Chapter 6 Treatment of Language Delays and Disorders in Preschool Children.

Chapter 6

Treatment of Language Delays and Disorders in Preschool Children

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

Let’s Talk

• “Think About It” page 273

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