1. Approaches and Techniques for Early Intervention

2. PowerPoint Outline I. Settings and Delivery Models
II. Focused Stimulation
III. Parallel and Self Talk
IV. Extensions
V. Mand-model
VI. Recasting
VII. Specific Techniques for Caregivers (Hanen)
VIII. Helping Young Children Learn to Join Groups
IX. Youtube Videos: Practical Strategies
X. Incorporating Sensory Activities into Language Therapy
XI. A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies

3. I. Settings and Delivery Models**
SLP just consults with caregivers (parents, day care workers, preschool teachers)
Work directly in the classroom or day care setting (me going into Head Start classroom at my school)
Home visits—direct tx in home
The child can come to the SLP’s room for group or 1:1

4. II. Focused Stimulation**
The clinician repeatedly models the target structure during a play activity
II. Focused Stimulation**

5. III. Parallel and Self Talk**
Parallel talk: the SLP plays with the child and comments on what the child is doing
Self talk: the SLP describes what she is doing

6. IV. Extension** The SLP adds new information to the child’s utterance
With a partner, extend these utterances:
Me pet kitty.
Doggy bark.
Want cereal.
Swim!

7. V. Mand-Model

8. VI. Recasting**
The SLP repeats the child’s sentence but changes the modality or voice of the sentence
Child: I’m hungry.
SLP: You are feeling hungry?
Child: Doggy chased kitty.
SLP: Yes, the kitty was chased by the doggy.

9. VII. Specific Techniques for Caregivers (Hanen)

10. Hanen**
Stick with what the child is “talking” about and don’t try to get him interested in something else (e.g., if the child is showing the parent how he can drive his toy car along the kitchen floor, the parent then talks about what he is doing with the car, not the colour of the car or about the toy train)

11. Marklund et al. (2015). Pause and utterance duration… Journal of Child Language, 42, 1158-1171.

12. Lewis, N, (2017). Our role in early identification
Lewis, N, (2017). Our role in early identification. The ASHA Leader, 22(1), 6-7.**
It is very important to help parents learn the signs of potential LI, ASD, etc.—they need to understand typical developmental milestones
New resource: Learn the signs, act early
All materials are available in English and Spanish; some are translated into Arabic, Korean, Vietnamese, Somali, and Portuguese

13. VIII. Helping Young Children Learn to Join Groups
Rules:

14. IX. Youtube Video: Practical Strategies
Intervention for Vocabulary and Phonological Awareness Skills
Youtube Celeste Roseberry (Love Talk Read)

15. X. IncorporatingSensory Activities into Language Therapy**
Many children—even those who are older—have sensory issues that need to be addressed
Ideally, an OT does this—but many times we don’t have an OT available
These ideas are from an ASHA workshop I attended

16. Boerigter, A. (2017). The value of a crumpled receipt
Boerigter, A. (2017). The value of a crumpled receipt. The ASHA Leader, 1/17 issue.**
Ideas for fine motor/sensory experiences for young children and their parents: (always incorporate language!)
Fingerpaint with whipped cream
Crumple/tear paper
Squeeze a rubber ball

17. Specific Activities

20. 1. Select 5 small objects for your strawberry basket
We will create strawberry baskets with clothespins (each person gets 2 baskets and 1 clothespin)
1. Select 5 small objects for your strawberry basket
2. Create 2 therapy objectives—they can involve pragmatics, vocabulary, syntax, morphology…..use your imaginations! 
E.g.: The child will pick up an object with the clothespin and state a 5+ word sentence with 80% accuracy.

21. Other examples of objectives:
The child will pick up an object with the clothespin and give 3 descriptors (e.g., name, function, color)
The child will take turns appropriately with the clinician in picking up an object, labeling it, and transferring it to the other basket.

22. When you write tx objectives, remember:**
Phonology/articulation
Pragmatics
Semantics
Syntax
Morphology

23. XI. ASHA: A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies

24. Encourage print awareness, making sure they know these terms:**
Uppercase, lowercase letter
Book
Cover
Page
Sentence
Comma
Period
Question mark

25. Teach concepts with pictures and a mirror:

26. In the presenters’ opinion…

27. Build a zoo:

28. T chart:** Words Change ‘o’ to ‘u’ Hot hut Clock cluck Cab cub Cot cut
Pop pup
Stock stuck

29. Case studies Levon Green and Aimee L.

30. PowerPoint Outline I. Settings and Delivery Models
II. Focused Stimulation
III. Parallel and Selfl Talk
IV. Extensions
V. Mand-model
VI. Recasting
VII. Specific Techniques for Caregivers (Hanen)
VIII. Helping Young Children Learn to Join Groups
IX. Youtube Videos: Practical Strategies
X. Incorporating Sensory Activities into Language Therapy
XI.ASHA: A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies