Deck 14: Considerations for Language Intervention

Question 1

How does the adage "the more the better" apply to language intervention with preschoolers?

A) increased exposure is beneficial
B) the more goals the better
C) increased complexity of models is key
D) the more educated the clinician the better

Answer 1

A

Question 2

When and why would you begin to use a metalinguistic teaching approach?

Answer 2

Toddlers and preschoolers possess only rudimentary metalinguistic skills and the beginning of relatively sophisticated metalinguistic skills emerges in the early school years. Therefore, for young children it is inappropriate to base intervention strategies solely on metalinguistic skills. That is, we do not teach a word's meaning, a discourse rule, or a morphosyntactic structure only by explaining the meaning or the rule to a toddler or preschooler. Rather, we teach by example. This does not mean, however, that we avoid referring to a regularity. In fact, such reference may actually help a young child focus on the regularity and promote development of metalinguistic skills, as well as provide direct instruction about a language feature. Intervention for school-aged children and adolescents may not only include metalinguistics as an intervention strategy but may actually focus on improving metalinguistic abilities as intervention objectives themselves.

Question 3

Why do you need to specifically teach language rules to children with language impairment?

Answer 3

One needs to specifically teach language rules to children with language impairment because some children with language disorders seem to have particular difficulties figuring out the principles, rules, and regularities of language (e.g., semantic maps of super- and subordinate classifications of words, use of verb allomorphs, preposing and transposing patterns for question form, appropriate and inappropriate conversational topics with teachers); one principle of language intervention is that intervention should help children to discover these. One objective of intervention, therefore, is to create and/or capitalize on situations and experiences so that the child can discover the regularities.

Question 4

Why is controlling language complexity important in child language therapy?

Question 5

What type of motivator is it when a child asks for chocolate ice cream and receives it as a result of the communication?

A) one to one reinforcement
B) scaffolding
C) intrinsic motivator
D) extrinsic motivator

Question 6

Lead a discussion based on the statement that "Language-disordered children must learn to communicate, not just learn the forms and content of language." What are the implications for intervention?

Question 7

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Question 8

What is the process of "discovering a general rule from observing multiple individual cases" known as?

A) inductive processing
B) deductive processing
C) modeling
D) joint attention

Question 9

Present a reasoned argument for or against working on comprehension before production.

Question 10

How do you ensure generalization of language therapy?

Question 11

How could you use the zone of proximal development in language therapy?

Question 12

What approach is based on the knowledge that normal children learn language by actively exploring their environments and communicatively interacting with others?

A) child-centered approach
B) causative model approach
C) non-developmental approach
D) direct instruction approach

Question 13

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Question 14

Introduce the idea of intrinsic and extrinsic motivators in college students. Survey the students about their own motivators. How does this relate to their academic success?

Question 15

While he is washing dishes, a father is commenting to the child, "The water is hot. Oh, no, I got wet." What is this an example of?

A) parallel talk
B) self-talk
C) intrinsic motivation
D) extrinsic motivation

Question 16

What is the difference between developmental and non-developmental intervention?

Question 17

Discuss the practice of addressing comprehension prior to production. In what circumstances does comprehension not precede production?

Question 18

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Question 19

Compare intrinsic and extrinsic reinforcement.

Question 20

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Question 21

Parallel talk emphasizes what the adult is doing or what is about to happen to the adult or in the environment.

Question 22

An example of using a developmental approach in choosing intervention goals for syntax or morphology could include emphasizing the third‑person present‑tense regular verb inflections ("runs") before past tense verbs or present progressive verb inflection (‑ing).

Question 23

There is evidence that the language systems (syntax, morphology, etc) do not interact in development and therefore should not be targeted together in therapy.

Question 24

Children with language impairments need to be given opportunities to produce intervention targets in order for them to be realized in their expressive language.

Question 25

Many approaches in language intervention are based on naturalistic mother-child interactions.

Question 26

Overlearning is unnecessary for children with language disorders.

Question 27

Beyond the children's profiles for specific language skills, age, nonverbal intelligence level, and amount of verbal behavior are among the child characteristics often considered in developing intervention goals.

Question 28

One approach to language intervention involves shortening the length of mother's utterances to children in order to reduce complexity.

Question 29

Language impaired children can usually take good advantage of natural language strategies.

Question 30

Some refer to naturally occurring reinforcers or consequences of communicative events as intrinsic reinforcement.

Question 31

According to Fey and Proctor-Williams, one of the four aims of intervention for grammatical targets is to relate new forms to existing grammatical systems and subsequent modification of the child's grammatical system.

Question 32

A child says "doggie allgone". Recast this utterance.