Treatment Midterm

active engagement

Attention, focus, responding

* What are my materials?
* Measure communication outcome… that way can adjust the treatment

child centered (play)

* Also called: indirect language stimulation, facilitative play, pragmatic approach
* Child targets responses in play/other naturally occurring activities
* Clinician provides materials, but not predetermine targets
* Strategies = self/parallel talk, expansions/extensions, build up/breakdowns, recast

clinician directed (drill, drill-play)

* Also called discrete trial intervention
* Clinician choses: materials, desired response, reinforcement
* Traditional stimulus – response – reinforcement learning paradigm
* Advantage = eliciting high number of targets
* Disadvantage = implementing in naturalness

control complexity

* Language form, rate of speech, phonological structure
* ‘one new thing at a time’
* Should speak grammatically correct… 1-2 words above MLU when speaking with client

feedback and rewards

* Information about accuracy
* Natural consequences
* What happens with communication breakdowns? Recognize?

hybrid (structured play)

* Clinician targets responses in play/other natural occurring activities
* Clinician manipulates materials, verbalizations, activities to increase likelihood child use target responses
* Examples: include focused stimulation, milieu teaching

intensity

How long, how often, duration of a session

minimize error responses

appropriate cues/scaffolding

* errorless learning… not allowing the client to fail

naturalness (child centered, hybrid, clinician directed)

child centered: play

hybrid: structured play

clinician directed: drill play/drill

practice and repletion (dosage)

multiple trials per session

across multiple sessions

prime the system

stimulation activities first

repetition

doing a task or skill repeatedly

schemas

familiar activities and routines

specificity

target the actual skill

* learning/teaching/practice

Birth-to-three

individual family service plan (IFSP)

family as primary service providers

Individual Family Service Plan

service to family… not child

includes: child’s present level of functioning, family’s resources and priorities, statement of desired outcomes

services: early intervention, medical/financial, begin/end dates, transition plan

prelinguistic ‘comments’ and ‘request's’

using gesture or toy to draw attention

prevention (primary, secondary, tertiary)

* Primary: true prevention (preventing something before it happens)
* Secondary: early intervention (newborn hearing screen, early service for optimal development)
* Tertiary: treatment (identify disorder/treat, prevent problems associated, better phonological skills lead to better reading skills)
* seen in early intervention, PMT, EMT

SS-OO-PP-RR

coaching model

setting the state

observations/opportunities to embed

problem solving/planning

reflection and review

arranging the envrionment (PMT/RE)

* Using specific toys or activities that may enhance responses
* Play with baby and feed… set down to see if respond
* Put desire toys in Ziploc and tape on the wall

building social routines (PMT/RE)

* Coaching on daily activities for infant and/or toddler
* Feeding, bathing, play… facilitate interaction

coordinated eye gaze (joint attention) (PMT/RE)

looking at object then adult

follow child’s lead (PMT/RE)

OWL

O: observe

W: wait time

L: listen

general prompts (time delay, linguistic, nonverbal) (PMT/RE)

from least to most support: time delay, linguistic prompt, nonverbal prompt

linguistic mapping (recasts) (PMT/RE)

adding words… first give single word

need to be confident that word providing relates to thing focused on

linguistic prompt (PMT/RE)

prompting child to make a request or comment

* what do you want?
* Tell me
* show me

Natural consequence (PMT/RE)

provide the object.. child gets the toy

nonlinguistic vocalizations (PMT/RE)

modeling appropriate vocalizations with hope the child will start copying

nonverbal prompt (PMT/RE)

holding out your palm

parallel play and parallel talk (PMT/RE)

* Remember wait time!! Don’t ramble on
* Talking about what the child is doing/adult is doing

time delay (PMT/RE)

wait expectantly (bright expression)

after waiting if nothing happens.. then linguistic prompt

wait time (PMT/RE)

wait 5+ seconds.. begin to communicate

some children may need longer WT

child directed speech (Hanen)

* Modified style of communicating with childs
* Shorter/less complex utterances
* Fewer utterances
* Slower rate of speech w/ exaggerated intonation
* Frequent repetition
* Why accelerate
* promote attention to language
* highlight linguistic properties of utterances
* fostering parent-child interactions

early communication functions relations (EL)

* Most often first thing child does
* Comment: draw attention to
* Protest: not wanting something
* Request action
* Request object

attribute-entity

big shoe

vocabulary (EL)

include a variety of vocabulary targets

* don’t just target nouns - include verbs, adjectives, attributes

antecedent-behavior-consequence (EMT)

Behavior want the child to perform to then have consequence

Behavior is communication and consequence is the reward

environmental arrangement (EMT)

Selecting toys: high interest, multiple parts, require assistance

Arrange activity: limit number, some out of view

Manage toys: block some toys, add as interest wanes, give few at time, do something unexpected

expansions (EMT)

expanding an utterance of a child to make grammatically correct or longer

incidental teaching (EMT)

Arrange environment to elicit request

Wait for initiation

After initiation.. follow with choice of: model, mand-model, time-delay

milieu prompting (modeling, mand-model, time delay, indiental teaching) (EMT)

core teaching strategies

modeling (EMT)

strategy starts with joint attention, lag on child initiation

mand-model (EMT)

establish joint attention, pause followed by simple verbal prompt and how they respond

