initiating, terminating interactions

*requests

*expressing needs

*conversational repair

*topic maintaince, turn taking

*theroy of mind

implicit approaches for pragmatics

*play-based

play based for pragmatics

*Facilitate practice for target pragmatic functions within other intervention activities and functional contexts

* Group interventions allow natural opportunities to practice many goals

explicit approaches for pragmatics

*visual schedules

*social stories

*cloze phrase & sentence frames

*AAC

Picture Cards

*Not PECS

* General tool to support communication

*always pair visual with text

Visual Schedule and Choice boards

*visual representation of common routines, tasks, choices relevant to regular environments

Script

*a consistent phrase or sentence client can use to communicate

*client may have one or you can make one for them

carrier phrase

*like a script but open-ended and the client can customize to express a given communicative function

Sentence frame

like a carrier phrase but the "blank space" can be anywhere within the sentence that the client can customize to express a given communicative function

scripts, carrier phrase, and sentence frames

*should be relevant to their interests, needs, desire

*should be meaningful to their environment and interactions with frequent communicative functions

*always have the option of no

social stories

*use simple & flexible language, visuals to support comprehension, and regulation

*core features: descriptive, perspective, directive, cooperative, affirmative, control

Soft Tech AAC

*static, not electronic

*picture cards, sentence phrames, sequencing boards, communication boards

Mid Tech AAC

*static, use batteries/electricity to produce pre-recorded messages, often with button

*Big Mack button, Go Talk

High Tech AAC

*Dynamic, customizable, tablet-based; use synthesized speech and language system through software to create unique messages

*PRC Saltillo programs, ProLoQuo

Pre-Literacy & Literacy Skills

*Phonological awareness & phonemic awareness

* Alphabet knowledge

*print concepts

*early reading and spelling

hybrid approaches for literacy skills

*shared reading

*facilitated play

Explicit approaches for literacy skills

*explicit, activity based instruction

*drill

shared reading

*embeded pre-literacy into shared reading

*select engaging books

*select books that frequently feature target or opportunities to teach the target skill (letter-sound correspondance or decoding of CVC words)

alphabet knowledge and print concepts during shared reading

*draw direct attention to lettters and print

*draw direct attention to book features

*nonverbal reference

phonological and phonemic awareness

select a book with rhyming skills

for early reading and spelling

*choose books with target letter: sound correspondence

*pair themed activities that feature the target letter: sound correspondence

explicit activity-based instruction

*"I do we do you do"

*phonological and phonemic awareness (define skill; sort rhyming words with manipulatives)

*early reading and spelling (visual mnemonics; blending and segmenting)