Clinicians have a wide-variety of therapy materials, activities, techniques, and procedures available for treatment of children with morphosyntax deficits. This clinically-focused article describes strategies that highlight the critical features of morphosyntactic targets, reviews, techniques, and procedures available to clinicians for their mindful use, and advocates for the addition of distributed learning in daily contexts by involving caregivers in language facilitation. It concludes with a proposal for a holistic approach that encompasses three levels of language intervention. At the first level, the clinician overtly primes the child's system; at the second level, the clinician sets up multiple opportunities to use the target in context; at the third level, the clinician engages caregivers as agents of intervention for distributed learning and sends the child out into a language-facilitating environment.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-2803 |
| Date | 01 November 2014 |
| Creators | Proctor-Williams, Kerry |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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