Language Disorders:from Infancy through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating

Rhea Paul, PhD, CCC-SLPProfessor, Yale Child Study Center

New Haven, Connecticut

Courtenay F. Norbury, PhD

Senior Research Fellow Department of Psychology Royal Holloway University of London London,England

pages 87-99

the context of intervention,involves the physical and social settings in which the intervention takes place.

choosing the nonlinguistic stimuli

types of stimuli

for example ,an important thing to know about the meaning of word "ball" is that balls roll,a picture of a ball may not convey this notion.

the younger the client,the more advantageous the use of objects and real events is going to be.

successful intervention for young children includes allowing them to manipulate real objects that do something interesting when they are manipulated,such as make a noise,move,fit onto something,light up,or play music.

using photographs from class events as a basis for labeling,describing,and writing about the events or to compare and contrast experiences in which the child participated.

timing

we need to be careful about the timing of our nonlinguistic sitmuli to be sure that they correspond appropriately to what is being said.

service delivery models

the consultant model

it will be important for clinicians not only to know how to deliver effective intervention themselves,but to have effective means of teaching these teniques to others.

reciprocal roles of SLPs and SLP aides

the language-based classroom model

the SLP provides a continuous form of intervention embedded within a context of day-to-day activities.

collaborative models

the collaborative mode requires consultation and cooperation with the classroom teacher.

evaluating intervention outcomes

termination criteria

discharge criteria

intervention may be terminated if one or more of the following conditions are met:

1.communication is now within normal limits

2.all goals and objectives or intervention have been met

3.the client's communication is comparable to those of others of the same age,sex,and ethnic and clutural backgrounds.

4.the individual's speech or language skills no longer adversely affect social,emotional.or educational status.

5.the individual uses an AAC system and has achieved optimal communication across partners and setting.

6.the client has attained the desired level of communication skills.

to claim we have truly changed language behavior,we have an obligation to show that the client does use the targetd forms in natural,spontaneous speech.

evaluating the effectiveness of intervention

multiple-baseline design s give us the opportunitity to show that the behaviors we targeted in intervention improved more than other language behaviors that were not subjected to intervention.

first step:identify several intervention objective,based on assessment data.

second step:gather baseline data on the target,generalization,and control goals.

the next step:institude intervention for the target,but not the control or generalization goals,using all the principles of intervention that we have discussed.

if use of the target and generalization goals shows a significant increase over the baseline,whereas use of the control goal remains unchanged,then we have demostrated that our intervention was what made the difference in the client's use of the target form.

the goal has been incorporated into the child's functional communicative repertoire.

tasks for documenting functional use of commnicative goal behaviors

role-palying

narrative

structured peer interaction

natural setting obseevation

determining responsiveness to intervention

prevention of language disorders in children

primary prevention and the speech-language pathologist

inmmunization and prenatal care;public education;genetic counseling;mass screening and early identification;encironmental quality control;governmental action;and the elimination of poverty;wellness promotion.

the speech-language pathologist's role in secondary and tertiary prevention

functional communication measures for child language

spoken language production

spoken language comprehension