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14 Cards in this Set
- Front
- Back
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Drill |
Clinician directed intervention technique during which the clinician instructs the client concerning what response is expected and provides a training stimulus, such as a word or phrase to be repeated.
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Drill Play |
Clinician directed intervention technique during which the clinician instructs the client concerning what response is expected and provides a training stimulus, such as a word or phrase to be repeated BUT adds an anteceding motivating event.
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Modeling |
Clinician directed intervention technique during which the client listens as a third person model provides numerous examples of the structure being taught
Ex. Clinician: What's happening here? Model: The boy is drinking *After 10-20 examples, client is expected to "talk like" the model
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Self Talk |
Clinician describes their own actions as he/she engages in parallel play with the child; promotes clear match between actions and words.
Ex. "I'm building. I'm building with blocks. See my blocks? I'm building. |
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Parallel Talk |
Clinician provides self talk for the child; play by play for what the child is doing.
Ex. "You're building. You put on a block. You did it again." |
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Imitation |
Imitation of what the child says; the more the child says, the greater likelihood that language will develop; the child then imitates the imitation, helps improve turn taking skills
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Expansion |
Expanding a child's utterances to make it an acceptable adult utterances.
Ex. Child: "doggy house" Clinician: "The doggy is in the house."
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Extension |
Comments that add some semantic information to a remark made by the child.
Ex. Child: "doggy house" Clinician: "He went inside" or "Yes, he got cold" |
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Buildups/Breakdowns |
Building the child's utterance into a fully grammatical form, then breaking it down into phrase sized pieces in a series of sequential utterances that overlap in content
Ex. Child: "doggy house" Clinician: "Yes, the doggy is in the house. The house. He's in the house. In the house. The doggy is in the house. The doggy. The doggie's in the house." |
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Recast Sentences |
Expands the child's utterance into a different type or more elaborated sentence.
Ex. Child: "doggy house" Clinician: "Is the doggy in the house?" or "The doggy is NOT in the house!" or "Isn't the doggy in the house?"
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Focused Stimulation |
Clinician carefully arranges the context of interaction so that the child is tempted to produce utterances with obligatory contexts for the forms being targeted.
Ex. Clinician: The cow is in the truck. The horse is in the truck. The sheep is in the truck. What about the dog? Client: Bark Clinician: Yes, the dog can bark. Let's put the dog in the truck. Now he is in the truck. Tell the farmer, tell him! The dog is in the truck. Client: Dog is truck Client:
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Vertical Structuring |
Clinician responds to a child's incomplete utterance with a contingent question, the child responds with an additional fragmentary remark, the clinician then takes the pieces produced by the child and expands them into a more complete utterance.
Ex. Clinician: What do you see here? Client: Lion Clinician: Yes, and what is the lion doing? Client: Roar Clinician: Yes, he's roaring. The lion is roaring. |
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Milieu Therapy |
Clinician incorporates operant conditioning principles into naturalistic settings; the reinforcement is considered a natural outcome of the interaction. |
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Script Therapy |
Clinician develops some routines or scripts with the child within the context of intervention; the script is disrupted challenging the child to communicate to call attention to or repair the disruption
Ex. A clinician may institute a routine of placing a nametag on a peg when the client enters the room and then intentionally forget to do it one day. |
