References:
Owens, R. E. (2016). Language disorders in children. In Language disorders: A functional approach (7th ed., pp. 354-357). Pearson.
Riches, N. G., Tomasello, M., & Conti-Ramsden, G. (2005). Verb learning in children with SLI: frequency and spacing effects. Journal of speech, language, and hearing research : JSLHR, 48(6), 1397–1411. https://doi.org/10.1044/1092-4388(2005/097)
Chloe Lyman
When considering the goals for language intervention with children, the stimulation of overall language development is the goal. As said by Owens (2016) in his book Language disorders: A functional approach, it states, "Mass learning is a type of learning that occurs all at once instead of spaced over time" (pp. 356). So while a child may have deficits in specific aspects of language such as pragmatics or form, targeting those specific areas in repetitive intervention does not produce the overall language development desired. But why is that? When thinking of mass learning, a good comparison is the common phrase 'drinking from a fire hose.' While the amount of content is extensive, not much is getting in. This leads to the realization that more is not always better in language intervention. This understanding has been backed by research that demonstrates distributed practice with intervals between learning intervals being the most effective. This distribution also leads to better retention, especially in children with language disorders (Riches et al., 2005). If we look back to previous knowledge of the two main intervention types, this follows the pattern repeated there. The traditional intervention model produced lots of repetition and attempts, but little generalization was noted. Just as the functional model of communication sees more generalization across targets, distributed practice is built on that same foundation. By orienting language teaching to the functional use of the child in their everyday life, communication is encouraged! This approach to teaching language allows for aspects of language to be taught as they relate to one another within a natural environment. As described by Owens (2016), "As a result, the intervention experience more closely approximates patterns of typically developing language" (pp. 357). By focusing less on the what and more on the why, language teachers and SLP's can better meet the needs of their students and encourage generalization across contexts as the aspects blend together naturally.
By: Karley Clinton
When it comes to early language development, ensuring that children receive ample opportunities for verbal communication is essential. One approach that has proven effective in fostering spontaneous verbalizations and improving language skills is PEER, a dialogic reading technique that involves four key steps: Prompt, Evaluate, Expand, and Repeat. This method not only enhances the child's language but also fosters meaningful interactions between parents, caregivers, and children, especially in environments where resources may be limited. In this post, we will explore the PEER strategy and how it can benefit children, particularly those from low socioeconomic status or culturally and linguistically diverse backgrounds.
P is for Prompt: This step involves asking the child a question or encouraging them to talk about something they are interested in. For example, a parent may point to an image in a book and ask, “What do you think is happening here?”
E is for Evaluate: After the child responds, the adult evaluates the child's answer by providing positive feedback or expanding on their response. For instance, if the child says, "The dog is big," the parent could respond with, “Yes, the dog is big! It's a giant dog!”
E is for Expand: This step involves elaborating on the child's response by adding more information, which helps to model richer language and vocabulary. Continuing from the previous example, the parent might add, “That dog is so big, it’s almost as big as the car!”
R is for Repeat: To reinforce learning, the adult should then repeat the expanded version of the sentence, encouraging the child to repeat it as well. This step ensures that the child has internalized the expanded vocabulary and structure. For instance, the parent might say, “Say it with me: ‘That dog is bigger than the car!’”
Hannah Kemp
Chapter 9 discusses the importance of contributions by conversational partners to the generalization of language skills. How parents communicate with their children, as early as infancy, can largely affect language acquisition later on. Considering this information some valuable steps of action should be taken by adults involved in a child’s development. These include parental adjustments of their communication style with their children and provision of information to parents and caregivers. Parents must take into consideration their style of communication and take steps to provide the most effective communication input to their child to enhance their language skills. Research has established that child-directed speech has the most effect on language acquisition (Zhang, et al., 2024). It has also been noted that speech directed toward children is more impactful than language that children overhear (Shneidman, et al., 2013 and Weisleder & Fernald, 2013). It is likely many parents are unaware of the value in such practices. Therefore, to accomplish this, parents must be equipped by professionals involved in the development of children with such information. This process should likely begin with pediatricians in infancy. However, speech-language pathologists are usually the professionals with these skills at the forefront of their mind. For that reason, clinicians must take steps to inform professionals in other domains about these practices and how they can play a role in preparing caregivers. Among other benefits, children who received more child-directed language demonstrated a larger vocabulary in a study by Weisleder and Fernald (2013). When compared, the children who received more joint language interactions and child-directed stimuli demonstrated stronger language abilities illustrating the paramount value in child-directed language exposure. The gross disparity in how much child-directed speech some children are exposed to versus others, in one study some children being exposed to less than 2,000 words while others were exposed to almost 29,000 in a 10 hour day, demonstrates the lack of knowledge parents have of the value in these practices (Weisleder & Fernald, 2013). Once more highlighting the value of the role of SLPs and other professionals in advocating and informing parents of the benefits of these practices. Sharing the value in these small habits could make a large impact on the development of children and should be implemented by parents as much as possible.
