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Intervention Techniques
- “What’s the point.” criterion
- 1st treatment targets – Greatest impact on overall ability to function as a communicator
- Appropriate & successful across populations
- Consider generalization
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Pragmatic Intervention
- Important for social acceptance!
- Age-specific
- -Academic & personal-social success
- -Vocational success
- Start intervention at the point of breakdown
- -Peer to peer conflict or adult to student
- -Personal or vocational
- Train in a functional context
- Highly verbal & fast-paced peer interactions are real life situations!
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Some techniques for Pragmatic Intervention
- Authentic activities (real & play)
- Role-playing – favorite pragmatic program Conversations by Barbara Hotskins
- Videotaping
- Re-enact stories
- Descriptive games
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Children have a better understanding of narrative story structure and not expository text structure.
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Pragmatics – Communicative Functions
- Calling attention - Initiating to get something
- Requests for action - Get somebody to do somethingThese all go back to social closeness. A child that has severe disabilities being able to gain attention is extremely motivating.Requests for information - Want to know something
- Requests for objects - Want access to a specific object
- This can lend itself to good choice making – use motivating and deep choices. Use two things that they really want, make them choose, and make them live with the choice.
- Responding to requests - Providing information following partner request
- Reward that they responded to a request. – may want to provide them with cues to remind them to respond to requests.
- Statements - Contributing information during conversations, discussions, sharing
Know what you are working on and let the other stuff go.
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Pragmatics – Conversation
- Topic Initiation
- -Understand purpose for communicating
- -Gain attention
- -Access to topics
- Topic Maintenance
- -Use turnabouts (comment + cue to respond)
- -Assist in maintaining attention with questions & prompts to highlight key semantic cues
- -Practice across contexts
- -Use cues to seek additional information & to assist in sequencing events
- Topic Duration
- -Consider incessant talker, off-topic responses, redundant or too little information
- Turntaking
- -Begin at nonverbal level
- -Later – Turnabouts & question-answer
- -Teach nonlinguistic cues & attention getting devices
- Repair
- -Teach active listening behaviors
- -Teach to monitor for inadequate signals (loudness, rate, noise), content inadequacies, comprehension breakdown
- -Teach to request clarification
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Pragmatics – Facilitating Story Grammars
- Involve children in organized activities
- Use scripted play that gradually become more variable and less contextualized
- Help children move from activities to linguistic organization through narratives with clearly structure story grammars & having them dramatize stories
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Pragmatics – Narration
- Utilize scripted play
- Assist in progression to fairy tails or own stories
- Use questions to support more sophisticated forms
- Read & tell real-life stories with clear scripts
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Choosing Books to Support Narrative Development
- Familiar event scripts
- Pictures that support the episode
- Clearly sequenced episodes
- Appropriate length & language level
- Stories “pretested” for retelling by the SLP
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Pragmatics - Cohesion
- Lexical Cohesion - Difficult to measure & is individualized
- Conjunctive Reference - Start with conjunctions omitted or used inappropriately
- Referential Cohesion - Designating old & new information with nouns, pronouns, & articles
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Semantics
- Vocabulary
- -Build background knowledge & vocabulary through authentic experiences
- -Draw from child’s prior knowledge & link
- -Teach in meaningful contexts
- -Provide multiple exposures
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l2 phases of vocabulary acquisition
- Fast mapping
- Complete map through repeated exposure
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Using Context to Establish Meaning
- Temporal (time)
- Spatial (location)
- Value (relative worth)
- Stative descriptive (physical description)
- Functional descriptive (use)
- Causal (cause & effect)
- Class membership (type)
- Equivalence (similiarity/difference)
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Word Meanings
- Utilize prototype – I say furniture you say “couch” so couch is a prototype
- Encourage description of features
- Identify similarities & differences
- Use target words/concepts from home
- lChoose words based on
- -Frequency of use
- -Typical development
- -Need within classroom & use in texts
- -Likelihood of the child learning the word from context alone
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Word Meanings
- Teach synonyms (mean the same) & antonyms (opposites), & homonyms (sound the same)
- Target syllabification
- Analyze semantic features of words
- Concrete to abstract meanings
- -Contextualized to less contextualized
- -Figurative to abstract
- Word roots, prefixes, & suffixes
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Semantic Classes
- Allow us to understand the variety of meanings a child can express
- Teach children to understand, identify & use a range of meanings
- Example:
- Who is ____?
- He is ____ (nominative case)
See Table 11.4 for more examples
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Semantics – Relational Words
- Relational words
- -Quantitative (e.g., one & more than one)
- -Qualitative (e.g., bigger, tallest, as big as)
- -Spatial (e.g., in, on, at, by)
- -Conjunctions (e.g., and, because)
- Acquire relational words in descriptive & narrative tasks
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Semantics – Word Retrieval
Determine
Storage or retrieval problem?
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Semantics Word Retrieval
Treatment
- elaboration training
- mnemonic/key word strategy
- pictures and written descriptions
- semantic organizational strategies
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Semantic - word retrieval
semantic organizational strategies
- categorization - name members of a category
- semantic mapping
- word/picture/object sorting
- attribute chart
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Semantics word retrieval
- teach child strategies to circumvent
- compensatory programming - modify tasks
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Syntax Intervention
- Train in conversation – Keep in context
- Control vocabulary & sentence length
- Monitor metalinguistic demands
- Have realistic expectations – Don’t expect error free production immediately
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Morphology
- 1.Teach inflectional suffixes in conversation
- - ed, -ing, -s (plural), -s (3rd person), ‘s) possession)
- 2.Derivational suffixes – teach explicitly
- -able, -er. – est, -less
- 3.Prefixes – teach explicitly
- pro-, bi-
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Verb Tense
- Tx sequence - Protoverbs (up, in, off, down, no, bye-bye), general purpose do, specific action verbs, present progressive, past tense, to be, future, copulas, auxiliary verbs, particles
- Teach in everyday activities
- -What are we doing? What did we do? What will we do?
- Play facilitates verb usage – Child knows the event sequence (has a mental representation) & can focus on communication
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Pronouns
- Teach concept then model
- Developmental order – Subjective pronouns (I, you, he/she)
- Next - Objective pronouns (me, you) & Reflexive pronouns (myself)
- For I/you use a 2nd person – helps child with frame of
- reference
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Plurals
1st need concept of one & more than one
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Articles
- Mark - Definite (the) & indefinite (a), new (a) & old (the)
- Use objects & pictures & have the child describe what is seen
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Prepositions
- Nine most common (90%) – at, by, for, from, in, of, on, to, with
- Needs to understand concept separate from referent
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Word Order & Sentence Types
- Younger - Teach word order in conversation
- Teach a range of combinations
- Tx order – Noun phrases, adjectives, verb phrases
- School-age – Oral & in writing
- Target longer & more concise sentences
- Build compound & complex sentences from child’s simple sentences
- More ideas on Table 7.16
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