|
| Intensive Early Intervention: Advanced Comprehension, Production, and Social Language Skills Program |
| Saturday, May 29, 2004 |
| 8:00 AM–11:00 AM |
| Independence East |
| Area: PRA; Domain: Applied Research |
| CE Instructor: Eric V. Larsson, M.Ed. |
| ERIC V. LARSSON (Lovaas Institute for Early Intervention), KARA L. RIEDESEL (Lovaas Institute for Early Intervention), CHARRYSE FOUQUETTE (St. Cloud State University), MELISSA J. GARD (University of Kansas) |
| Description: In intensive early intervention with young children with autism, a great number of language skills are often taught. Such skills can be developed in a coherent conceptual framework, enabling productive treatment planning and program evaluation. In the case of language skills, a four-dimensional matrix of skills can be used to design an overall generative process of language development. The matrix of skills is addressed across generalization modalities, syntax forms, conditional discriminations, and functional communicative relationships. After receptive and expressive skills are developed, the matrix naturally flows into auditory comprehension and production skills. The organization of the language curriculum can be used to control the pacing of related social skills in a systematic manner. Data obtained from children in intensive early intervention will be presented to demonstrate how the generative curriculum can improve the progress of children with severely challenging language disorders. This is part two of a workshop in language intervention in which the advanced auditory comprehension skills, creative language production skills, and social language programming is introduced as it builds upon the part one skills. Previous attendance (this year or prior) at a basic language matrix programming workshop is recommended. |
| Learning Objectives: At the end of the workshop, participants will be able to: Detail information necessary to plan and program children�s language curriculums into a coherent whole. Implement conditions that promote the production and comprehension of generative language learning. Develop auditory comprehension and creative language production skills. Program genuine social language skills. Assess and evaluate program progress. |
| Activities: Participants will participate in didactic presentations, discussions, and interactive exercises. Participants will obtain specific program sheets provided by the instructors. |
| Audience: Parents, lead therapists, line therapists, consultants, and students. Participants should have a basic understanding of behavioral terms used in intensive early intervention. At least one-month's experience with intensive early intervention is preferable. |
| Content Area: Practice |
| Instruction Level: Basic |