Fads and Controversial Treatments in SLP. Chapter 14 Mareile Koenig & Cheryl Gunter Lindsey Gallagher Caldwell College .
Chapter 14 Mareile Koenig & Cheryl Gunter
Dr. Mareile A. Koenig, Ph.D. CCC-SLP, BCBA, earned her doctoral degree from The University of Illinois in Urbana, IL. She is a member of the faculty in the Department of Communicative Disorders at West Chester University in West Chester, PA, where she holds the rank of Associate Professor.
Tharpe (1998) “the field of communicative disorders sorely lacks systematic documentation of of clinical outcomes”
Treatments that are adopted rapidly in the absence of validating research and fade just as rapidly in the presence of a new fad or disconfirming research.
A very damaging, detailed criticism was presented on PBS\'s "Frontline", October 19, 1993. The program was repeated December 17, 1996, and added that since the first showing, Syracuse University has claimed to have done three studies which verify the reality and effectiveness of FC, while thirty other studies done elsewhere have concluded just the opposite.Facilitated Communication
"Whole language" is the idea that children can and should learn to read text in the same easy, natural way that they learn to understand speech -- by being exposed to meaningful communications in everyday situations.Whole Language
“There is no simple explanation of whole language… The framework tends to be quite abstract” Farris and Kaczmarski cited in Chaney (1990)
Sustainable popularity despite questionable frameworks, inconsistent or absent empirical support, limited evidence …”
“Based on unproven assumption that sensory integration dysfunction contributes to delays in academic communication development and that a “sensory diet may attenuate or reverse a neurological disorder which would otherwise interfere with learning.”
Auditory temporal processing refers to an individuals perception of sounds (phones, phonemes, words) in time
Based on this theory, Paula Tallal and colleagues at Scientific Learning Corporation developed Fast ForWordFast ForWord
To help children with language impairments learn specific auditory or phonological skills that have been related to acquisition of speech and language.Aim of Fast ForWord?
Acoustic modification (prompt then faded so person is responding to natural stimuli)
Friel-Patti, DesBarres, & Thibodeux, 2001
1. Superficial forms of language (sounds, words, grammatical forms, pragmatic rules) is the goal of language intervention.
2. Teaching parts of language will provide learners with the tools for functional communication
3. Language must be systematically targeted and taught in accord with a developmental sequence or a specific functional use
4. The role of the SLP is to enhance language development through modeling, shaping, and reinforcing correct responses
5. Outward forces, such as secondary reinforcers motivate learning and maintain a child’s attention to a task5 “erroneous assumptions”
Opportunities for language should develop along the general to specific, familiar and unfamiliar continuums
Green, Gina , Ph.D. “Facilitated Communication: Mental Miracle Or Sleight Of Hand?,” Skeptic vol. 2, no. 3, 1994, pp. 68-76.