Discourse-based intervention for word finding in children

Abstract

A discourse-based, contextual intervention approach for increasing children's word finding proficiency was evaluated. The clinician's role was to (a) identify overt word finding behaviors as they occurred, (2) allow their completion, and (c) provide appropriate feedback, including requests for associative information, requests for clarification, comments to confirm the appropriateness of word choices, and comments to facilitate discourse restructuring. Subjects were three 9-year-old boys with diagnosed language-learning disabilities (LLD) characterized by word finding problems. Intervention proceeded following a within-subjects multiple baseline design involving three tasks: picture-elicited narratives, story-retelling, and conversation on familiar topics. All three subjects exhibited a decrease in the average number of problematic word finding behaviors from initial baseline to posttreatment measurement. Discourse-based intervention provided naturalistic contexts for the study of word finding behaviors, specifically effects of linguistic contexts and effects of task complexity. Learning outcomes: (1) As a result of this activity, the participant will be able to identify and categorize children's overt word finding behaviors as they occur in discourse. (2) As a result of this activity, the participant will be able to discuss various aspects of a contextualized philosophy of learning as applied to language intervention. (3) As a result of this activity, the participant will be able to compare and contrast traditional intervention approaches for improving children's word finding with one discourse-based approach.