Shneidman, L. A., Arroyo, M. E., Levine, S. C., & Goldin-Meadow, S. (2013). What counts as effective input for word learning? Journal of Child Language, 40(3), 672-686. doi:10.1017/S0305000912000141
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152. https://doi.org/10.1177/0956797613488145
Zhang, X., Liu, D., Pappas, L., Dill, S.-E., Feng, T., Zhang, Y., Zhao, J., Rozelle, S., & Ma, Y. (2024). The home language environment and early childhood development: A LENA study from rural and peri-urban China. Applied Developmental Science, 28(4), 655-673. https://doi.org/10.1080/10888691.2023.2267440
Jenny Olson
Owen (2024) states, “In contrast, these children learn some things more easily when the teacher follows the child’s attentional lead and builds on the focus of the child’s attention. A more child-centered approach guarantees joint or shared reference, enhances semantic contingency, and reduces noncompliance by a child. With semantic contingency, an adult comments on a child’s topic or previous utterance, thus facilitating processing by the child. Children appear to attend most and be able to comprehend best speech that occurs during join-attention activities” (p. 360).
One of my favorite things about working in a K-8th grade school is being able to do themes. I have games, books, toys, and companions to go along with them to help with articulation and language. I love hearing them be able to be creative and make ice cream, pizza, roads, etc. with sand, an ocean with water beads, make believe friends, cooking, naming the characters in the game and giving them their own stories and more. My language samples are great when they are so creative.
Lowry (2022) lists several tips to follow a child’s lead. You can observe, wait, and listen (OWL), be face to face with your child, abandon your plan, and join in and play like a child. She states, “We all like to talk about things that interest us, and children are no different! They are much more likely to communicate with us when we focus on what they are interested in communicating about. Children tend to pay attention longer when they are interested in the topic, which means they’ll stay in an interaction longer when it revolves around what they want to communicate about. When your child leads the interaction, sending you a message or telling you something either with or without words, it creates a low-pressure interaction in which they’re more likely to communicate their ideas and stay in the interaction. Every time your child starts an interaction with you and you respond by talking about what they’re focused on, they hear language that matches the things they’re interested in at that very moment. That’s when the best learning takes place. In other words, children who lead get the language they need!”
Lowry also states, “When you Follow Your Child’s Lead, you help them learn language by using words that match exactly what they are focused on in the moment. You’re also building their confidence and excitement to interact with you, and that leads to longer, more enjoyable interactions that help you connect and have fun together!”
Owens, R. E. (2024). Language Disorders. A Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
The Hanen Centre - children who lead get the language they need! (2022). https://www.hanen.org/information-tips/children-who-lead-get-the-language-they-need#:~:text=When%20you%20Follow%20Your%20Child's,connect%20and%20have%20fun%20together!
Ashley McBride
One of the most important aspects of speech/language therapy is ensuring appropriate targets are chosen for a variety of reasons. Initially, the SLP should select functional and meaningful targets that will assist the child in day to day conversations when expressing their needs and desires. Targets are more appropriate when they can be applied in multiple contexts outside of the therapy room. Some examples would include core vocabulary and common sentence structures. Incorporation of multiple environment interactions into the therapy sessions will assist in the possibility and ease of generalization. Not only is the target selection important, but so is activity selection. Although, activities that are enjoyable are important in ensuring attentiveness, it is also important to ensure effectiveness of carryover when considering the activities. By choosing activities that are relevant to the child's life, the SLP will enhance functional use of language, and encourage active learning. It encourages practice of real life situations and can support the family and peer involvement. For instance, therapy materials that have no relevance in a child's life will restrict the amount of learning. Incorporation of functional and relevant activities will motivate the child to not only participate in the therapy sessions, but to try their newly learned skills in different settings. An additional way to assist in generalization is to use a hierarchical approach when targeting these goals. This is done by deciding on targets dependent upon the child's developmental level and building onto it from there. There are some key levels included in this hierarchy that begin with labeling/naming objects like common nouns and then moving on to incorporating verbs to explain the actions of common nouns. From there, associations begin by the recognition of concepts that typically occur with one another, which then leads into categorization of objects and grouping them together. The child is able to differentiate items that are similar and then begin recognizing which ones are different.
