Preschool language intervention

Friel-Patti, Sandy; Lougeay-Mottinger, Janice

doi:10.1097/00011363-198503000-00006

Cited by 3 publications

(2 citation statements)

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“…For the last twenty years clinicians and researchers alike have been interested in directly involving parents in the therapeutic process with communicatively impaired children. Parents have been seen as important agents in remediation, capable of providing added practice in specific skills, reinforcing goals, and aiding in generalization (Craig, 1983;Friel-Patti & Lougeay-Mottinger, 1985). I n general, programs that have involved parents have reported positive results (Lahcy, 1988).…”

Section: Parents As Intervention Agentsmentioning

confidence: 99%

Using Parents to Foster Communicatively Impaired Children's Language Development

Conti‐Ramsden¹

2008

Semin Speech Lang

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Section: Parents As Intervention Agentsmentioning

confidence: 99%

Using Parents to Foster Communicatively Impaired Children's Language Development

Conti‐Ramsden¹

2008

Semin Speech Lang

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“…Although the literature learning process is considered to be the is inconclusive regarding the cause of the single greatest factor influencing language discrepancy in parent communication style development. 2 What adults say to children with language-impaired versus normal Iandetermines what children learn about Ian-guage users, the research intimates that guage form, language content, language positive changes in family speaking styles use, and conversational style. Current com-result in improvement in language-delayed munication theory views children as active children's communication skills.…”

mentioning

confidence: 99%

Family Participation in School-Based Programs

Superior¹,

Lelchook²

1986

Semin Speech Lang

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Perhaps one of the most underused resources in speech-language programs within school settings has been the family. Parent involvement in speech-language services offered in schools traditionally has been very limited. Enactment of Public Law 94-142 was an effort to change this through mandating the inclusion of parents in Individual Education Planning meetings, yearly reviews of progress, and treatment prescription. In practice, however, parent involvement often remains restricted to administrative and legal details and receiving progress updates as opposed to actual participation in the child's treatment program. Although most speech-language pathologists believe that family involvement would facilitate progress and many parents are interested in participating in remediation programs, 1 few guidelines or models for parent involvement within school settings are found in the speech-language pathology literature. A model that takes into account the workload demands in the school setting, which is practical in its implementation and which offers a way to interact effectively with parents, is needed to enact the desire for family participation.The purpose of this article is threefold. First, a rationale for parent involvement in communication management programs will be developed. Second, a specific model of consultation with techniques for establishing a cohesive, collaborative relationship between the parents and the speech-language pathologist will be presented. Third, prototypes of practical home-language facilitation principles will be offered.

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'I think that's a noisy sound': reflection and learning in the therapeutic situation

Howell

Dean

1987

Child Language Teaching and Therapy

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How the child learns in the therapeutic situation is as important as what he learns. Theories which view the child as an active participant in the learning process are believed to be particularly appropriate in this context. A remedial strategy for children with phonological disorder is described. In this two-phase approach the child is encouraged to actively reflect about language. This reflection takes place during therapeutic activities where the patient and therapist are seen as equal participants.

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Preschool language intervention

Cited by 3 publications

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Using Parents to Foster Communicatively Impaired Children's Language Development

Using Parents to Foster Communicatively Impaired Children's Language Development

Family Participation in School-Based Programs

'I think that's a noisy sound': reflection and learning in the therapeutic situation

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