module 10 Flashcards
(24 cards)
language intervention
-facilitate development
- make children better communicators
4 purposes of intervention
1- changer or elimiate underlying problem (not usually possible , only restricted circumstances ex: hearing loss)
2- change the disorder by teaching specific language behaviours (does not guarantee child will not need hepl in future, typically the case for SLI children) ex: retelling narrative/reenact
3- teach compensatory strategies rather than specific language behabiours (help them function better, stragegies ex: for word finding recall phonetic or semantic features of target word, best for school aged children) ex: story map to improve oral and written narrative ability
4- change the child’s environment (often used in combination with one of the other three purposes above) (context) ex: increase exposure to story book reading
how intervention change langauge behaviour(3)
1- facilitation: rate of growth or leaning accelerated, milestones reached that they could not have reached without interventione, can have collateral effects on other areas of develp
2- maintenance: preserve behaviour that would otherwise decrease or disappear, ex: down syndrom need intervention to maintain babbling to build intelligible speech later
3- induction: endpoint is only achieved thorugh intervention, ex: hearing loss only learn if ASL if intervention
*facilitation and induction of grammar co-occur and hard to differenciate
service delivery models: direct intervention
- slp determines interventions goals, procedure, contexts
- provides intervention to the child or small group of children in a clinic or school setting
- slp provides homework to parents between sessions, parents mayby observe sessions
-slp evaluates clients progress
service delivery model: consultant model
-slp determines intervnetion goals, procdures, contexts
- lsp relates info to another agent of intervention (parents, teacher, cda, peers)
- slp provides feedback on the intervention process
-slp evaluates the client’s progress
roles of slp and cda
slp: conduct assessment, develop therapy goals, select treatment type, decides when to change goals
cda: follows treatment plan, documents client performace, prepares materials
service delivery models: language-based classroom model
- special classrooms for children with special needs
- slp works with the classroom teacher to provide language intervention to a group of students with language disorders
-slp maximizes opportunities for students to attend to and practice oral language and literacy skills ( in typical classroom activities and themes)
service delivery models: collaborative model
- slp works with one or more students in collaboration with the regular teacher
- the intervention is delivered in the context of the regular classroom; the intervention may be delivered to small groups in the classroom or to the whole class
- slp may teach the class, model with a student, or simply provide the teacher with suggestions for individualizing instruction for the student(s) with language disorders
- slp normal fades out as soon as teacher learned the strategies
intervention approaches
most natural -> child -centered
hybrid
least natural-> clinitian- directed
clinician-directed therapy (role of adult and child)
adult: chooses goals and activities, use behavioural techniques to tech (stimulus-response-reinforcement); prompts; shaping; reinforcement schedules, structured, drill like product oriented, rule-based
child: responds to adult’s prompts, moves from receptive training, to imitaion (production) to spontaneous production to carry over into other converstational contexts
*applied behaviour approach -ABA
Clinician-Directed Training Protocol (5)
- Clinician gives instructions in declarative form (“Say the name for the picture after me.”)
- Clinician presents stimulus or antecedent event (“Big ball.”)
- Clinician waits for client to respond, allowing sufficient time for client to formulate
response. - Clinician presents consequent event or reinforcement (primary such as food, or
secondary such as social praise [“Good talking!”], tokens to acculumate for a prize or
feedback regarding the acceptability of the response) - Feedback might include biofeedback instrumentation or information on performance
(“You said four of the five correctly!”)
Clinician-Directed Prompts (5)
If the child does not respond, the following prompts may be used :
o Prompt to imitate (Say “He is eating”).
o Prompt to imitate that contains the beginning of the target response
(Say “he is ___”).
o Expansion request (Tell me some more. Say the whole thing.)
o Repetition request (What did he say? Tell me again.)
o Self correction requests (Did you say that right?)
