CDO 340 1

• a social tool
• a dynamic process
• intervention needs to move beyond language itself to include better communication
• no longer view child as solely the problem

Apply to a heterogeneous group of developmental disorders, acquired disorders, delays or any combination of these, principally characterized by deficits and/or immaturities in the use of spoken or written language for comprehension and/or production purposes that may involve the form, content or function of language in any combination

the topcs covered in class are often decontextualized.

• tight structure
• trainer orientes
• child as passive learner
• uses stimulus-response reinforcement model
• problems with generalization
• often forgets pragmatics

the reasons that we use language

• child has more control
• decreased strusture
• attempts to mirror lanugage-learning environment of typically developing children

• functional approach has better overall results
• longer mean length of utterance and better behavior, etc.

communicative partners & form and meaning of language being used

• shift focus from treatment of symptoms to the process of communication
• serves as the organizing framework of language
• moves from entity approach to systems/holistic approach

• uses discreet bits to try to teach children to properly communicate.
• ex) STARCS
• often it breaks down the task so small that it does not even resemble actual language

• the context in which we do things
• ex) playing with a barn won't work for an inner city child that has never seen one
• ex) autistic children have a hard time imagining things so don't ask them to

ongoing interactive process od clients and of their newly acquired language feature with the communication environment

• taught out of context (pretending for autistic children)
• doesn't represent the child's communication functions or linguistic knowledge and experiences (playing with a barn for an inner city kid)
• presents to few communication opportunities (not enough practice)
• simplified too much causing it to be out of context

• content generalization
• context generalization

• child with Language Intervention induces language rule from examples and actual luse
• affected by targets chosen for training and by specific training items
• what we are working on
• ex) vocab, verbs, two step directions

• child uses new feature within everyday communicatin
• facilitated when training and natural environements are similar
• where we are working on these things and who we are working on them with
• ex) playground, school, home, peers, teachers

language rules with broad scope generalize more easily than do more restricted

• based on needs and interests of each child within environments
• it must be meaningful, authetic, motivating, and interesting
• functional and useful to child
• goal to increase effectiveness of child-initiated communication
• target linguistic forms across several functions

child's prior knowledge

• language facilitators - who is going to be communicating with this child
• training cues
• consequences
• location of training

• parents, teachers, aides, SLPs
• the role of the SLP changes from programmer of child's environment to viewing communication partners as clients to acting as a consultant

• there is an initiation heirarchy (start with least intrusive to most intrusive)
• should support initiation and response
• train through linguistic and nonlinguistic cues

• how we reinforce.. want social not tangible reinforcements
• use intermittent reinforcement
• you must remain enthusiastic and authentic about your reinforcement
• no using empty praise such as good talking

• ideally trained in the environment
• use incidental teaching approach = train in environments where the language is used

when we congratulate them in a real way that celebrates their communication

• best generalization = consequences related directly to language utterance and communication function of child
• avoid empty praise
• use response modes that demonstrate acceptance and redirection of child's utterance and maintain conversational flow
• must be socially appropriate and authentic
• use daily activities as your frame

• clinical decision making informed by a combination of scientific evidence, clinical experience, and client needs
• decision making processes in EBP

• determine the info needed and ask the correct clinical question
• find studies that address the clinical question
• determine the level of evidence and critically evaluate studies
• evaluate the info for the specific case in question
• integrate the info and make decisions
• evaluate teatment outcomes to measure efficacy