Language Intervention within Naturalistic Environments

1990 ◽  
Vol 21 (2) ◽  
pp. 72-84 ◽  
Author(s):  
Janet A. Norris ◽  
Paul R. Hoffman
Keyword(s):  
General Structure ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
Daily Routines ◽  
Intervention Process ◽  
Instructional Activities ◽  
Communicative Response ◽  
Goals And Objectives ◽  
Naturalistic Interactions

As language intervention becomes more naturalistic and interactive, it is important that organization and systematicity be maintained within therapy. Speech-language pathologists must be clear in the goals and objectives that are established, and in the methods that are used to facilitate the emergence of these language behaviors. Yet naturalistic therapy depends to a large extent upon the spontaneously occurring events, utterances, and communicative situations that arise in the context of play, daily routines, and instructional activities. This article discusses general principles of intervention that impose organization within naturalistic interactions. The general structure of the intervention process will be presented, including strategies for controlling for activity and response complexity, techniques for facilitating a communicative response, and methods for providing natural consequences. Goals and objectives that can be used to quantify the results of intervention are also discussed.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

2015 ◽  
Vol 24 (4) ◽  
pp. 750-762 ◽  
Author(s):  
Lillian N. Stiegler
Keyword(s):  
Autism Spectrum Disorders ◽  
Behavioral Intervention ◽  
Autism Spectrum ◽  
Review Article ◽  
Language Intervention ◽  
Common Element ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Significant Disagreement ◽  
Spectrum Disorders

Purpose Echolalia is a common element in the communication of individuals with autism spectrum disorders. Recent contributions to the literature reflect significant disagreement regarding how echolalia should be defined, understood, and managed. The purpose of this review article is to give speech-language pathologists and others a comprehensive view of the available perspectives on echolalia. Method Published literature from the disciplines of behavioral intervention, linguistics, and speech-language intervention is discussed. Special areas of focus include operational definitions, rationales associated with various approaches, specific procedures used to treat or study echolalic behavior, and reported conclusions. Conclusions Dissimilarities in the definition and understanding of echolalia have led to vastly different approaches to management. Evidence-based practice protocols are available to guide speech-language interventionists in their work with individuals with autism spectrum disorders.

The Establishment of a Dominant Interpretive Framework in Language Intervention

1997 ◽  
Vol 28 (3) ◽  
pp. 288-296 ◽  
Author(s):  
Jack S. Damico ◽  
Sandra K. Damico
Keyword(s):  
School Culture ◽  
Data Collection ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
Therapeutic Discourse ◽  
Therapeutic Encounter ◽  
Collection Strategies ◽  
Patterns Of Interaction ◽  
Interpretive Framework ◽  
The Way

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.

Facilitating Peer Interaction

1998 ◽  
Vol 7 (4) ◽  
pp. 25-36 ◽  
Author(s):  
Pamela A. Hadley ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Intervention ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Case Examples ◽  
Language Objectives ◽  
Socially Relevant ◽  
Social Communicative ◽  
Societal Expectations

Research over the past decade has provided the rationale to target the peer-related social-communicative competence of children with specific language impairment (SLI). Yet our clinical experiences suggest that verbal interaction skills with peers rarely are emphasized in speech/language intervention with these children. We argue that it is particularly important for speech-language pathologists to target socially relevant language objectives with children with SLI because these children eventually must live up to standard societal expectations in social, educational, and vocational settings. In this paper, we identify several barriers that may prevent speech-language pathologists from addressing socially relevant language intervention objectives. Several case examples are provided to illustrate ways in which practitioners can address these types of objectives.

A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists

2020 ◽  
Vol 5 (1) ◽  
pp. 304-313
Author(s):  
Maggie Watson ◽  
Casey O'Keefe ◽  
Abigail Wallace ◽  
Pamela Terrell
Keyword(s):  
Literacy Instruction ◽  
Administrative Support ◽  
School Personnel ◽  
The United States ◽  
Evidence Base ◽  
Language Instruction ◽  
Written Language ◽  
Language Intervention ◽  
Reading Teachers ◽  
Speech Language Pathologists

Purpose This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays

2019 ◽  
Vol 4 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sheri T. Stronach ◽  
Janine L. Schmedding-Bartley
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Continuing Education ◽  
Social Communication ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Language Intervention ◽  
Communication Delays ◽  
Clinical Experiences ◽  
Speech Language Pathologists

Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported only using materials available in families' homes. Previous clinical experiences and continuing education were reported to most influence clinical decision making. Results indicated the incorporation of many aspects of evidence-based naturalistic interventions into practice and the use of continuing education opportunities to expand clinical knowledge. Conclusion Although speech-language pathologists reported promising directions toward recommended best practices, further research and training are needed to optimize services provided to young children and their families.

Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials

2017 ◽  
Vol 2 (16) ◽  
pp. 34-44 ◽  
Author(s):  
Emily Diehm
Keyword(s):  
Academic Success ◽  
Graduate Training ◽  
Language Intervention ◽  
Academic Standards ◽  
Speech Language Pathologists ◽  
Web Based ◽  
The Road ◽  
Speech Language Pathologist ◽  
Road Map ◽  
Writing Goals

Although one would hope that the magic of goal writing is somehow bestowed upon each speech-language pathologist during their graduate training, or at a minimum upon graduation, pre-service speech-language pathologists, as well as practicing speech-language pathologists, report that goal writing is challenging. This difficulty experienced while writing goals may result in SLPs and other special education providers searching the internet or IEPs of other students with similar needs to find a pre-written goal to use. Unfortunately, an over-reliance on web-based or software-based goal banks is problematic, as these resources still contain poorly written goals that are not measurable and vague and may ultimately decrease the individualization of the goal and treatment to a student's specific needs. Because goals are the “road map” for a student's speech-language intervention, it is not surprising that researchers have hypothesized, and more recently observed, that poorly written IEPs goals are negatively related to growth and progress in the curriculum. The purpose of this article is to remind SLPs of the importance of writing goals that are relevant to the findings of assessments, aligned to state academic standards, contain specific and measurable outcomes, and encourage growth in the skills needed to have academic success.

Supporting Literacy Development in Adolescents Through Written Language Intervention

2010 ◽  
Vol 17 (3) ◽  
pp. 85-92
Author(s):  
Jeannene M. Ward-Lonergan
Keyword(s):  
Therapeutic Intervention ◽  
Literacy Development ◽  
Critical Role ◽  
Language Impairments ◽  
Literacy Skills ◽  
Written Language ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
School Settings

Speech-language pathologists play a critical role in supporting literacy development in adolescents with Language Impairments through both direct therapeutic intervention and collaboration with other related professionals in school settings. The purpose of this article is to present numerous curriculum-based, language intervention goals and specific techniques that are designed to facilitate the development of literacy skills in these students in the areas of morphology/syntax, semantics, pragmatics/discourse, and vocational language.

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