Language Intervention Strategies Study Guide

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Questions and Answers

Which of the following is the MOST accurate description of phonological awareness?

Identifying rhyming words

The understanding of the relationship between letters and sounds

The ability to read written words quickly and fluently

The ability to understand and manipulate spoken sounds (correct)

A child who is able to break the word 'ship' into its individual sounds 'sh-i-p' is demonstrating what skill?

Rhyming

Onset and rime

Blending

Segmenting (correct)

According to the provided content, at what age do children typically begin to segment words into syllables?

Birth - 3 years

4-5 years (correct)

5-6 years

3-4 years

What is the primary purpose of 'expansions' in language intervention?

To correct the grammar of a child's statement. (D) Signup and view all the answers

Changing the word 'bat' to 'cat' primarily involves manipulating what part of the word?

The onset (B) Signup and view all the answers

When an adult uses a 'buildup' technique, what is the order of phrases?

Starting with small sentence fragments, building them up to a complete sentence. (A) Signup and view all the answers

Which of the following narrative types is BEST described as a retelling of past events in sequential order?

Recast/Recount (A) Signup and view all the answers

How does the 'breakdown' technique support language development?

It analyzes a complete sentence into phrase-sized segments. (B) Signup and view all the answers

A teacher explaining the process of an experiment to her class is using which type of narrative?

Event Cast (B) Signup and view all the answers

According to the content, what did Cross (1978) find about the buildups/breakdowns technique?

It supports natural language acquisition in typically developing children. (C) Signup and view all the answers

In a classic story, what part of the narrative structure introduces the characters, location, and time?

Setting (C) Signup and view all the answers

In a narrative, what immediately follows the initiating event?

Internal Response (A) Signup and view all the answers

How do 'recasts' differ from 'expansions'?

Recasts change the sentence structure, expansions maintain it. (C) Signup and view all the answers

Which of the following is an example of 'recasting'?

Child: 'Want cookie.' Adult: 'Do you want a cookie?' (A) Signup and view all the answers

Which of the following best describes what an 'extension' provides in language intervention?

It makes connections that support the child's existing statement with more information. (B) Signup and view all the answers

What is a common feature of both 'buildups' and 'breakdowns'?

They both aim to enhance understanding of sentence construction. (B) Signup and view all the answers

Which of the following is the best definition of phonological awareness?

The ability to recognize, manipulate, and work with sounds in spoken language. (C) Signup and view all the answers

A child who understands that the sentence, 'The big dog barked loudly', is made up of five individual words demonstrates what skill?

Word awareness (C) Signup and view all the answers

Counting the claps in 'hippo-po-ta-mus' is an example of what type of phonological awareness skill?

Syllable awareness (C) Signup and view all the answers

Identifying that 'cake' and 'bake' have a similar ending sound is an example of:

Rhyming awareness (A) Signup and view all the answers

In the word 'ship', what is the onset?

sh (B) Signup and view all the answers

The activity of breaking down the word 'flat' into the sounds /f/ - /l/ - /a/ - /t/ is an example of:

Segmenting sounds (A) Signup and view all the answers

Changing the first sound in 'man' to make 'can' is an example of what kind of phonemic awareness skill?

Substituting sounds (B) Signup and view all the answers

What is the most advanced level of phonological awareness, as described in the text?

Phonemic awareness (B) Signup and view all the answers

During the Awareness & Exploration Stage, what is a primary way children interact with books?

Looking at pictures and turning pages. (B) Signup and view all the answers

Which activity is MOST indicative of the Early Emergent Literacy Stage (ages 3-4)?

Engaging in rhyming and wordplay. (D) Signup and view all the answers

What is a characteristic of the Developing Emergent Literacy Stage (ages 4-5)?

Children start to identify letter sounds. (B) Signup and view all the answers

During the Transitional Literacy Stage (ages 5-7), what is a significant development in a child's reading ability?

Moving from 'learning to read' to 'reading to learn'. (C) Signup and view all the answers

What activity is MOST associated with the Reading to Learn Stage (ages 7-9)?

Predicting outcomes and making inferences based on context clues. (A) Signup and view all the answers

At what stage do children develop the ability to recognize the author's purpose, such as to entertain or inform?

Reading to Learn Stage (C) Signup and view all the answers

In the Reading for Analysis & Critical Thinking stage, what new skill is mastered with respect to texts?

Children learn to use books for learning new information. (C) Signup and view all the answers

Which stage typically involves children learning about book structure, such as the cover and pages?

Developing Emergent Literacy Stage (B) Signup and view all the answers

What characterizes the macrostructure of a narrative?

The overall organization and cohesion of the narrative (B) Signup and view all the answers

Which of the following is a common language difficulty observed in children with Autism Language Impaired (ALI)?

Difficulties in phonology and grammar (C) Signup and view all the answers

What is one of the characteristics of pragmatic impairments in children with ASD?

Difficulty initiating and maintaining conversations (D) Signup and view all the answers

Which of the following is a part of the SPACE strategy for structuring stories?

Action (C) Signup and view all the answers

What percentage of children with ASD are likely to have an intellectual disability?

50-70% (A) Signup and view all the answers

How do children with ASD typically exhibit differences in semantic processing?

They struggle with word comprehension even with a strong vocabulary. (A) Signup and view all the answers

Which cognitive characteristic can affect children with ASD in adapting to new situations?

