Language Intervention Toddler And Prek

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Purpose of Intervention

Back 1

Achieve age-appropriate communication
Change disorder by teaching specific language behavior
Accommodations or modifications to learning environment

Front 2

Rapid developmental time for the child

Back 2

rapidly move their language along to age-appropriate level

Front 3

Basic Approaches to Intervention

Back 3

Developmental
Emergent Literacy

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Developmental Approach

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5 years old and under
Know where the child should be after intervention

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Emergent Literacy

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the concepts, skills, and behaviors that precede and develop into literacy.
teaching print awareness
print referencing
phonological awareness
teach rhyming words, recognizing initial sounds of words
making inferences or predictions from what you hear or read

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Print referencing

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verbal and non verbal cues to direct the child's attention to the text

ex: "everyone look at the screen, can anyone find the letter __? Can anyone find a word that starts with the same letter as their name?"

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Phonological awareness

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the ability to reflect on and manipulate the sounds of language. have to have good phonological skills to be a good reader

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Structures of therapy sessions

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Play

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Play

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intervening during the daily routines of life (ex: snack time, circle time)

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Positive Reinforcement

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apply to all ages groups --> natural reinforcement

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Natural Reinforcement

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successful communication is its own reward. When they ask for attention and attention is given, that is reward in itself for the child. Children are successful with communication and that is a reward.

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Schedules of Reinforcement

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apply same as before except during natural, which is provided within activity and does not have schedule.

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Specific Therapy Techniques

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Focused Stimulation
Joint book reading
Joint routines
Modifying linguistic input
Mand-Model
Sabbotage
Parents::: teach them to use incidental teaching. give them opportunities to have those moments

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Modifying Linguistic input

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have to talk slower with this group

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Sabbotage

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can be effective to get initiations

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expansion

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eventually have longer and more complex utterances

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modifying linguistic input

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set a time for the parent to do this (ex: have parents talk slower during dinnertime)

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Mand-model

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POSSIBLY USE; some parents may take it to an extreme (ex: you aren't getter water at all until you say water)

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Generalization

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want children to use language quickly and to be able to use it as much as possible. *change setting, activities, and communication partners*

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Direct Therapy

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when SLP provides direct intervention services

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Indirect Therapy

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train caregiver or other professionals to provide intervention for the student
(cannot take the place of SLP but can provide carry-over activities in a more natural setting)

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Considerations with CLD students

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Value Quiet
Distinct Boundaries
View of Disabilities