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Approaches and Techniques for Early Intervention

Approaches and Techniques for Early Intervention. PowerPoint Outline. I. Settings and Delivery Models II. Focused Stimulation III. Parallel and Self Talk IV. Extensions V. Mand -model VI. Recasting VII. Specific Techniques for Caregivers ( Hanen )

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Approaches and Techniques for Early Intervention

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  1. Approaches and Techniques for Early Intervention

  2. PowerPoint Outline • I. Settings and Delivery Models • II. Focused Stimulation • III. Parallel and Self Talk • IV. Extensions • V. Mand-model • VI. Recasting • VII. Specific Techniques for Caregivers (Hanen) • VIII. Helping Young Children Learn to Join Groups • IX. Youtube Videos: Practical Strategies • X. Incorporating Sensory Activities into Language Therapy • XI. A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies

  3. I. Settings and Delivery Models** • SLP just consults with caregivers (parents, day care workers, preschool teachers) • Work directly in the classroom or day care setting (me going into Head Start classroom at my school) • Home visits—direct tx in home • The child can come to the SLP’s room for group or 1:1

  4. Vroom:** (not on exam) • A wonderful app that has lots of suggestions for language stimulation • Highly recommended!

  5. II. Focused Stimulation** • The clinician repeatedly models the target structure during a play activity

  6. Though helpful, focused stimulation is not enough…* • Eidsvag, S., Plante, E., Oglivic, T., Privette, C., & Mailend, M-L.. Individual vs. small group treatment of morphological errors for children with developmental language disorder. April 2019 Language, Speech, and Hearing Services in Schools. • Studied N=20 preschool children • Looked at learning of a new morpheme • Compared just modeling to direct expressive practice

  7. Eidsvag et al. 2019 found:

  8. III. Parallel and Self Talk** • Parallel talk: the SLP plays with the child and comments on what the child is doing • Self talk: the SLP describes what she is doing

  9. IV. Extension** • The SLP adds new information to the child’s utterance • With a partner, extend these utterances: • Me pet kitty. • Doggy bark. • Want cereal. • Swim!

  10. V. Mand-Model** • The SLP says “Tell me what you want.” • Child: Ball • SLP: Say “I want the ball.” • Child: I want the ball.

  11. VI. Recasting** • The SLP repeats the child’s sentence but changes the modality or voice of the sentence • Child: I’m hungry. • SLP: You are feeling hungry? • Child: Doggy chased kitty. • SLP: Yes, the kitty was chased by the doggy.

  12. VII. Specific Techniques for Caregivers (Hanen)** • Being responsive to the child is the key • Respond promptly (often within 1-2 seconds of a child doing or saying something) • Respond positively –show genuine interest

  13. Hanen** • Sticking with what the child is “talking” about and not trying to get him interested in something else (e.g., if the child is showing the parent how he can drive his toy car along the kitchen floor, the parent then talks about what he is doing with the car, not the color of the car or about the toy train)

  14. Marklund et al. (2015). Pause and utterance duration… Journal of Child Language, 42, 1158-1171.** • Study carried out in Sweden with parents and 1;6 year olds • Found: children whose parents responded the fastest to their utterances had the largest vocabularies • Children of slow responding parents had smaller vocabularies

  15. Lewis, N, (2017). Our role in early identification. The ASHA Leader, 22(1), 6-7.** • It is very important to help parents learn the signs of potential LI, ASD, etc.—they need to understand typical developmental milestones • New resource: Learn the signs, act early • www.cdc.gov/ncbddd/actearly • All materials are available in English and Spanish; some are translated into Arabic, Korean, Vietnamese, Somali, and Portuguese

  16. VIII. Helping Young Children Learn to Join Groups

  17. Take advantage of pretend play centers** • These can be used to work on social skills (e.g., turntaking, assigning roles, maintaining conversations). • Play centers can also incorporate literacy items to help build young children’s emergent literacy skills

  18. Terrell, P., & Watson, M. (2018, April). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. Language, Speech, and Hearing in Schools, 49, 148-164.** • In pretend play centers, incorporate things like calendars, stamps, envelopes, cash registers, receipts, bottles with labels, etc. • The teacher can direct children to this print

