Chapter 1- A Functionalist Approach to Language

Dimensions of Communication Context

-- Language is purposeful and takes place within a dynamic context. -- Context consists of a complex interaction of the following factors: purpose, content, type of discourse, participant characteristics, setting, activity, speech community, mode of discourse.

Language Impairment

ASHA's definition: "A language disorder is impaired comprehension and/or use of spoken, written and/or other symbol systems. This disorder may involve 1) the form of language 2) the content of language, and/or 3) the function of language in communication in any combination." -- Heterogenous; but most importantly a language disorder is NOT just a difference.

Role of Generalization in Intervention

Generalization- the ongoing interactive process of clients and their newly acquired language feature with the communication environment. There are 2 types of generalization, content generalization and context generalization. Generalization consists of learner, environment, newly learned behavior.

Language Facilitators

Language facilitators are "adults who increase the child's potential for communication success." Facilitators can include parents, teachers, aides, and unit personnel in addition to the SLP (needs to be someone trained.) The more communicative partners that can be involved the better the chance for generalization. Programs that involve parents have better outcomes. The more the better- is more beneficial. Establish relationship/partnership with teacher. There are many different types of parents.

Content Generalization

Occurs when the child with LI induces a language rule from examples and from actual use. -- Using plural s with words not specifically trained. -- Affected by the targets chosen for training, such as the use of negatives, and by the specific choice of training items, such as the words and sentences used to train negation. The idea is that you can't train a child in every word. Need to apply to words not specifically trained in. Deals with what.

Context Generalization

Occurs when the client uses the new feature, such as the use of auxiliary verbs in questions, within everyday communicationm such as in the classroom, at home, or in play. Context generalization is influenced by interpersonal variables. -- Situational factors- metod of training, personnel involved, training cues, reinforcement method, location and time of training, and objects present. -- Participant factors- conversational roles of the participants. Deals with where, need to mix it up a little, location, activity, etc. Context includes working on vocabulary, need to use skills in other environments, like school, home, etc.

The Role of Pragmatics in Intervention

Pragmatics consists of the intentions or communicative goals of each speaker and of the linguistic adjustments made by the speaker for the listener to accomplish these goals. Most features of language are affected by the pragmatic aspects of the conversational context.

Location

Somewhere they're familiar with, like a natural environmental. The location of training involves not only places, but also events. Language intervention is best when trained within the daily activities of the client. Within these daily events are naturally occurring communication sequences like dressing, meal preparation, etc. that can provide a framework for language training- routines and familiar situations provide support. Daily activities/routines- familiar with activity. More involved parent is more helpful.

Formalist Model

Syntax Morphology Pragmatics Semantics Phonology Syntax, phonology, morphology, semantics are all enclosed within pragmatics.

Training Items

The actual items selected for intervention, such as the specific verbs to be used in training past tense -ed, and the linguistic complexity of these items can influence generalization. It's best if training items come from natural environment, like structured observation. Individualization is important for the child. Train linguistic forms across different functions (negatives with auxiliary verbs can occur in declaratives, imperatives, and interrogatives.) May need to observe, ask parents or teachers.

A Functional Approach to Assessment and Intervention

The functional language approach is a communication first approach; the goal is better communication that works in the child's natural communicative contexts. In the past, language intervention has focused mostly on form and content, with little attention paid to use. -- Typically highly structured and behavioral -- A major problem with this method is the lack of generalization that occurs as a result.

Contingencies- Reinforcer

The nature of reinforcement used in therapy are also a strong determiner of generalization. Natural consequences are best- directly related- if they like bubbles then say bubbles and have them present. Verbal responses that combine statement about correctness/incorrectness while adding additional information can be a language learning opportunity and a communicative turn while maintaining the conversational flow. If incorrect, add information.

Comparison of Traditional and Functional Intervention Models

Traditional Model -- Individual or small group setting using artificial situations. -- Isolated linguistic constructs with little attention to the interrelationship of linguistic skills -- Intervention stresses modeling, imitation, practice, and drill -- Little attention to the use language as a social tool during intervention sessions. -- Little chance or opportunity to develop linguistic constructs not targeted for intervention -- Little chance to verbally interact with others during intervention Functional Model -- Individual or large group setting within contextually appropriate setting -- Relationship of aspects of communication stressed through spontaneous conversational paradigm -- Conversational techniques stress messages transmission and communication -- The use of language to communicate is optimized during intervention sessions. -- Increased opportunity to develop a wide range of language structures and through spontaneous conversation and social interaction -- Increased opportunity to develop communication skills by interacting with a wide variety of partners.

Method of Training

Training should occur in actual use within a conversational context, it should be natural. The SLP should modify the interactional conxtext within which language is trained so that it closely resembles or actually takes place within the child's ongoing everyday communication. Other people need to be included, like parents, peers teachers, and teacher aids.

Training Targets

What what want to work on. Impossible for an SLP to teach everything that a child with LI needs to be a competent communicator. Training targets should be selected on the basis of each child's actual communication needs and abilities, rather than a preconceived agenda. Targets should be functional and useful in the client's everyday environment. Pick out targets that are meaningful to them. Look at wants and needs, needs to be functional and useful.