Language Intervention Strategies for Monolingual and Bilingual Children
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The document discusses typical aspects of intervention for individuals with language impairments, including difficulty comprehending communication, an underdeveloped sound system, and reduced expressiveness. It recommends using shared reading activities to target multiple areas of language development, as shared reading has been shown to promote language skills in both typical children and those with impairments. Sample pre-reading, reading, and post-reading activities are provided to support language interventions using books.
![English Elicited Narrative Sample Frog, Where Are You?
( )=maze/revision, X = unintelligible
The kid (is) buy a frog and the
dog see the frog.
Now the frog and the boy fell
asleep, was sleepy.
And the frog go away. [verb
error]
(And the) and the kid and the
dog gray up.
And the old one wasn’t there.
And the frog is no more allí, not
there.
(And the, and the) and the kid
[said], “Where are you, frog?
Koook!
(And the) and the dog pull a
bucket, house, dog.
And a dog fall in the window.
And the kid was bad for the
dog.
And the kid say woooo.
And some bees come.
And the dog smell the bees.
(And the) and the kid say,
“kooook.”
And there was the dog.
And the dog was catching the
house bees.
LANGUAGE CASE STUDY](https://image.slidesharecdn.com/languageinterventionstrategies041312withoutnotes-clean-120629115218-phpapp01/85/Language-Intervention-Strategies-for-Monolingual-and-Bilingual-Children-30-320.jpg)
![English Elicited Narrative Sample Frog, Where Are You?
( )=maze/revision, X = unintelligible
And there [was] there was a
squirt
And the do g catching the bees’
house.
And the bees’ house fall.
And the, and he, the kid check in
the tree.
And he, it was (a) a cole (eagle?).
And the kid fall.
And the bee follow the dog.
And the dog was running fast.
And the eagle put, and the eagle hit
the kid.
(And the kid say, “kooook.”
And then come a deer.
(And the deer) and the deer
walk.
And the dog was following him.
And the dog and the kid fall in
the water.
And the kid then said there
under the water.
And the dog and the kid fall in
the water and he said he hears
a log in the log.
It was a frog.
And the and the and the kid say,
“Shhhh.”
LANGUAGE CASE STUDY](https://image.slidesharecdn.com/languageinterventionstrategies041312withoutnotes-clean-120629115218-phpapp01/85/Language-Intervention-Strategies-for-Monolingual-and-Bilingual-Children-31-320.jpg)
Language Intervention Strategies for Monolingual and Bilingual Children
- 2. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 3. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 4. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 5. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 6. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 7. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 8. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 9. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 11. “The development of cultural competence within a framework of effective early intervention treatment is more easily demanded than practiced.” R. L. Withrow (2008)
- 12. Cultural Make-Up of Texas • The Latino population is the fastest growing segment in the United States. • In Texas, the Latino growth is increasing more than in any other state. • Ted video
- 13. ASHA on Cultural Competence • Clinicians must recognize how a client’s cultural and linguistic characteristics will influence the clinical decision- making process ▫ Our first question? How do we look at a report and determine what to focus on? • Clinicians are ethically obligated to provide culturally sensitive services to clients. ▫ Our second question? When we intervene, what should we do in therapy that is culturally appropriate?
- 14. Balancing between the language demands of different environments.
- 15. Conceptual L1 Lexical L2 LexicalL2 Lexical (Kroll, Michael, Tokowicz, & Dufour, 2002; Kroll, van Hell, Tokowicz, & Green, 2010)
- 16. A Bilingual Approach Decision for language of intervention is individualized but somewhat systematic. 1. Language of intervention needs to match the child’s environment. 1.1.
- 17. A Bilingual Approach Decision for language of intervention is individualized but somewhat systematic. 1. Language of intervention needs to match the child’s environment. 2. Need for different languages in different settings (Grosjean). 1. 2. 1.
- 18. A Bilingual Approach Decision for language of intervention is individualized but somewhat systematic. 1. Language of intervention needs to match the child’s environment. 2. Need for different languages in different settings (Grosjean). 3. Good language models are critical. 1. 2. 3. 1.
- 19. A systematic approach to bilingualism • Languages of intervention should mirror languages of communication needs. ▫ Home ▫ School ▫ Other • Target goals that can generalize but may need specific instruction in each language. • Specifically teach language structures that are unique to one language or the other.
