Direct Service Model
one to one or small group
Indirect Service Model
teaching parents and teachers to scaffold children
Generalization in Classroom
more natural - least restrictive environment
provide 1 month of intensive services then take a week or two off, then repeat
Transitions between IFSP & IEP
have current/future teachers talk
Tests for language comprehension & production
*many different items at each age level for "Auditory Comprehension" & "Expressive Communication"
*Identify colors of crayons
*point to "the white kitten that is sleeping"
*Names described object
*Answers questions logically
*Battery of tests
*Core Language - Receptive Language - Expressive Language - Language Content - Language Structure
comprehension of entire sentence - child is pointing not talking
*production of language
*child finishes sentence
What is this?
Concepts & Following Directions
*point to the...
Word Classes - Receptive
*What goes together, and how?
Language Sample Types
During a language sample ask...
open ended questions!
Types of narratives
story from book/movie
wordless picture book
Scaffolding during reading
comment on child's interests
respond to utterances by adding more information
print focused cues
"Show me how to hold the book so I can read"
"Do I read this way or that way?"
"Where is the last word on the page?
where is the front of this book?
Concept of word
show me just one word on this page
where is the letter B on this page?
*Character: "Who is that?"
*Perceptual: "what color is his hat?
*Action "What is the mom doing in this picture?"
the awareness of sound structure of a language
Develop Rhyming Skills
*ask if 2 words rhyme
*make up rhyming words
*write word family stories
Develop Awareness of Syllables
tap or clap syllables
Develop Segmentation Skills
*show alphabet letter, find picture of words that start with target sound
*Do word pairs begin/end with the same sound?
Develop Phonetic Synthesis Skills
*use continuants for blending practice
vocabulary - word meaning
Type Token Ratio
# different words/total # words
quick measure of vocabulary comprehension
make connections between word & referent
after, before, since, until
hard/soft, big/little, tall/short -positive learned 1st
repeating the word over & over again w/o asking the child to repeat it
word finding deficits
*filling in blanks
*supplying synonyms, antonyms, etc.
word finding deficits intervention
*elaboration, word retrieval, or BOTH
*setting-ind, small groups, classroom
*activities - storage & retrieval
Useful for vocabulary measurement or determining if there is a word retrieval problem
give rich definitions
3 parts of the TNL
*sequence of pictures
*child makes up picture based on a story
Dynamic Testing: kids from different cultural backgrounds
teach, then test
unrelated statements about a central stimulus
Preschool Journaling Approach
children draw pictures, parent writes what the child says
child tells story, other children ask questions
Paley - links stories with play
capture kids' fantasy stories & transcribe them so the kids can reenact them at a later time
-Assertive + Responsive
SALT & DSS
Enhanced Milieu/Incidental Teaching
*know what type of sentence you want and wait for it
*have a hierarchy of of cues and prompts
*try not to go directly to immitation
focus on one target problem such as "is"
leaving out words "doggy run"
premise of recasting
saving cognitive resources
2+ changes to child's platform
Preschool Language curriculum components
Language facilitation curriculum
Language Acquisition Preschool day
*children learn by doing, talking, & manipulating objects
*structure & freedom
*1/3 teacher directed 2/3 child directed
fill in the blank
*repeat event several times
*violate expected events in sequence and/or script
Script Therapy goals
*increasing number of communicative intents
Tutors & Tutees
increased MLU for tutors & tutees
Little Gary - joining group
put a barrier between client & clinician so you have to follow directions