Professional Documents
Culture Documents
INTERVENTION TECHNIQUES
There is not a
cookbook but..
there are strategies!
Purpose of Intervention
1. To eliminate the underlying problem
1. Facilitate rate of growth or learning is accelerated and
bring language to a higher level of awareness
Continuum of Naturalness
Clinician Directed:
Least natural
Child-Centered:
Most natural
Hybrid Approach:
Midway between least and most natural
CLINICIAN DIRECTED MODEL
Paul, 2006
Clinician specifies
materials to be used
how the child will use the materials
type and frequency of reinforcement
the form of the responses that will be accepted as
correct
the order of the activities
Types of Clinician directed models
Drill
Drill play
Child-Centered Approaches
Paul, 2006
Approach
Clinician arranges an activity that incorporate
opportunities to use targets
Child responses occur within the naturalness of
the play environment
Follow the childs lead (what the child is doing
and talking about)
Wait (pause) ----- respond
Focused language stimulation techniques
Contexts:
Home
Play groups
Center based groups
Individual Therapy
Targets:
Based on normal development (Overall development of language)
Based on childs needs
Basic requirements:
Facilitator
Child
Social Context with opportunities for joint attention to linguistic targets
Multiple opportunities for exposure
LANGUAGE STIMULATION TECHNIQUE
McCauley & Fey (2006)
Input
Multiple repetitions
Unambiguous context (highlighting what typically developing
children acquire through incidental learning)
Types of focused stimulation
No responses needed from the child
Acknowledgment of spontaneous productions
Prompted responses
Direct request to produce target
Manipulation of environment to increase likelihood of production
LANGUAGE STIMULATION TECHNIQUE
Expansion
Duchan, 1995; Bunce & Watkins, 1995
Elaborated words
Explicitly defined by adult readers at the
point that they occur in the storybook
Reader stopped reading; gave a definition
of the word; then used the word in a
supportive context (a sentence where the
meaning of the word could be easily
understood from the context)
Non-elaborated words
Only exposure is through reading the text
Principles of Vocabulary Intervention
Applied to Play Contexts
Create play centers or identify play centers in a preschool classroom
Identify a set of words that are important to the play.
Adapted Justice, Meier & Walpole; DeTemple & Snow
Use the word in the context of play
Provide the child/children with a definition of the word
Encourage the child/children to use the word as they
talk and play.
Encourage the child/children to talk about and use the
word when playing
Use non-immediate talk making connections between
the words and the child/childrens experiences (Play
to life)
ADAPTATIONS
TEN TYPES OF ADAPTATIONS
Cross & Dixon, 1996
Time Adapt the time allotted and allowed for learning or task
completion.
Alternative Teaching Opportunities Use other opportunities
throughout the day to teach the child concepts and/or skills
presented in planned learning activities.
Output Adapt how the child can respond, including how much
you expect to be accomplished.
Alternative Goals Identify different goals and outcomes for
children within the same learning activity.