- 20. Initial Intervention Targets DEVELOPMENTAL ERRORS SECOND- LANGUAGE INFLUENCE ATYPICAL ERRORS Difference vs. Disorder
- 21. Linguistic Appropriateness • Remember differences between languages when selecting intervention targets • Examples: ▫ Differences in prepositions More frequent in English than in Spanish ▫ Pro-drop vs. Required Pronouns In Spanish, pronoun can be dropped
- 24. Developmentally Appropriate Linguistically Appropriate Not errors influenced by another language Start with problems affecting both languages
- 25. Cumulative not Comparative Language and Content of Intervention Select based on what is appropriate in each language and what is appropriate for child’s and family’s situation. e.g. Spanish •Gender •Verbs •Article+nouns •Food •Clothing •Household items Both •People •Functions •Categorization •Part-Whole English •Pronouns •Prepositions •Nouns •Colors •Numbers •Shapes Peña & Kester, 2004
- 26. Early Language Milestones Language Milestones English Spanish using gestures 9‐12mo 9‐12 mo following simple commands 12‐15mo 12‐15mo symbolic play 18mo 18mo episodic play 36mo 36mo recognizes familiar objects when named 7‐12mo 7‐12mo Charts available in the Resource Library at www.SpeechPathologyCEUs.net Click here to download this chart as a pdf.
- 27. Toddler Language Skills Language Milestones English Spanish combine 2 words 1‐2yrs 1‐2yrs point to named items in book/picture 1‐2yrs 1‐2yrs combine 2‐3 words 2‐3yr 2‐3yr follow 2‐step directive 2‐3yr 2‐3 yr present progressive verb form 2‐3yr 2‐3yr plural use 2‐3yr 2‐3yr Click here to download this chart as a pdf.
- 28. Preschool Language Skills Language Milestones English Spanish possessives 3‐4yr 3‐4yr negatives 3‐4 yr 3‐4 yr answer simple WH?s 3‐4yr 3‐4yr combine 4+ words 3‐4yr 3‐4yr tells story related to topic 4‐5yr 4‐5yr use of adjective and descriptors in sentences 4‐5yr 4‐5yr Click here to download this chart as a pdf.
- 29. School-Age Language Skills Language Milestones English Spanish tell and re‐tell stories in a logical order using complete sentences 6‐7yr 6‐7yr uses more complex sentence structures 7‐8yr 7‐8yr when not understood can re‐clarify and explain their ideas 7‐8yr 7‐8yr Click here to download this chart as a pdf.
- 30. English Elicited Narrative Sample Frog, Where Are You? ( )=maze/revision, X = unintelligible The kid (is) buy a frog and the dog see the frog. Now the frog and the boy fell asleep, was sleepy. And the frog go away. [verb error] (And the) and the kid and the dog gray up. And the old one wasn’t there. And the frog is no more allí, not there. (And the, and the) and the kid [said], “Where are you, frog? Koook! (And the) and the dog pull a bucket, house, dog. And a dog fall in the window. And the kid was bad for the dog. And the kid say woooo. And some bees come. And the dog smell the bees. (And the) and the kid say, “kooook.” And there was the dog. And the dog was catching the house bees. LANGUAGE CASE STUDY
- 31. English Elicited Narrative Sample Frog, Where Are You? ( )=maze/revision, X = unintelligible And there [was] there was a squirt And the do g catching the bees’ house. And the bees’ house fall. And the, and he, the kid check in the tree. And he, it was (a) a cole (eagle?). And the kid fall. And the bee follow the dog. And the dog was running fast. And the eagle put, and the eagle hit the kid. (And the kid say, “kooook.” And then come a deer. (And the deer) and the deer walk. And the dog was following him. And the dog and the kid fall in the water. And the kid then said there under the water. And the dog and the kid fall in the water and he said he hears a log in the log. It was a frog. And the and the and the kid say, “Shhhh.” LANGUAGE CASE STUDY
- 32. Developmentally Appropriate Linguistically Appropriate Culturally Appropriate Variable Addresses the needs of the classroom
- 33. Developmentally appropriate activities are consistent with the way children acquire language knowledge • Accommodation & Assimilation • Semantic Network Connections • Word Association and Concept Mediation
- 34. Vocabulary and Cognitive Equilibrium • When we are introduced to new vocabulary, we need to ▫ Assimilate it into a category OR ▫ Accommodate by creating a new category • The FACT approach facilitates this process Piaget, 1972
- 35. Semantic Network Model Collins & Quillian, 1969 • Interlinked concept nodes • Activation of semantic information during online Processing • Spreading activation = Information retrieval
- 36. The Rippling Effect Nevid, 2009 • Semantic activation is strong where connections are strong and gradually gets weaker. • Intervention is designed to strengthen the Rippling Effect.
