1. Chapter 6 Treatment of Language Delays and Disorders in Preschool Children

2. The Therapy Environment Therapy focus has shifted away from ________ procedures to more of a ________ outcome.  Goal is first ________, followed by __________ and ___________ in the child’s natural environment.  It is beneficial to conduct therapy in the child’s ____________________ (home and pre-school) in order to facilitate ____________.

3. Organizing the Environment Structuring the child’s environment in order to facilitate the _______________________ and _____________ skills is important. Must consider how much ____________ a child can tolerate  Sensory Integration: _____________ and interpretation of input from the various ________ _________ of the body (pg. 259)  Monitor how ________ the child is and monitor the ___________________ stimulation present

4. Use of Peer Interactions to Facilitate Language Growth With more emphasis on ________________ ____________ (mandated inclusion or mainstreaming), typically developing children need to be taught about handicaps exhibited by classmates.  Need to be taught strategies the special needs child may use to ___________  Special needs child needs to become ________ ___________________

5. Encouraging Family to Facilitate Language Development Schemes that reflect _____________________ encountered by the child should be the focus of _______________. Parents language model to the child should be ____________________ then their child’s level. Develop intervention that can be done by the _____ in the car, if possible.  “I Spy” game  The alphabet game

6. Cognitive Skills as Foundations for Facilitating Language Clinician must look for the basic language parameters that are __________ to effective communication  Means-end  Turn taking  Object permanence  Use of gestures  Requesting behaviors  Joint attention  Play schemes  Causality  Imitation skills

7. Child Centered Therapy Regardless of approach or techniques chosen to accomplish a goal, the child must be at the _______________________  Therapy should be designed to generate maximum ________ and facilitate ___________  Therapy should be more ___________ than _________  This will help avoid “______________”

8. Let’s Talk “Think About It” page 269 Using child-centered therapy is a proven approach to pediatric language intervention. How would you respond to a parent’s saying, “It looks like you are just playing with him”?

9. Social Stages of Development: Considerations in Treatment 3 Social Stages based on the level of intention the child demonstrates:  ___________ Stage (Birth to 9 months)  ___________ Stage (10 months)  ___________ Stage (12 months)

10. Therapy Principles Therapy program is designed to achieve ________________. Principles: form the ____________ basis of the therapy program  Within-discipline therapy – _______________ _____________________________________  Inter-disciplinary approach – ______________ _____________________________________ _________________________  Trans-disciplinary approach – _____________ _____________________________________ _____________________________________

11. Therapy Goals First must determine if child has a language _______, language _______ or language ____________

12. Language Delay Focus of therapy:  Determine where the child is developmentally with regards to language ______________ and ___________  Moving child through ______________ of language acquisition

13. Language Disorder Focus of therapy:  Getting rid of ________ language behaviors and replacing them with ________ language development behaviors

14. Language Difference Focus of therapy:  If therapy is provided, should focus on ____________ the __________ in ways to facilitate the development of _______________  Teach the child to CODE SWITCH Code Switching: _________________________ ______________________________________ _____________________

15. Factors Affecting Choice of Goals Organic factors in the etiology  Certain etiological factors may present ________ and affect _____________  Important to work with _______________ or _______________ teams and families  CP or severe oral motor difficulties: may use _______________________________ Severity of the delay  Consider ______________  Enlisting support of _______ to facilitate language on a daily basis at home

16. Long Term and Short Term Goals Long Term Goals:  More _________ and ________ expresses the ___________ therapy program goal  Examples: “Improve Auditory Comprehension” or “Increase Lexicon”

17. Short Term Goals  Reflect the _____________ behavior or _____ to be achieved  Example: (Aud Comp) “Child will accurately answer 5 questions based on the passage read to him with no prompts 60% of the time for three consecutive therapy sessions”  Usually have a _____________ and form a ___________ of ___________ difficulty toward long term goal

18. Functional Goals All goals should be functional goals:  Have ____________ use in the child’s _______ environment

19. Let’s Talk “Think About It” page 273

20. Therapy Procedures Procedures: ________, _________, and ________ clinical _______ based on the evidence that forms the foundation for therapy principles.  Procedures written specifically for __________ _______, that another clinician could ________  Must keep in mind 6 questions Review Table 6-2 page 274

21. Clinician-Client Interaction Rapport – A __________ connection between two individuals based on mutual ______ and a level of ________ Child’s Temperament – page 277-279

22. Treatment Suggestions based on Etiology Intellectual Disabilities  Neuro-developmental Approach most ________ and _________ All aspects of the child’s ______________ _______, with the child achieving improved function in all modalities _______________ Emphasis placed on assisting child through ____________ of sensori-motor, cognitive, speech and language Goals should be __________ and allow child to participate in _____________ at home or school

23. Etiology Treatment (con’t) Hearing Impaired  Manualists: Use __________ or ___________  Oralists: Do not support use of _____; focus on __________________ or speech reading  Total Communication: Combination of both ____ ____________ and _______________  Auditory Training: Taught to indicate when child hears a ______ and to ________ what the sound is (residual hearing, hearing aids, cochlear implant)

24. Etiology Treatment (con’t) Prenatally Exposed to Drugs  ____________Techniques (swaddling)  Developing consistent _______ patterns (for feeding and pacifier use for soothing)  Development of a well-structured, predictable __________ to _______ infant and mother’s stress  Teach mother warning signs of _____________

25. Etiology Treatment (con’t) Specific Language Impairment  Target _____________ language objectives; must live up to standard societal expectations  At risk academically, so need to enhance ____ ________________, in order to promote a positive _________ environment  Focus on __________ goals with ________ language acquisition milestones