Clinician-Directed Techniques: Definitions (6)
ØStimulus - clinician’s instruction, question
Ø Response - child’s consequent behaviour
Ø Prompts - are given to direct the child to respond in a specific manner
Ø Reinforcement - the clinician’s contingency that provides the child feedback
Ø Fading - reinforcement schedule is slowly withdrawn
Ø Shaping - responses can be built up from behaviours in the child’s repertoire
(from imitating to producing the word or word in a sentence)
Clinician-Directed Approaches (advantages 4, disadvantages 2)
Advantages:
Can be efficient at getting children to produce new
forms
Maximize the opportunities for a child to produce a new
form
Unnaturalness may be an advantage as child has failed
to learn the “natural way”
Children with lower IQs or more severe disabilities may
learn better with a Clinician Directed approach
Disadvantages:
•Not effective in getting children to incorporate forms
into real communication outside the structured setting
•Difficulties in generalization of forms taught to natural
contexts
Child-Centred Therapy (roles of adult and child)
adult:
-Follows the child’s lead
• Responds naturally to facilitate
language development (e.g., using
labels, expansions, etc.)
• Does not choose specific goals or
create structure
child: • Active learner who chooses own
topics, activities
• Does not imitate on command
• Learns naturally from adult’s
simplified input
Child-Centred Protocol (5)
- Clinician waits for the child to initiate a focus of joint attention, an interest, or play idea with a
toy. - Clinician follows the child’s lead and presents language models that match the child’s interest
(in terms of Content) and language level - length and complexity -(in terms of Form). - Clinician strives to have an extended conversation with the child, which models aspects of
Use (e.g., turn-taking). - If the child is verbal, the clinician expands the child’s utterances into (a) complete utterances
with mature grammar or (b) complete utterances with more semantic information - Clinician does NOT use reinforcement. Reinforcement is intrinsic or social (e.g., the play or
conversation continues).
Child-Centred Approaches characteristics (3)
- social interaction ofcus and locus of intervention
o Adults make adjustments in their language input that are consistent with
(a) the child’s plan-of-the-moment and (b) the child’s language level
o Responsive input is the key to promoting a child’s learning
child-centered strategies (3)
1- child-centered: wait for child to initiate, follow child’s lead, be at child’s physical level
2- interaction promoting: pause and wait for responses, ask questions to encourage turn-taking
3- language modeling: label, expand, extend the topic with more info, comment
child centered approaches ( 3 advantages, 2 disadvantages)
advantages:
Can be useful for shy or reluctant children
Can help children learn social interaction
or conversational skills
Learning generalizes well to other
contexts
disadvantage:
Language learning may be slower
• Children with lower IQs or more severe
disabilities may not profit from this
approach
hybrid approaches ( role of adult and child)
adult:
• Selects specific goals – may also select
activities and materials
• Follows the child’s lead and models
language
• May elicit goals OR simply focus on
receptive goals
• If eliciting, uses behavioural techniques
child:
• May be required to respond in some models
• May be motivated by environment to
produce targets by other models
Hybrid Approaches “Enhanced Milieu” Therapy Protocol (7)
- Clinician selects specific goals for the child.
- Clinician waits for the child to initiate a focus of joint play or the clinician initiates a play
activity that the child enjoys. - The play activity is engineered to provide a high density of opportunities to elicit the goals.
- Clinician follows the child’s lead and at the opportune time (e.g., when the child initiates),
asks the child to (a) imitate the goal or (b) answer a question that elicits the goal. - If the child reponds, the clinician expands the child’s response.
- If the child does not respond, the clinician tries once more, then moves on.
- Clinician does NOT use reinforcement. Reinforcement is intrinsic or social (e.g., the play or
conversation continues). The clinician strives to have an extended conversation with the
child.
Hybrid Approaches characteristics
o Are based on behavioural and social-interactionist theories of language
acquisition
o Teaching moments are behavioural
o The rest of the interaction is conversational. Adults make adjustments in their
language input that are consistent with (a) the child’s plan-of-the-moment and
(b) the child’s language level.
o Responsive input is the key to promoting a child’s learning
hybrid approaches (2 adv, 2 disadv)
Advantages:
Particularly useful for teaching vocabulary
and two-word combinations
Learning generalizes well to other
contexts
Disadvantages:
•Difficult to use to teach early morphology
or syntax
• Not typically used with children older than
3 years
Ingersoll et al. (2012) purpose, method
contrast hybrid (milieu treatment) and child centered (responsive interactino) interventions for children with ASD
case study of each child