* if say blow bubbles - clinician say yes, blow the bubbles
* if no response, grammatically say blow the bubbles
* wait 5 second… no response say third time then blow bubbles

time delay (EMT)

establish joint attention, if don’t respond go to mand or modeling, wait again to see if imitate… if don’t model third time and give bubbles

time-delay (pause, visual choice, assistance, inadequate amount) (EMT)

waiting for child to initiate request/want

pause, give visual choice, provide assistance, model if needed

wait (EMT)

focus on initiation and less on word want them to say

blend sound (phonemes) (PA/EmLi)

phoneme blending: child listen to sequence of separate spoken phonemes to then combine for a word

dialogic book reading (EmLi)

book reading strategy that involves an adult and child having dialogue around text they are reading

Emergent Literacy

knowledge a child has of reading and writing before reaching the age where those skills are taught

literacy

ability to read, write, speak & listen; competence/knowledge is a specific field

PEER-PA

P: prompt child to say something about book

E: evaluate child’s response

E: expands child’s response

R: repeat prompt

P/A: praise and apply child’s response

phonemic awareness

specific ability to focus on and manipulate individual sounds (phonemes) in spoken words

phonics

a way of teaching reading by focusing on how letters/groups of letters of alphabet look and sound, teach the letters with sound

phonological awareness

a broad skill set that includes identifying and manipulating units of oral language

print awareness

understanding that print is organized in a particular way

print referencing

adults use of nonverbal and verbal cues to direct a child’s attention to the forms, features, and functions of written language

Reading

process which individual constructs meaning by transforming printed symbols in the form of letters or visual characters into recognizable words

Reading comprehension

ability to understand the meaning of written text

reading decoding

ability to transform orthographic patterns of alphabetic letters into phonological patterns of a corresponding spoken word

reading fluency

ability to recognize and read words accurately, smoothly, and quickly, usually in context

rhyming

having or ending with identical or corresponding sound to another

segment sounds

breaking word into its separate sounds, saying each sound as tap out or count

substitute sounds (phonemes)

substitute one phoneme for another to make a new word

word identification and word recognition

ability to identify words with reading, either through word decoding or sight word identification which may be called the ‘direct route’

writing

activity or skills of marking coherent words on paper and composing text

narrative

accounts of real or imagiend events

recounts (narrative)

narratives that relate to shared experiences

Expository

informational discourse (nonfiction), logical/scientific thought, abstract with greater mental distance, predominate discourse in upper grades

report (expository)

writing associated with informational text

S (story grammar)

Setting: time/play and usually characters

episodes

·      Goal-directed, problem-solution units

·      Protagonists motivation/goals, efforts to achieve goals, outcomes of efforts

·      Elements include: setting, initiating event, motivating state, plan, attempt to resolve, consequence, emotional reaction

macrostructure

specific to narratives… what is going on in narrative

includes: variability across stories, incomplete references to characters and story context, fewer story grammar propositions

microstructure

language skills

includes: vocab, complex sentences, grammar, reference, conjunction

pictography

·      Drawing just enough of the pictures to be able to understand the story

·      Stick writing… include feelings, events, plan, solution

·      Want to see language carryover – evidence based intervention to help lang skills

self-regulated strategy development

·      Used with school-aged through adults

·      Develop background knowledge

·      Discuss strategy goals

·      Model strategy

·      Support strategy practice

·      Have students engage in independent performance

sketch & speak intervention

Teaches students how to turn ideas from informational text into own firmly held words for authoring oral and written academic works

Representational tools of conventional bulleted notes and simple sketches called ‘pictography’ within reductions and expansions of oral language from informational text

Same idea as pictography to represent things as note taking

possessor-possessed

daddy nose

agent-action

daddy push

action-object

roll ball

demonstrative (this, that, these, those)-entity

this car

entity-locative

mommy chair

action-locative

put table

recurrence

more cracker

nonexistence, denial, rejection

no cookie

disappearance

all gone cracker

account (narrative)

unprompted telling about real event (personal accounts, natural narratives), listeners not part of event

event cast (narrative)

ongoing activity, report of factual scene, play-by-play

script (narrative)

stereotypical knowledge about specific routines/situations

fictional stories (narrative)

accounts of animate beings attempting to carry out a goal

recount (expository)

retelling of event or experience

persuasive (expository)

written to persuade/convince someone about particular viewpoint

procedural (expository)

explanatory/follow sequence (directions for making)

explanatory (expository)

used to explain processes and reasons that things happen

IE (story grammar)

initiating event – event that sets events into motion

P (story grammar)

Problem – requires solution, could be natural occurrence

IR (story grammar)

Internal Response – how character feels/thinks about event

IP (story grammar)

Internal Plan – thoughts of obtaining goal/how to fix problem

A (story grammar)

Attempt – action of character meant to solve problem

C (story grammar)

Consequence – events following attempt/casually linked to it

R (story grammar)

Resolution – final solution triggered by initiating event