References
Ettinger, K. (n.d.). Generalizing speech therapy skills. SpeakEasy Community.
Gierut, J. A., & Hulse, L. E. (2010). Evidence-based practice: a matrix for predicting phonological generalization. Clinical linguistics & phonetics, 24(4-5), 323–334.
Owens, R. E. (2024). Language Disorders. A Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
By. Aislinn Moore
Teaching cues are an essential tool for speech language pathologist to guide clients towards accurate speech and language production. Cues provide support the child needs to practice and refine their communication skills. Without the proper training, caregivers and teachers may be presenting cues and prompts in such a diverse manner as to inhibit learning.
Different types of cues:
Visual cues: Using a picture, image, mirror, text.
Verbal cues: Spoken instructions, question that provide the child with direction or completing a task.
Nonverbal cues: Gesturing or pointing to indicate the correct response as your giving the instruction.
Verbal and nonverbal cues can be varied to ensure that the child does not become dependent on one stereotypical stimulus. A system of least prompts can be used, in which an SLP rates each type of prompt from least to most intrusive and supportive (Timler at al., 2007).
Through the course of intervention, the SLP works to minimize prompting whenever possible and allow the context to prompt the targeted language features.
This model is a good tool to use with students by utilizing least invasive to most invasive prompts or start with most invasive prompts, decreasing to least invasive prompts.
Relevant, common stimuli within everyday communication context can serve to elicit a child's new language targets. Targets can be taught across several behaviors, teachers, and settings to ensure generalization. The overall goals are for newly trained behavior to be emitted in response to a variety of stimuli and for a single stimulus to result in a variety of responses. These goals can be achieved by using contrast teaching, response variations, and linguistic and nonlinguistic cue variations.
When presenting cues make sure to evaluate the effectiveness of the prompts you are using. Use any observations and data to make sure the prompts being used are effective for the student. It will aslo help you determine when to fade the prompts as well.
Lauren. (2020, November 3). Easy ways to use prompts & cues in speech therapy. Busy Bee Speech. https://busybeespeech.com/easy-ways-to-use-prompts-cues-in-speech-therapy/
Owens, R. E., Jr. (2020). Language disorders: A functional approach to assessment and intervention in children (7th ed.). Pearson.
By: Alyson Louque
Intervention has a two-step process that involves a long-term and short-term step. The short-term step comes first with a child’s performance on a target of language. A long-term is more generalization of the target of language featured. Without the aspect of generalization, a child’s performance can me significantly lower. Choosing a language target has an impact on the effectiveness of the child’s communication partner when it is well chosen. A narrow goal is more beneficial than a very broad goal and it can be easier to generalize for the child targeting (Owens, 2016). The sooner a target is generalized the easier it will be for the child to use it within everyday properties.
Picking a language target can be tricky and the clinician should consider if a child needs to see improvement at a faster rate, so they continue to be motivated to reach new goals in the feature. If a target is more difficult a child can show progress at a slow rate and can be overwhelming for some children who need constant positivity to have a drive to keep going. Goals should always be attainable for any client and not complete out of reach. Clinicians should use their best judgement when reading an evaluation of what to target first. Two types of models can be used for child a functional model would suggest teaching forms are used in a child’s natural environment and more of a child lead treatment approach. A second is a more traditional model with a structured environment and the clinician takes lead with more control of the session and what would happen next (Owens, 2016).
ASHA states it is important to have specific language skills or structures to target with providing multiple opportunities for the child to repeat the skill. The more a skill is shown and familiarized the accuracy of the skill will improve over time. A child that sees a skill in a natural environment is more likely to use it as well.
Owens, R. E. (2016). Language disorders in children. In Language disorders: A functional approach (7th ed., pp. 354-357). Pearson.