- 37. Selecting Intervention Activities • Great Therapy Materials Should: ▫ provide repetitive structure ▫ be able to be used with all ages and cultures ▫ address goals across semantics, syntax, comprehension, pragmatics, and discourse ▫ decrease preparation time ▫ be fun and interesting for students ▫ make homework programs more relevant for parents ▫ allow for programmatic collection of intervention data ▫ apply to academic needs
- 38. Literacy-based Intervention FACT Vocabulary Building • Pre-Reading Activities • Reading Activities • Post-Reading Activities • Building the narrative structure that is integral to communicating events and answering questions. • Function • Attribute • Category • Therapy • Building the linguistic structure that allows new words to be learned, accessed, and remembered.
- 39. Storybooks provide structure for addressing goals can be used with all ages and cultures can be used to address goals across semantics, syntax, comprehension, pragmatics, and discourse. can decrease preparation time are fun and interesting for students make homework programs more relevant for parents allow for programmatic collection of intervention data Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness
- 40. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness Shared reading activities • Increase development in multiple areas (Doyle & Bramwell, 2006; Debaryshe, 1993; Burner, 1978) • Promote language development in children with typical development (Teale & Sulzby, 1986; Westby, 1985) and with language impairments (Gillam & Ukrainetz, 2006) • Promote a greater desire to read (Mason & Blanton, 1971) • Exposes student to printed materials and positive reading models (Teal, 1984)
- 41. Qualification Typical Aspects of Intervention: A. Difficulty in comprehending communication B. An underdeveloped sound system C. Reduced expressiveness Develop Pre-linguistic Skills • Play – Symbolic play predicts comprehension • Gestures/Signs – Bridge to producing language • Joint Attention – Gaze, pointing, showing, directing attention • Vocalizations – Diversity of sound types predicts expressive vocabulary and speech performance • Comprehension – Predicts grammatical complexity and vocabulary Watt, Wetherby & Shumway, 2006
- 42. Book Selection • Age-appropriate • Interesting and relevant • Related to goals • Simple • Good illustrations • Resources ▫ School librarians ▫ Classroom teachers ▫ Internet
- 43. Pre-Reading Activities Pre-reading activities are used to bridge any gaps between a student’s current skills and the targeted skills. • Music – use songs semantically related to the material in the book. (Hoggan & Strong, 1994) • Semantic mapping/graphic organizers – the adult and students develop a list of words and concepts related to the story and then develop a visual representation or map of how the words and concepts are related to one another (Gillam & Ukrainetz, 2006; Hoggan & Strong, 1994).
- 44. Graphic Organizer Pre-reading and Reading
- 45. Pre-Reading Activities • Illustration discussion – The student creates a story using illustrations from the selected book. Scaffolding techniques may be used to facilitate higher semantic and syntactic complexity. Several templates that can be used during this activity are included. • Pre-reading discussion – Pre-reading questions are designed to tie the students’ knowledge and ideas from the graphic organizer to the concepts in the book.
- 46. Reading Activities While reading the book, use scaffolding techniques to engage the student and check understanding. Clinicians commonly use scaffolding techniques in order to help the student learn target skills. Scaffolding techniques • Print reference – The adult references a target from the book by pointing or commenting (e.g. The adult points to an illustration and asks, “What is happening in the picture?”) • Cloze procedures – The adult provides the first part of an utterance and the student completes the thought (e.g. A: The mouse lost his balance and ______ S: fell off).
- 47. Reading Activities Scaffolding techniques • Syntactic and semantic expansions – The adult expands on an utterance provided by the student using the grammar and vocabulary targets (e.g. S: The mouse walking. A: Yes, the little mouse is walking on the vine.). • Binary choice – The adult offers the student two choices of responses (e.g. A: What happened to the mouse? Did he fall off or jump off the vine? S: He fell off the vine.). • Modeling – The adult models the target structure for the student (e.g. What happened to the mouse when he was crossing the river? The mouse fell into the river.) (Liboiron & Soto, 2006).
