摘要:

Previous approaches to children with severe communication disorders have focused on fixing an identified problem or problems. This article calls for an expanded approach that focuses on providing support to the children so that they can participate in everyday-life situations. The situated pragmatics approach has implications for altering our service delivery model by changing what we work on, who we work with, how we do our work, and how we evaluate our successes.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

Preschool storybook reading is a good activity for language stimulation and a milieu for addressing speech and language needs at multiple levels of language processing. While an entire class is receiving language stimulation through story reading, the speech-language pathologist can target specific skills for individual children. This article addresses a model for use of story reading and presents techniques to use with individual children to enable them to make the story their own. An extensive appendix lists clinical intervention uses for many popular children's books. The use of these books within classroom themes is also discussed.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

As models of language intervention embrace the concept of functional communication, services for school-age children are increasingly being provided in the classroom and involve the use of classroom curricula. Because these models are new, little guidance is available to the speech-language pathologist (SLP) to determine how to provide meaningful language intervention to meet the language learning needs of students in this context. In practice, classroom intervention often results in the SLP assuming a tutoring role, attempting to provide language intervention while trying to help the child complete a homework assignment or study for an upcoming test. This article offers some alternatives to this approach by discussing how the SLP can function in the consultative role to help to modify classroom practices and in the direct service role to enable the child to increase and refine functional language abilities.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

Preschool children who are exhibiting delayed phonological development are most often in need of intervention for a wide range of oral and written language abilities. Rather than addressing each goal with individual activities, functional approaches would seek to use oral language scaffolding techniques within genuine communicative contexts to improve simultaneously a range of language abilities. The functional approach to phonological intervention described here uses storybook reading as a communicative context. Goals are set to develop the children's organization of more complex discourse structure and semantic complexity of the utterances within the narratives. Syntactic, morphological, and phonological parts of these whole narratives are refined through the modeling, expansions, and expatiations that are used within the oral scaffolding cycles.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID