Chapter 6: Intervention for Children with Language Impairments: General Principles and Strategies

I. General Principles of Intervention for Children with Language Impairments** Specific language impairment is a primary language impairment Specific language impairment is a primary language impairment Language impairment can also be a secondary condition Language impairment can also be a secondary condition Many intervention techniques apply to children with both primary and secondary language impairments (LIs) Many intervention techniques apply to children with both primary and secondary language impairments (LIs)

Purposes of Intervention** The overall goal of intervention is for the child to express and comprehend language as normally as possible in academic and social situations The overall goal of intervention is for the child to express and comprehend language as normally as possible in academic and social situations

Four specific purposes of language intervention are:

Basic approaches to language intervention include :** Functional approach Functional approach Developmental or normative approach Developmental or normative approach A combination A combination

Using Reinforcement in Language Therapy** Positive reinforcers help LI children  language skills Positive reinforcers help LI children  language skills Primary or secondary positive reinforcers Primary or secondary positive reinforcers

II. Specific Treatment Techniques** Focused stimulation Focused stimulation Incidental teaching Incidental teaching Self talk Self talk

Parallel talk** Parallel talk** Mand- model (elicited imitation) Mand- model (elicited imitation) Extensions Extensions

Other specific techniques include:** Recasting Recasting Joint routines Joint routines Joint book reading Joint book reading

Using sabotage** Using sabotage** Modifying linguistic input (pp ) Modifying linguistic input (pp )

III. Facilitating Generalization of Treatment Targets to Other Settings** In order to help children generalize their language treatment targets to settings outside the clinic, SLPs must vary the In order to help children generalize their language treatment targets to settings outside the clinic, SLPs must vary the Settings (classroom, playground, cafeteria) Settings (classroom, playground, cafeteria) Stimuli Stimuli Interlocutors Interlocutors

It is important to connect with significant others in the child’s environment…** These significant others include teachers and caregivers These significant others include teachers and caregivers

Caregivers include:** Parents Parents Grandparents Grandparents Daycare providers Daycare providers

According to Generations United, 2012**: More than 6.7 million American children live in households maintained by grandparents or other relatives More than 6.7 million American children live in households maintained by grandparents or other relatives Approximately 2.5 million grandparents report that they are the primary caregivers for children Approximately 2.5 million grandparents report that they are the primary caregivers for children

It is important to work with classroom teachers…

IV. TEACHING VOCABULARY** Utilize classroom materials (math, language arts, social studies, etc.) Utilize classroom materials (math, language arts, social studies, etc.)

5 th grade math vocabulary:**

When teaching vocabulary…

Have the children…** Draw pictures of new words/ Draw pictures of new words/ concepts that they learn

I have students bring their language arts books to therapy… We pick out 1-2 key words to discuss and draw

We worked on morphological awareness (plurals) with new vocabulary word cloaks 3 rd grade

5 th grade Midnight Ride of Paul Revere

More pictures….

One nice idea…** Have children keep dictionaries of new words Have children keep dictionaries of new words Write word definitions, draw pictures Write word definitions, draw pictures You review all this with them You review all this with them

V. INCLUDING LITERACY GOALS** Children who speak English as a second language are often at risk Children who speak English as a second language are often at risk So are low-SES children So are low-SES children

We can help young at-risk students by supporting them in areas such as:** Phonological awareness Phonological awareness Reading comprehension Reading comprehension Reading fluency (wpm) Reading fluency (wpm)

This can be done with…** Students already on our caseloads Students already on our caseloads At-risk students who are not yet on IEPs At-risk students who are not yet on IEPs We support them in the classroom setting We support them in the classroom setting

One of my favorite ways to support reading comprehension:

**Oftheanda **Oftheanda Toinisyou Thatithewas Thatithewas Foronareas Foronareas WithhistheyI WithhistheyI Atbethishave Atbethishave from from

VI. ADOLESCENTS & CELL PHONES: INTERVENTION PRINCIPLES** Conti-Ramsden, B., Durkin, K., & Simkin, Z. (2010). Language and social factors in the use of cell phone technology by adolescents with and without language impairments. Journal of Speech, Language, and Hearing Research, 53, Conti-Ramsden, B., Durkin, K., & Simkin, Z. (2010). Language and social factors in the use of cell phone technology by adolescents with and without language impairments. Journal of Speech, Language, and Hearing Research, 53,

This study looked at:** Adolescents with SLI Adolescents with SLI A recent survey of teenagers in the U.S. showed that 80% had a cell phone; in the United Kingdom, 90% of teens have a cell phone A recent survey of teenagers in the U.S. showed that 80% had a cell phone; in the United Kingdom, 90% of teens have a cell phone

Adolescents with SLI…

However, it was found that:

Treatment implications:

VII. HELPING STUDENTS AVOID BEING BULLIED** Bullen, D. (2012). Spreading the word: SLPs work to raise awareness about bullying in the schools. ADVANCE for SLPs, July 23, 2012 Bullen, D. (2012). Spreading the word: SLPs work to raise awareness about bullying in the schools. ADVANCE for SLPs, July 23, % of students with Asperger’s are bullied 94% of students with Asperger’s are bullied

Armstrong, (ASHA Leader) “Serving children with emotional-behavioral disorders: A collaborative approach”

Things to teach in these groups:

With taunting comments, teach students to:

Always remember that…** We support the development of social and academic language

Our overall goal is to:** Help children succeed in their world Help children succeed in their world