Concept, Linguistic Encoding, Transmission, Linguistic decoding, concept
3 steps to the intervention process
1. Concern--> Screen (if pass, stop)
2. Evaluation (if pass stop)
3. Assessment/Intervention are used together
7 Items in checklist for Planning intervention
1. Identify language targets
2. Identify evidence-based intervention strategy
3. Select training materials/items
4. Identify training cues
5. Select contingencies/correction procedures
6. Language facilitator (who is involved)
5 steps to identify intervention targets
1.Language evolves from nonverbal communication means.
2.Social and cognitive prerequisites are
necessary to use language in certain ways.
3.Simple rules acquired first.
5.Different actions at different developmental stages.
5 types of intentions
•Calling for Attention and Requests for Action follow under which domain of language?
•Requests for Information
•Requests for Action/Objects
•Responding to Requests
one quick meaning for a word
Knowing all of the different things the word can mean/stand for
cause and effect
What is the first step in the planning process?
At which stage of the clinical process drives intervention?
Which stage of the clinical process drives intervention?
Which component of language drives all of the components?
Asking a child to identify antonyms for a given word taps which component of language?
semantics (word relations)
Why might a child that lives in Maine be unable to write a story describing a day at the beach? and What intervention strategy would this problem violate?
-Lack practical and world knowledge
-Selecting training materials/items
A child is working on using adjectives. While observing a therapy session, you notice that he has two opportunities to use an adjective during the session. Which rule of material selection was violated?
Number of opportunities
Mom: “what do you want for dinner?”
Mom: “what type?”
What are the antecedent, bx, consequence
What is antecedent: Asking"What do you want for dinner?"
Behavior: child response: "pizza"
Consequence: mother’s response "what type"
Why are phrases such as “good talking” and “very good” inadequate for providing feedback?
It is not specific enough on what is getting the positive feedback. We want more specific feedback (whether it is correction feedback or praise feedback
T/F the SLP’s job is correct a communication deficit and the parent’s job is to help the child generalize the skill to daily life
Child: “I want a cookie.” The child’s utterance illustrates which type of communication intention?
Request for an object
Child: “I like ice cream.” The child’s utterance illustrates which type of communication intention?
What is cohesion
words or phrases that show how thoughts stick together ACROSS sentences (pronouns and articles)
Child: I like peanut butter
Adult: you like peanut butter?
What is the Turnabout strategy
Child: did you see the spider man movie?
Adult: I did not, did you?
What is the turnabout strategy?
How many times must an LI child be exposed to a word in order to affect comprehension?
Adult: bring that to me
What is the communication breakdown?
Child: I don’t hear you because the TV was too
loud. What did you say?
What is the Communication Breakdown
What two pieces of information must you encode in order to learn a word?
semantics and phonological properties
What are the three tenets of vocabulary instruction that should be followed when inadequate vocabulary is a problem?
1. Meaningful context
2. Multiple Exposures
3. Multiple strategies
a phrase rising in tonation to signal question, or is an actual question.
expand on topic and what the child has said.
giving you a reason to turn it back around and talk to me.