effect on language development Instruction in using Focus-Follow-Talk model of joint attention Focus on object of attention child’s Follow lead child’s Talk (parallel talk, elaboration, descriptive talk, self-talk) Examples of each type of talk, and typical situations in which one can use joint attention and the different types of talk Coaching feedback specific to implementation of joint attention in the classroom FOCUS: DIRECT LANGUAGE INTERVENTION Glogowska 2000; 159 Children Clinic Direct Routine Process Auditory Direct assessment: Randomised control aged 3 and language individual comprehension M hours of therapy received = 6.2 PLS-3 trial of community under with intervention speech and pathologist M no of contacts with therapists = 8.1 Bristol based speech and slow language M frequency of therapy = once a month Language language therapy in therapy M no of months over which therapy took Development preschool children place = 8.4 Scales development M length of sessions = 47 minutes Phonological analysis of 22 Content words Routine SLT tailored to individual child’s needs Robertson 1999; 21 Late Clinic Direct Small group Process Linguistic Observational data: Effects of treatment talking language early behaviours (mean 24 x twice-weekly 75 minute session SALT analysis on linguistic and toddlers intervention language pathologist length of Maximum 4 children per group of audiotaped social skills in aged 1;9-2 intervention utterance, total language toddlers with number of
effect on language development Instruction in using Focus-Follow-Talk model of joint attention Focus on child’s object of attention Follow child’s lead Talk (parallel talk, elaboration, descriptive talk, self-talk) Examples of each type of talk, and typical situations in which one can use joint attention and the different types of talk Coaching feedback specific to implementation of joint attention in the classroom FOCUS: DIRECT LANGUAGE INTERVENTION Glogowska 2000; Randomised control trial of community based speech and language therapy in preschool children 159 Children aged 3 and under with slow development Clinic Direct language intervention Routine individual speech and language therapy pathologist Process M hours of therapy received = 6.2 M no of contacts with therapists = 8.1 M frequency of therapy = once a month M no of months over which therapy took place = 8.4 M length of sessions = 47 minutes Content Routine SLT tailored to child’s individual needs Auditory comprehension Direct assessment: PLS-3 Bristol Language Development Scales Phonological analysis of 22 words Robertson 1999; Effects of treatment on linguistic and social skills in toddlers with 21 Late talking toddlers aged 1;9-2 Clinic Direct language intervention Small group early language intervention pathologist Process 24 x twice-weekly 75 minute session Maximum 4 children per group Linguistic behaviours (mean length of utterance, total number of Observational data: SALT analysis of audiotaped language
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