Written language disorders: Intervention target areas. (n.d.-c). https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/intervention-target-areas/
By: Grace Bowen
Being a reinforcer can look different in many ways! Being a reinforcer can look different for every patient a speech therapist works with.
Examples:
A patient who has a goal of self regulation and joint attention, a speech therapist can be a reinforcer through positive reinforcement and modeling to reinforce through the therapy session on how to maintain calm and engaging attitude while working on joint attention.
A patient who has a goal on articulation, a speech therapist can be a reinforcer through modeling correct tongue placement with the sound the patient's goals are based on. A speech therapist can continue being a reinforcer through using positive reinforcement when the patient produces the correct articulation to boost their confidence and increase their engagement.
This article provides a study on using two different reinforcement strategies to attempt nonverbal children to produce motor speech production or prompting to produce speech sounds without motor speech production. It was found in the study that it was more effective to use reinforcement in producing speech sounds than motor speech production with nonverbal autistic children. In this study, the effectiveness of both of these two reinforcement strategies were dependent on on the interest, attitude, and behavior of the client in order for the results to be accurately represented (Koegel et al., 1988). Even though this study is not the most current, the idea that reinforcement types would not work with different types of patients is still important today. This study was based on the same type of patients a speech therapist works with, and this study does accurately represent that the same reinforcement strategy would work for the same type of clients.
The findings of this study are important for clinicians to take into consideration when identify what reinforcement should be used for each client. I find it important for clinicians to understand the patients interest, attitude, and behavior in order to select what type of reinforcement will benefit them the most in their therapy sessions. This is a strategy I use with my patients each session without even knowing. I have patients I see with different interest, attitudes, and behaviors. I know that some reinforcing strategies I use with one I could not use with another. For example, I have a nonverbal patient who I use play-based therapy with. In her sessions, I use positive reinforcement with her goal on using an AAC device. During her sessions, I use positive reinforcement when she uses her AAC device to request. I will use positive reinforcement throughout the entire session by giving her items she is requesting for during play and praising her when she uses the AAC device. However, this reinforcement strategy would not work with my articulation client who is not is not interested in therapy. I use positive reinforcement, but not in the way I do with my other patient. He receives positive reinforcement when he is staying on task. He also gets positive reinforcement by giving him the option on what therapy activity he gets to use during the session. This works for this patient because it attempts to keep him engaged the entire time. Not each strategy will work with each patient.
This video provides an idea for speech therapist on how to create a reinforcement kit! This is a fun and productive way to make sure you are using positive reinforcement in each session (SpeechLanguageBeyond, 2017).
Koegel, R. L., O’Dell, M., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18(4), 525–538. https://doi.org/10.1007/bf02211871
SpeechLanguageBeyond. (2017, April 16). Speech Therapy Techniques: Building a Positive Reinforcment Kit. YouTube. https://www.youtube.com/watch?v=BYKFosb8hfw
Frances Jue
When a child has a language delay or disorder, it is important that parents and caregivers encourage communication and language growth. One of the best ways to do this is through facilitative, rather than directive conversation. With directive conversation, one conversation partner (typically the adult), steers the conversation via the selection of topics, leading the conversation and structuring the nature of the child’s contribution (Owens 2024). With facilitative conversation, the parent or caregiver makes space for the child to initiate most of the conversational topics, utilizes indirect questions, encouragement and expansion questions to prompt the child to direct the conversation (Owens 2024).
Parents and caregivers of children with language or communication challenges are typically juggling many things at a given time – between running a household, work, and caring for their family, suggesting they restructure their communication style with their child might feel like an impossible task. So, what can we as SLPs do to make this easier and more accessible for them? Fortunately, there are fantastic resources available, including YouTube vidoes to print-outs, that give parents inspiration on how to use their daily routines as a launching pad to expand their child’s communication skills that are simple and easy to implement.
This quick, informative YouTube video gives parents a good overview of the how and why of facilitative conversation.
https://www.youtube.com/watch?v=a-EH9COKvIs
The title here says it all - free resources on how to incorporate facilitate speech in the home!
This website gives parents lots of ideas of how to collaborate with their speech pathologist to transfer skills learned in speech therapy into everyday routines.
This is only a tiny sample of the resources available online that SLP's can direct parents towards in an effort to maximize therapy effectiveness - by equipping the parents with effective therapy tools, the child benefits both inside and outside of the therapy session - a win for everyone.
