Intervention Strategies

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Intervention Strategies

• Sources Practical Treatment Strategies for
  Bilingual Students with Language Disorders by
• Roseberry-McKibbin and Kline

Presented 9/27/04 ICN by Kris Larson
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Primary goals for ELL students with language
disabilities

• Teaching Vocabulary
• 2. Increasing phonological skills
• Always allow comprehension before production. Do
  not force beginning ELL students to speak right
  away.

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Stage 1 Preproduction First three months of
L2 exposure

• Student is silent and focus is on comprehension
• Goals
• yes/no responses
• one word answers
• Response types drawing/painting/copying/pointing/
  circling, underlining, multiple choice with
  items, matching objects/pictures

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Stage II Early Production3-6 months

• Focuses on comprehension, using 1-3 word phrases,
  may be using routines
• Goals
• 1-3 word responses
• Naming/labeling
• Choral responses
• Answering either/or, who/what/where questions or
  sentence completion
• Response Types
• Drawing, painting, copying, grouping, labeling,
  rebus, pointing, selecting, matching,
  constructing, acting out

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Stage III Speech Emergence6 months 2 years

• Student has increased comprehension, is using
  simple sentences, vocabulary is expanding and
  continues to have grammatical errors
• Goals
• Recalling, telling/retelling, describing/explainin
  g, comparing, sequencing, dialogue
• Response Types
• Written responses, drawing, painting graphics,
  demonstrating, creating, constructing,
  role-playing, cooperative group tasks

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Stage IV Intermediate Fluency2-3 years

• Student has improved comprehension, adequate
  face-to-face conversational proficiency and more
  extensive vocabulary, few grammatical errors
• Goals
• Predicting
• Narrating
• Describing/explaining
• Summarizing
• Giving opinions/debating/defending
• ResponseTypes
• Creative writing, essays, summaries,
  drawing, painting, graphics, demonstrating,
  role-playing, cooperative group work, videotaped
  presentations

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Therapy BenchmarksVocabulary

• Point to pictures
• Responding yes/no Is this a(n) _____?
• Supplies answer with two choices given a short
  verbal description
• Gives verbal, one-word labels
• Verbally lists 3-5 items in a given category
• Defines a target word with 5 words
• Uses target word in a sentence
• Advanced
• Finds target word in a paragraph or word list
• Spells word
• Writes a sentence with the word

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Therapy BenchmarksPhonological Skills

• Counts number of words in a sentence that is
  pre-written or that the student has written.
• Identifies number of syllables in a word
• Identifies number of sounds in a word
• Identifies word verbally or non-verbally when
  hears a word that rhymes with target word
• Demonstrates sound-blending skills by stating a
  word after hearing SLP say target word phoneme by
  phoneme /c//a//t/
• Identifies first sound in a word upon request
• Identifies last sound in a word upon request

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ELL Websites for Therapy Activities!!

• Aardvark's English-Forum.Com (www.englishforum.com
  /00/)
• Activities for ESL Students (a4esl.org/)
• Lots of ESL (language) activities
  (http//www.eflclub.com/index.html)
• Interesting Things for ESL Students
  (www.aitech.ac.jp/itesls/)
• ESL Web Guide (www.eslcafe.com/search/)
• See much more at
• http//www.mnsu.edu/dept/comdis/kuster2/sptherapy.
  html
• Judith Kusters therapy website!! ?