- 48. Examples of Scaffolding Techniques
- 49. Examples of Scaffolding Techniques
- 50. Post-Reading Activities • Post-reading activities create a time when the student can review and reflect on what they have learned. For students with language impairments, post-reading activities are a powerful way to allow the student to experience success that they may not often feel in the classroom. Here are general post-reading activities. • Discussion questions – The adult and student discuss the story. According to Gillam and Ukrainetz (2006), the clinician should respond to 40% to 60% of all questions with scaffolding techniques. • Syntactic activities – Students create grammatical structures through a variety of art activities and games. Suggested targets: past tense and present progressive
- 51. Post-Reading Activities • Semantic activities – Students add to their word books through art activities in the areas of object/function, part/whole, categories, antonyms, and synonyms. Suggested targets: comparison, categories, and action words. • Narrative retelling – use scaffolding techniques and visuals from the book to support the student while retelling the story. • Phonology/Articulation – Use images from the book as well as general images in order to target specific phonological and articulation skills. See articulation chart in the following activities.
- 52. Graphic organizer - ex. Bear on a Bike • Say: “We are going to read about a bear who goes on an adventure. On his adventure, he uses different types of transportation.” • Ask: ▫ What are ways we get from one place to another? ▫ How do you get to school? ▫ How do others get to school? ▫ What do you use to travel in your neighborhood? ▫ What do you use to travel in the water?
- 53. Graphic Organizer Pre-reading and Reading
- 54. Post reading activities story recall template
- 56. Take Away Points for Storybook Intervention • Language of intervention should mirror the child’s environment • Initial therapy targets should be elements that exist in both language • Let the child and the classroom guide the topics • Use the same book across multiple groups to save planning time
- 57. Function, Attribute, Category Therapy • What is important to academics? ▫ Low vocabulary is often sited in referrals ▫ Vocabulary is heavily weighted in academic testing ▫ Vocabulary is heavily weighted in LD testing. • Do we teach vocabulary? • How does vocabulary relate to us? • The answer is that we teach the structure that allows vocabulary to be acquired.
- 58. ( ) TEST – choose a field of 20 items from one category and ask the child to name them. TEACH – the items that were not named RE-TEST – all 20 items
- 59. FACT: How do I choose a category? Choose a category that relates to the student, to the classroom, AND to the home. • Animals • Body Parts • Household Objects • Clothes • Transportation • Instruments • Food
- 60. FACT: How do I choose a category? Choose a category that relates to the student, to the classroom, AND to the home. • Animals • Body Parts • Household Objects • Clothes • Transportation • Instruments • Food You can choose subcategories but wait until the process is learned. Transportation: -Air -Land -Water
- 61. What do we know about vocabulary acquisition?
- 62. FACT: Animals field of 20
- 63. FACT: Divide into Known and Unknown
- 65. FACT: Teach Unknown • Teaching of Vocabulary Acquisition is: ▫ Systematic The same process for each category group We are not teaching specific vocabulary! We are teaching the structure that allows them to learn, organize retain, and retrieve vocabulary! ▫ Multimodal 1.Description (utterance expansion) 2.Compare and Contrast 3.Video/Audio 4.Storybook on Topic 5.In Context
- 66. ATTRIBUTE CATEGORY NAME FACT 1: Animal Description
- 67. ATTRIBUTE CATEGORY NAME Animal walks flies swims FACT 1: Animal Description
- 68. FACT 2: Compare and Contrast
- 69. Video/Visual Audio • Youtube • Public Library • School Library • Google • Clip Art • Google • Songs FACT 3: Video/Audio
- 70. • Fiction and Non-fiction FACT 4: Storybooks on Topics
- 71. • Relate the topic back to the real world by putting it in context. FACT 5: In Context
- 72. FACT: Retest the field of 20
- 73. Take Away Points for Functional, Attribute, Category Therapy • Don’t make any assumptions of prior knowledge • Do not teach vocabulary, teach structure • Use classroom topics and areas of interest • Use the mode (video) that the student likes best as a reward.