References
Cauckwell, Tamatha. (n.d.). TLC talk: speech and language with Tamitha Cauckwell. https://tlctalkslp.com/2021/04/10-free-resources-to-help-parents-facilitate-speech-and-language-at-home/.html
Connect Speech Pathology. (August 24, 2023). Speech therapy at home: 15 useful tips for parents. https://www.youtube.com/watch?v=a-EH9COKvIs
Exspressable. (Feb. 5, 2025). 15 Easy Speech therapy strategies for parents to use at home.
Owens, R. (2024). Language disorders: A functional approach to assessment and intervention in children. Plural Publishing Inc.
Mindy Wender
When interacting with culturally diverse families there are a few factors to consider. Firstly, the SLP should NOT make assumptions based on cultural stereotypes. It is important to understand the family as a whole before coming to conclusions. Secondly, it is important to realize that what is appropriate in one culture may not be in another. Cultural differences are not a disorder and should not be the focus of intervention. Moreover, the SLP should learn about the culture of the family and analyze how it may be affecting the child.
One important idea is to make sure that the goals and objectives that the SLP want to target should match with what the family wants. ASHA states that “inclusion of parental perspectives on language use is also critical.” It is important for the SLP to be patient in their interactions with family members and give them time to understand. Time for questions should be provided.
In order to make the client and family feel more comfortable the SLP can learn words, phrases, and greetings that are used in the culture. When necessary, a cultural mediator or interpreter should be contacted. This is because it is very important for the family to understand exactly what is going on and why.
If the SLP does not modify the therapy to the client’s culture the intervention may be less effective and/or the parents may resist the treatment. Therefore, it is imperative to be on the same page as the parents from the beginning. Explain what you are doing and why you are doing it and make sure to incorporate the families feedback into the sessions.
References
Owens, Robert. (2024). Language disorders: A functional approach to assessment and intervention with children. Plural Publishing
American Speech-Language-Hearing Association. (n.d.). Providing culturally and linguistically responsive services. https://www.asha.org/njc/service-with-culturally-diverse-individuals/?srsltid=AfmBOoqwm2_W3sLbKmYIg5h6JzvlbQCRcZVNxH3Rc7qINo6X0Xnm8Bm4
Unlocking Communication: The Functional Intervention Model
Hailegh Wingo
Liam is a five-year-old boy who loves to talk about his favorite dinosaurs. When you ask him directly, he could list their names, describe their habitats, and even let out a really realistic T. rex roar. But when it came to just him telling his mom about his day, he clearly struggled. His parents were confused, but he clearly had the ability to speak, so why wasn’t he using his words when he needed them most? Despite months of speech therapy, where he practiced words and phrases over and over, he wasn’t carrying those skills into real-life situations. The issue wasn’t Liam’s ability but rather the approach being used. That’s where the Functional Intervention Model comes in.
This changes the plans from repeated drills to trying to teach the patient honest communication in natural settings. Children don’t learn language on their own. They learn by participating in meaningful conversations. Instead of rehearsing scripted phrases, they build speech skills by expressing their needs, making observations, and sharing their thoughts. If a child loves dinosaurs, therapy should tap into that excitement by describing different species, acting out a dinosaur adventure, or telling a story about a trip to a prehistoric jungle. When language is tied to something a child genuinely enjoys, they are far more likely to use it spontaneously.
Another critical part of this approach is ensuring that speech practice goes past therapy sessions. It important to acknowledge that there are other people in the child's life to manage. The adults in children's lives are important for reinforcing language skills throughout the day. Simple moments helping set the dinner table, playing outside, or grocery shopping can become opportunities to practice communication. By surrounding a child with good language developmental enforcement, we naturally encourage speech development without it feeling like another lesson.
Unlike the more frequently used speech therapy techniques that push for perfect pronunciation and structured exercises. The Functional Intervention Model prioritizes confidence and connection. Children who feel like they are encouraged and supported are more likely to have the confidence to try new things and grow as communicators.
This model also thrives on collaboration. Speech therapists work alongside families and educators to create chances for kids to practice language in different settings. For kids, the more chances that kids have to develop the more natural communication will develop and this allows for them to have stronger skills.
Sources:
Kamhi, A. (2014). Improving Clinical Practices in Language and Literacy Intervention.
Owens, R. (2024). Language disorders: A functional approach to assessment and intervention in children. Plural Publishing Inc.