chapter 6 treatment of language delays and disorders in preschool children
TRANSCRIPT
The Therapy Environment
• Therapy focus has shifted away from ________ procedures to more of a ________ outcome. Goal is first ________, followed by __________
and ___________ in the child’s natural environment.
It is beneficial to conduct therapy in the child’s ____________________ (home and pre-school) in order to facilitate ____________.
Organizing the Environment
• Structuring the child’s environment in order to facilitate the _______________________ and _____________ skills is important.
• Must consider how much ____________ a child can tolerate Sensory Integration: _____________ and
interpretation of input from the various ________ _________ of the body (pg. 259)
Monitor how ________ the child is and monitor the ___________________ stimulation present
Use of Peer Interactions to Facilitate Language Growth
• With more emphasis on ________________ ____________ (mandated inclusion or mainstreaming), typically developing children need to be taught about handicaps exhibited by classmates. Need to be taught strategies the special needs
child may use to ___________ Special needs child needs to become ________
___________________
Encouraging Family to Facilitate Language Development
• Schemes that reflect _____________________ encountered by the child should be the focus of _______________.
• Parents language model to the child should be ____________________ then their child’s level.
• Develop intervention that can be done by the _____ in the car, if possible. “I Spy” game The alphabet game
Cognitive Skills as Foundations for Facilitating Language
• Clinician must look for the basic language parameters that are __________ to effective communication Means-end Turn taking Object permanence Use of gestures Requesting behaviors Joint attention Play schemes Causality Imitation skills
Child Centered Therapy
• Regardless of approach or techniques chosen to accomplish a goal, the child must be at the _______________________ Therapy should be designed to generate
maximum ________ and facilitate ___________ Therapy should be more ___________ than
_________ This will help avoid “______________”
Let’s Talk
• “Think About It” page 269
• Using child-centered therapy is a proven approach to pediatric language intervention. How would you respond to a parent’s saying, “It looks like you are just playing with him”?
Social Stages of Development: Considerations in Treatment
• 3 Social Stages based on the level of intention the child demonstrates: ___________ Stage (Birth to 9 months) ___________ Stage (10 months) ___________ Stage (12 months)
Therapy Principles
• Therapy program is designed to achieve ________________.
• Principles: form the ____________ basis of the therapy program Within-discipline therapy – _______________
_____________________________________ Inter-disciplinary approach – ______________
_____________________________________ _________________________
Trans-disciplinary approach – _____________ _____________________________________ _____________________________________
Therapy Goals
• First must determine if child has a language _______, language _______ or language ____________
Language Delay
• Focus of therapy: Determine where the child is developmentally
with regards to language ______________ and ___________
Moving child through ______________ of language acquisition
Language Disorder
• Focus of therapy: Getting rid of ________ language behaviors and
replacing them with ________ language development behaviors
Language Difference
• Focus of therapy: If therapy is provided, should focus on
____________ the __________ in ways to facilitate the development of _______________
Teach the child to CODE SWITCH• Code Switching: _________________________
______________________________________ _____________________
Factors Affecting Choice of Goals
• Organic factors in the etiology Certain etiological factors may present ________
and affect _____________ Important to work with _______________ or
_______________ teams and families CP or severe oral motor difficulties: may use
_______________________________
• Severity of the delay Consider ______________ Enlisting support of _______ to facilitate
language on a daily basis at home
Long Term and Short Term Goals
• Long Term Goals: More _________ and ________ expresses the
___________ therapy program goal Examples: “Improve Auditory Comprehension” or
“Increase Lexicon”
• Short Term Goals Reflect the _____________ behavior or _____ to
be achieved Example: (Aud Comp) “Child will accurately
answer 5 questions based on the passage read to him with no prompts 60% of the time for three consecutive therapy sessions”
Usually have a _____________ and form a ___________ of ___________ difficulty toward long term goal
Functional Goals
• All goals should be functional goals: Have ____________ use in the child’s _______
environment
Therapy Procedures
• Procedures: ________, _________, and ________ clinical _______ based on the evidence that forms the foundation for therapy principles. Procedures written specifically for __________
_______, that another clinician could ________ Must keep in mind 6 questions
• Review Table 6-2 page 274
Clinician-Client Interaction
• Rapport – A __________ connection between two individuals based on mutual ______ and a level of ________
• Child’s Temperament – page 277-279
Treatment Suggestions based on Etiology
• Intellectual Disabilities Neuro-developmental Approach most ________
and _________• All aspects of the child’s ______________
_______, with the child achieving improved function in all modalities _______________
• Emphasis placed on assisting child through ____________ of sensori-motor, cognitive, speech and language
• Goals should be __________ and allow child to participate in _____________ at home or school
Etiology Treatment (con’t)
• Hearing Impaired Manualists: Use __________ or ___________ Oralists: Do not support use of _____; focus on
__________________ or speech reading Total Communication: Combination of both ____
____________ and _______________ Auditory Training: Taught to indicate when child
hears a ______ and to ________ what the sound is (residual hearing, hearing aids, cochlear implant)
Etiology Treatment (con’t)
• Prenatally Exposed to Drugs ____________Techniques (swaddling) Developing consistent _______ patterns (for
feeding and pacifier use for soothing) Development of a well-structured, predictable
__________ to _______ infant and mother’s stress
Teach mother warning signs of _____________
Etiology Treatment (con’t)
• Specific Language Impairment Target _____________ language objectives;
must live up to standard societal expectations At risk academically, so need to enhance ____
________________, in order to promote a positive _________ environment
Focus on __________ goals with ________ language acquisition milestones