Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

2021 ◽  
pp. 109830072098352
Author(s):  
Jennifer R. Ledford ◽  
James E. Pustejovsky
Keyword(s):  
Systematic Review ◽  
Social Competence ◽  
Young Children ◽  
Meta Analysis ◽  
Free Play ◽  
Complex Communication Needs ◽  
Training Time ◽  
Considerable Heterogeneity ◽  
Inclusive Preschool ◽  
Communication Needs

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

Enhancing Peer Network Interventions for Students With Complex Communication Needs

2018 ◽  
Vol 85 (1) ◽  
pp. 66-85 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Jennifer L. Bumble ◽  
Kelli Barnes ◽  
Erica L. Mazur
Keyword(s):  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Peer Interaction ◽  
Complex Communication Needs ◽  
Symbolic Communication ◽  
Peer Network ◽  
Network Intervention ◽  
Aided Aac ◽  
Communication Needs ◽  
Interactions With Peers

Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to evaluate the effectiveness of a paraprofessional-facilitated peer network intervention to (a) increase peer interaction for students with complex communication needs and (b) investigate whether embedding peer-implemented aided AAC modeling within the intervention would increase students’ use of symbolic communication (i.e., aided AAC, signs, speech). Participants were four elementary-age students with intellectual disability or autism who used a speech-generating device or communication book. The peer network increased students’ overall interactions with peers but not their symbolic communication. Teaching peers to use aided AAC modeling through brief training and coaching resulted in increasing students’ use of symbolic communication within interactions with peers. Implications are offered related to supporting peer interaction, improving symbolic communication skills, and involving peers in social-communication interventions.

Update on Early Speech and Language Intervention for Children With Craniofacial Conditions

2016 ◽  
Vol 1 (5) ◽  
pp. 50-58
Author(s):  
Nancy J. Scherer
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Parent Training ◽  
Language Intervention ◽  
Current Evidence ◽  
Evidence Based ◽  
Speech And Language ◽  
Early Speech ◽  
Structure Parent

This article discusses the current evidence for early intervention for children with craniofacial conditions. The article describes the evidence-based intervention approaches, strategies, and parent training options to support language and speech outcomes in young children with clefts. Use of coaching to structure parent training is discussed.

A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs

2017 ◽  
Vol 39 (2) ◽  
pp. 346-355 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist ◽  
Sophia D’Agostino
Keyword(s):  
Pilot Study ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Sibling Pairs ◽  
Future Research Directions ◽  
Communication Needs ◽  
Communication Partner Training ◽  
Multiple Probe

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.

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