Robert E. Owens, Ph.D. “Dr. Bob” Associate Professor College of St. Rose, Albany, NY

1. Functional Language Intervention: More Than Just Talking Part IV: Intervention Texas Speech-Language-Hearing Association’s Annual Convention, March 7-9, 2013 Robert E. Owens, Ph.D. “Dr. Bob” Associate Professor College of St. Rose, Albany, NY NYS Distinguished Teaching Professor

2. Speaker: Dr. Robert E. Owens, Jr., Ph.D., CCC-SLP Topic: Functional Language Intervention: More Than Just Talking Employed by College of St. Rose, Albany, NY Disclosure: I am an author for Pearson Education and receive royalty payments. Although many of the concepts mentioned today are also found in my books, I will neither promote nor encourage participants to buy my books or any other Pearson products.

3. A Functional Intervention Model Traditional language intervention does not consider either the integrated nature of language or the context of language use. Clinical intervention should be a well-integrated whole. • Traditional language intervention does not consider either the integrated nature of language or the context of language use. Clinical intervention should be a well-integrated whole. • New role for SLP: Consultant for the other language facilitators • Concern for generalization is foremost and governs overall intervention

4. Our goal is …To create and sustain an atmosphere of fun, surprise, interest, ease, laughter, and spontaneity Does this sound like your intervention sessions? If the answer is “NO,” then it’s time for a… CHANGE

5. Intervention Principles Be a REINFORCER Closely Approximate Natural Learning Follow Developmental Guidelines Follow the Child's Lead Actively Involve the Child -- Language learning is not a passive process Language is Heavily Influenced by Context so Teach where language is used Familiar Events Provide Scripts Design a Generalization Plan First

6. Consider Information Processing Near transfer New problem B=C=2 Needs immediate response New problem A B C D E F Memory STIMULI Organization Attention Discrimination R e t r i e v a l 1 2 3 4 5 6 Far transfer

7. ID and Information Processing Near transfer New problem B=C=2 Needs immediate response New problem A B C D E F Memory STIMULI Organization Attention Discrimination R e t r i e v a l 1 2 3 4 5 6 Far transfer

8. LD and Information Processing Near transfer New problem B=C=2 Needs immediate response New problem A B C D E F Memory STIMULI Organization Attention Discrimination R e t r i e v a l 1 2 3 4 5 6 Far transfer

9. Manipulating Context • Manipulate contexts to provide the child the maximum learning possible • When language can be used to achieve goals within everyday communication contexts, the chances of generalization to these contexts increases • Manipulate both non-linguistic and linguistic contexts

10. Non-Linguistic Context Manipulation • Easy to overlook. • Certain contexts naturally elicit more and different language than do others. • Nonlinguistic context elicits target language feature • SLP can help child modify target feature into a correct form for that situation. • Examples: Delay, Introduction of Novel Elements, Oversight, and Sabotage.

11. Type Modeling Indirect Input Direct Input Function Model Elicit Model Elicit Provide Feedback No child response Require response Linguistic Context Manipulation

12. Linguistic Context Manipulation: Modeling • What: Facilitator produces rule-governed utterances at appropriate junctures • Rationale: Child is active learner who abstracts rules and associates them with events and stimuli in the environment • When: Prior to attempting to elicit the target • Types • Focused stimulation • Self-talk • Parallel talk • Efficacy: Compares well with more active techniques Linguistic strategies.DOC

13. Linguistic Context Manipulation: Indirect Input • Elicit language features • Conversational and situational in nature • If child gives a response somewhat less than desired, SLP can shape the utterance into an acceptable form

14. Indirect Technique Emperor’s new clothes        Pass it on                   Silly rabbit!  Non-blabbermouth  What I have  Guess what I did Indirect Techniques.DOC Target  Negative statements Request information  Protests, directives, imperatives Request information   Request action Request information, Past tense Linguistic Context Manipulation: Indirect Input

15. Linguistic Context Manipulation: Direct Input To elicit…Use. . . Verbs "What is he doing (are you doing)?" Use any tense. Subjects "Who/what is verbing?" Tense can be altered for the situation. Objects "What is he/she verbing?" Tense can be altered for the situation. Adverbs/ "When/where/how is he/she verbing?" How adverbial questions can also be used to elicit process phrases answers Adjectives/ "Which one . . .?" Responses can be modeled adjectival phrases Specific Completion sentences & Substitution requests words Linguistic strategies.DOC One variation is a mand-model

16. Linguistic Context Manipulation: Mand-model • Routine established prior to beginning • Four-step training sequence • Teacher attracts child's attention by providing variety of attractive materials • After child has expressed interest, teacher (de)mands, "Tell me about this" or"Tell me what you want," requesting a behavior trained previously • If no response, teacher prompts response or provides model to be imitated • Teacher praises child's appropriate response and gives child desired item

