1. Theoretical Foundations of Language Development and Language Impairment: Clinical Implications

2. For test 1… In chapter 2, you only need to read pp. 41-52
Stop at the bottom of p. 52

3. II. The Cone of Language Learning
PowerPoint Outline
I. Introduction
II. The Cone of Language Learning
A. Fixing the problem at the source
B. Reprogramming neuropsychological processing (memory and attention)
III. Hierarchical Skill Intervention
IV. Skill Stimulation
V. Enrichment and Task Assistance
VI. Contextualized Skill Intervention
VII. Research Designs in Evaluating Treatment Effectiveness

4. I. Introduction

5. II. The Cone of Language Learning (see chart)**
We start at the base with medical/physical issues
Sensory processing is next (OT)
We should address attention and memory
Next is oral language
Finally, we address pre-literacy and literacy skills

6. A. Fixing the Problem at the Source**
If we focus on fixing the problem at the source or base of the cone, then when that problem is fixed, the impact of these interventions spreads upward
Medical problems are not within our scope, but we can indirectly refer (e.g., for PE tubes, needed surgery, glasses, etc.)

7. B. Reprogramming Neuropsychological Processing (memory and attention)

8. Strategies for helping students pay attention and improve memory include:

9. Use visualization to enhance concentration and memory

10. We teach students to visualize such detailed parameters as:

11. Remember…

12. Youtube Video Visualizing & Verbalizing Picture to Picture
Kristina Lomando, 2016
10 minutes

13. Youtube channel Celeste Roseberry
Using Visualization

14. III. Hierarchical Skill Intervention

15. IV. Skill Stimulation (not on exam)

16. V. Enrichment and Task Assistance** (not on exam)
I am not crazy about this
Follow the child’s lead during communication or classroom activities
Model the structures but don’t necessarily teach them overtly

17. VI. Contextualized Skill Intervention**
Tx goals are explicitly addressed and also embedded in communicative contexts
Drill + natural activities
For a small group activity, we will focus on teaching present progressive -ing
You will create Concentration cards with 3 pairs of verbs that you draw.  You can do it!!

18. Do this activity as follows:**
1. Drill with the cards “What is happening here? (SLP)
Child: “He is _____”
2. Play a game of Concentration where the child has to use –ing whenever she turns the card over.
3. Read a story in your book, asking the child questions about what is happening.

19. Keep track of…** How many times the child uses “ing” accurately
How long your activity is
You will conclude with a statement such as “Kristin produced –ing correctly 30 times in a 10-minute activity involving drill, a game, and reading a book.”

20. VII. Research Designs in Evaluating Treatment Effectiveness**
Descriptive designs describe situations and individuals, but cannot demo cause and effect
For example, a case study asks “Does providing Eddie with 10 interesting science fiction books to read help boost his reading scores over a one year period?”

21. Correlational Studies

22. Comparative Studies

23. Group Experimental Studies

24. Single Subject Designs

25. II. The Cone of Language Learning
PowerPoint Outline
I. Introduction
II. The Cone of Language Learning
A. Fixing the problem at the source
B. Reprogramming neuropsychological processing (memory and attention)
III. Hierarchical Skill Intervention
IV. Skill Stimulation
V. Enrichment and Task Assistance
VI. Contextualized Skill Intervention
VII. Research Designs in Evaluating Treatment Effectiveness