Poor cognitive flexibility (A) Signup and view all the answers

What is a common challenge faced in narrative construction by some children with ASD?

Lacking coherence despite grammatical correctness (B) Signup and view all the answers

What characteristic distinguishes true narratives from other types of narratives?

They follow a logical order with problem-solving. (D) Signup and view all the answers

Which narrative type is characterized by loosely linked events without a true structure?

Sequence Stories (C) Signup and view all the answers

What is a common feature of high-context cultures in storytelling?

Anecdotal and nonlinear storytelling (A) Signup and view all the answers

At what age do children typically begin to produce chain narratives?

5-7 years (D) Signup and view all the answers

Which narrative type includes characters and actions but lacks cause-and-effect relationships?

Primitive Narratives (C) Signup and view all the answers

What aspect of narrative construction can intervention programs help adolescents to refine?

Story grammar and structures (C) Signup and view all the answers

Which of the following is NOT a characteristic of heap stories?

Events are connected (A) Signup and view all the answers

What term describes the structured elements that make up a narrative?

Story grammar (D) Signup and view all the answers

Study Notes

Language Intervention Study Guide

Language intervention strategies, such as self-talk and parallel talk, enhance language development in children with delays, ASD, and speech disorders.
Self-talk: Adults describe their own actions while engaging in an activity, connecting words to actions, and encouraging vocabulary and sentence structure. An example is: "I'm building a tower. I put a red block. Oops! It fell!".
Parallel talk: Adults narrate a child's actions instead of their own, increasing word-object associations and conversation turns. An example is: "You're rolling the car. It's going fast! Now it stopped."
Expansions: Child-centered language intervention where an adult reformulates a child's incomplete or grammatically simple utterance into a more mature sentence. For example: Child: "Doggy house." Adult: "The doggy is in the house." This enhances grammatical development and promotes spontaneous speech and grammatical development.
Extensions: Commentaries that add new semantic information to a child's utterance, unlike expansions which focus on correcting grammar. For example: Child: "Doggy house." Adult: "Yes, he went inside because it was cold." This increases sentence length and encourages richer conversational skills.
Buildups/Breakdowns: A language intervention technique to help children understand sentence construction. The technique involves building up a child's simple utterance into a full sentence, and then breaking it down into smaller phrase-sized segments before rebuilding it. This allows children to understand sentence construction.
Recasts: A language intervention technique where an adult repeats a child's utterance with grammatical modifications. This helps improve grammatical development while maintaining the child's original intent. Example: Child: "Doggy house" Adult: "Is the doggy in the house?" or "The doggy is not in the house."

Focused Stimulation

RE/PMT is an early intervention approach to improve prelinguistic communication skills in young children with language delays, ASD, or developmental disabilities.
Two components: Prelinguistic Milieu Teaching (PMT) and Responsivity Education (RE). PMT focuses on increasing the frequency, clarity, and complexity of nonverbal communication acts. RE trains parents or caregivers to respond effectively to the child's communicative attempts, enabling communication development.

Enhanced Milieu Teaching (EMT)

EMT is a naturalistic language intervention designed to promote functional communication in everyday contexts.
EMT combines Milieu Teaching (MT) strategies with Responsive Interaction (RI) techniques to support language development.
It involves structured play and social interactions to improve communication.

Emergent Literacy

Emergent literacy refers to the early skills, knowledge, and attitudes that precede and develop into conventional reading and writing abilities.
Include print awareness, phonological awareness, letter knowledge, vocabulary, narrative skills, and writing development.
It is crucial to encourage children's exposure to print, oral language, and story concepts before formal instruction.

Cultural Differences in Narratives

Different cultures use different narrative structures
Low-context cultures use linear, topic-centered stories (e.g., U.S.)
High-context cultures use topic-associated storytelling (e.g., African, Asian).
Some cultures emphasize oral storytelling, while others focus on concise, well-organized accounts.

Children with Down Syndrome

Cognitive and physical characteristics (including genetic basis, hypotonia, physical features) impact development.
Language development is often delayed, particularly expressive language, compared to peers.
Speech and language difficulties, challenges in social interaction (e.g., reduced eye contact, joint attention, conversational reciprocity), and challenges with figurative language (e.g., understanding sarcasm, idioms, metaphors) can occur.

Children with ASD

Language development challenges include delayed acquisition, preverbal functioning, and variation in language profiles (ALN vs. ALI).
Common challenges include articulation delays, difficulties with grammar and syntax, semantic processing issues, atypical speech patterns (e.g., monotone or exaggerated intonation), and challenges in social communication.
Cognitive and executive functioning difficulties are common, as are sensory processing challenges.

Narrative Skills

Narrative assessments help identify language impairments. Assessments evaluate personal narratives (recounting personal experiences), script narratives (recounting routine events), and fictional narratives.
The Story Grammar Model framework (Setting, Problem, Attempt, Consequence, and Resolution) is critical for understanding narratives.
Effective Strategies for improving comprehension and production include prewriting activities (e.g., drawing, story mapping), questioning techniques, graphic organizers, story retelling and summarization, and self-monitoring.

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Description

Explore various language intervention strategies such as self-talk, parallel talk, expansions, and extensions. These techniques are crucial for enhancing language development in children with delays, ASD, and speech disorders. This guide provides examples and explanations to support educators and caregivers in applying these methods effectively.