17. Linguistic Context Manipulation: Direct Input Contingencies Requiring No Response • What: Nonevaluative or accepting in nature and used to increase correct production or highlight incorrect production for self-correction. • Steps: • Child initiates or responds to some cue • Facilitator focuses full attention on the child which acts as a reinforcer for the child and can be used to modify the child's language. Linguistic strategies.DOC

18. Linguistic Context Manipulation: Direct Input Contingencies Requiring No Response • Fulfilling the intention of the child's utterance • Continuant is a signal that a message has been received and acknowledged • Imitation is especially helpful when correctly produced features of interest emphasized. • Expansion or recast/expansion • Extension • Breakdowns and build-ups • Recast sentences Linguistic strategies.DOC

19. Linguistic Context Manipulation: Direct Input Contingencies Requiring a Response • Correction model/request • Incomplete correction model/request • Choice-making • Reduced error repetition/request. • Error repetition/request. • Self-correction request. • Contingent queries • Repetition request • Expansion request • Turnabouts Linguistic strategies 2.DOC

20. Example of hierarchy in use Child: I sawed two puppies Partner: Was that right? (Self-correcting request) Child: Uh-huh. Partner: I sawed two puppies? (Error repetition/request) Child: Yeah. Partner: Sawed? (Reduced error repetion/request) Child: Saw. I saw two puppies. Partner: What? (Contingent query) Child: I saw two puppies. Partner: I think I love puppies more than kittens. Where did you see them? (Turnabout)

21. Evidence-Based Practice • Research combined with reason • Relatively new to SLP and ASHA • Clinical decision-making informed by • Scientific evidence • Clinical experience • Client needs

22. Evidence-based practice (EBP) entails a critical mindset andrigorous methods that foster the judicious integration of scientificevidence into clinical decision making

23. What do we know from meta-analyses? • Significant positiveeffect with children having phonological or expressive vocabulary difficulties • Mixed evidencefor children with expressivesyntax difficulties • Inconclusive results for children with receptivelanguage problems due to limited numberof studies

24. Meta-analysis of specific intervention techniques • Expressive syntax & morphology • Moderatelylarge to large effects from • Imitation • Modeling • Modeling plus evoked production • Computerized input strategies have yet to demonstrate extensive benefit, especially used alone

25. Meta-analysis of specific intervention techniques • Semantics & Vocabulary • Collaborating with classroom teachers • Slow introduction of new words & concepts vs. mass learning • Interactive reading • Instruction in analogical thinking • For word-finding, no clear differences between semanticelaboration, semantic retrieval, or phonologically based treatments

26. Meta-analysis of specific intervention techniques • Phonological awareness & metalinguistics • Tasks designed to improve rhyming,sound identification, phoneme segmentation, phoneme manipulation,and grapheme-phoneme effective • Classroom collaboration

27. Meta-analysis of specific intervention techniques • Language Processing • Language-based computer games alone even when using modified speech, have little effect • Pragmatics • Direct instruction works for conversational entry and topic initiation

28. Functional Language Intervention • Potentially, well-trained parents can be as effective as SLPs in administering intervention • Classroom collaboration works well in some cases • Teachers adapt more readily to activity contexts than to instructional processes • Productive syntax seems most difficult to teach • Modeling plus evoked production

29. Best Practices in Language Intervention • A system of least promptsfrom least to most intrusive and supportive • Gradually minimize prompting and allow context to prompt targeted language features • Imitation enables child to become accustomed to language feature being taught

30. Best Practices in Language Intervention • Changing one aspect of language to emphasize a target may change another • Example: I’ll go. I WILL go. • Place emphasized words where they are salient and won’t change meaning, such as end of sentence: • She is running to school. She really IS. • Don’t put the block ON the box. Put itIN.

31. Best Practices in Language Intervention • Other input modes may help • Use other sensory input • Children learn in different ways • Teach using child’s strengths • Repeated input & practice retrieval work for vocabulary teaching • Mnemonic devices & pictures • Book sharing

32. Best Practices in Language Intervention • Use syntactic structure to teach grammatical forms. Example: Infinitives • Noun-verb-to-verb (Oscar wants to eat) • Easiest • Initially used with want, like, and try • Noun-verb-noun-to-verb (Oscar wants Ernie to eat)

33. Best Practices in Language Intervention • Key words can serve as signals & reminders • Yesterday & tomorrow for verb tense • Want, like, and try for infinitive • Wh- question types • Parallel sentence format • Train syntax & morphology in service of communication uses