  19. Terrell and Watson 2018 continued:** • For example, preschool teachers can say “Look at this carton of orange juice. What do those words say? Minute Maid! Both those words start with an uppercase M!” • “Oh look, the mom got a letter. What does that say on the envelope?” • This has proven to increase children’s print awareness skills

  20. Terrell & Watson 2018 continued:** • Educational TV shows are not as good as personal interaction with humans • Young children learn better from actual experience with other people, especially if they are 3 years old and under • Young children learn about the world through their senses; apps and screens don’t provide the needed multisensory input

  21. Terrell & Watson 2018:

  22. Tying Print to Speech Sounds

  23. IX. Youtube Video: Practical Strategies • Reading Picture Books with Toddlers • Youtube Celeste Roseberry (Love Talk Read)

  24. ASHA Leader May 2018: Conversational turns linked to better language development in children.** • Language Environment Analysis (LENA) devices recorded every word spoken by parents of young children for several days • More conversational turns correlated with better scores on test of language skills

  25. ASHA Leader 2018 continued:

  26. X. IncorporatingSensory Activities into Language Therapy** • Many children—even those who are older—have sensory issues that need to be addressed • Ideally, an OT does this—but many times we don’t have an OT available • These ideas are from an ASHA workshop I attended

  27. Boerigter, A. (2017). The value of a crumpled receipt. The ASHA Leader, 1/17 issue.** • Ideas for fine motor/sensory experiences for young children and their parents: (always incorporate language!) • Fingerpaint with whipped cream/shaving cream • Crumple/tear paper • Squeeze a rubber ball

  28. Specific Activities** • 10 deep breaths and then do 10 jumping jacks • Pinch a noodle • Have playdough or fidget toys so they have something to do with their hands • Have sponges and a spray bottle of water—what can they wash in your space?

  29. Have them run their hands through rice or beans** • Use a visual timer so they know when the end comes—egg timer is good • Kinetic sand!! My kids love it!

  30. We will create strawberry baskets with clothespins (each person gets 2 baskets and 1 clothespin)** • 1. Select 5 small objects for your strawberry basket • 2. Create 2 therapy objectives—they can involve pragmatics, vocabulary, syntax, morphology…..use your imaginations!  • E.g.: The child will pick up an object with the clothespin and state a 5+ word sentence with 80% accuracy.

  31. Other examples of objectives:** • The child will pick up an object with the clothespin and give 3 descriptors (e.g., name, function, color) • The child will take turns appropriately with the clinician in picking up an object, labeling it, and transferring it to the other basket.

  32. When you write tx objectives, remember:** • Phonology/articulation • Pragmatics • Semantics • Syntax • Morphology

  33. XI.ASHA: A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies

  34. Encourage print awareness, making sure they know these terms:** • Uppercase, lowercase letter • Book • Cover • Page • Sentence • Comma • Period • Question mark

  35. Teach concepts with pictures and a mirror:** • Have the child look in the mirror and hold up a word card that says “bug” by their lips • Then, tell the child “say bug. See what your lips do when you say /b/? That /b/ sound goes with this letter “b.”

  36. In the presenters’ opinion…

  37. Build a zoo:** • Put words that rhyme or start with the same sound into their “cages” • Little green plastic strawberry boxes make great cages!

  38. T chart:** • Words Change ‘o’ to ‘u’ • Hot hut • Clock cluck • Cab cub • Cot cut • Pop pup • Stock stuck

  39. PowerPoint Outline • I. Settings and Delivery Models • II. Focused Stimulation • III. Parallel and Selfl Talk • IV. Extensions • V. Mand-model • VI. Recasting • VII. Specific Techniques for Caregivers (Hanen) • VIII. Helping Young Children Learn to Join Groups • IX. Youtube Videos: Practical Strategies • X. Incorporating Sensory Activities into Language Therapy • XI.ASHA: A Speech to Print Approach to Early Literacy Skills: Hands-on Strategies

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