Developmental Language Disorders 2

Front 1

Ways to modify your linguistic signal

Back 1

slow rate,

increase repetition,

use prosody and word order,

control complexity,

create pragmatically appropriate contexts

Front 2

Providing consequences

Back 2

Extrinsic reinforcement (token, social, tangible), Intrinsic (social reward—get crayon when asking for it),

Feedback

Front 3

Generalizing

Back 3

1. use many and varied exemplars,

2. sequential modification (change environments),

3. use material that occurs in natural environment,

4. teach self-monitoring skills,

5. use distractor items

Front 4

Discharge criteria (ASHA)

Back 4

1. communication w/in normal limits,

2. communication comparable to their peers,

3. uses AAC device to communicate optimally across partners and setting,

4. all goals and objectives of intervention have been met,

5. speech and language skills no longer adversely affect their social, emotional, or educational status,

6. desired level of communication skills have been attained.

Front 5

Evaluating effectiveness of intervention

Back 5

Target: achieved since baseline;

Generalization: achieved since baseline;

Control: no change since baseline, achieved with further intervention

Front 6

Intervention flow chart

Back 6

Write down chart and check with slide 13, lecture 2

Front 7

Influence of behaviourism in intervention

Back 7

Planning goals and evaluating (observable behaviour), language learning (behaviour shaped by consequences), reinforcements/ punishers

Front 8

Influence of developmental psycholinguistics in intervention

Back 8

Bloom, Chomsky, Piaget: language as a sequentially developing skill (goal planning and prioritization), compare to typically developing children, child centred, focus on production

Front 9

Influence of info-processing models on intervention

Back 9

SLI as a language processing problem (theory of causes; goal identification); choosing linguistic complexity of materials

Front 10

Influence of constructivist theories

Back 10

Child choosing goals and being an active participant in therapy, intervention is optimal at developmental level, innate problem-solvers helps with learning, language and cognition linked

Front 11

Influence of social learning theories

Back 11

ZPD (setting/ prioritizing goals), children learn best in social interaction context, adult modeling, verbal guidance, and peer interaction

Front 12

Influence of pragmatics movement

Back 12

Form and content, but also USE, child-clinician relationship is important, intervention planned through lens of social interaction