The program consists of three therapy stages:
1) -Creation of a listening attitude.
2) -General error sensitivity.
3) – Modification of a particular language, speech, or interactional communicatin behaviour.
Creation of a listening attitude.Through tasks of auditory focusing and sensitivity, the child learns to scan for, and focus on, auditory stimuli for features the clinician defines as salient and relevant, and to make comparisons between various aspects of auditory inputs. In this phase of therapy, the clinician pays no attention to specific communication deficits, beyond that of paying attention, and during the therapy tasks of this stage there is only limited verbalization demanded of the child. For example, in one type of task, a nonverbal child might be asked to indicate when a sound occurs that matches the drum sound he has just heard; a verbal child might be asked to indicate if a particular word occurred in a sentence.
Many kinds of selective attending and comparing activities are used at this stage. Sounds and language are slightly amplified, or highlighted, by the child’s wearing earphones during all stages of the program. Because we believe it is important the child be aware of errors, the child’s discovery of any errors he makes while carrying out a task is rewarded. Thus, a self-validation procedure is incorporated into all parts of the program, with the child being asked to respond a second time to task materials and to judge whether his first response was adequate.
General error sensitivity. This is a transitional stage that is designed to highlight error detection. Again, the focus is not on the child’s production but rather on his attending to and comparing two language stimuli produced by the clinician. One is identified as “correct” and a second, which varies from the first, is identified as containing an “error” that the child must detect. For example:
1) The boy has four new toys.
2)The boy has four new feet.
In both Stage 1 and Stage 2, 95 percent accuracy is required for each activity before a new task, or the next stage, can begin.
Modification of a particular language, speech, or interactional communication behaviour. One error specific to the child is chosen. Several techniques are employed:
1) Interpersonal scanning (including recognition of the correct form when necessary).
2) Intrapersonal scanning.
4) Modeling for change. While the techniques may generally be used in any order as the needs of the child indicate, this stage always begins with interpersonal scanning.
- Interpersonal scanning. The objective is to create an awareness in the child of his particular error as it is deliberately produced by the clinician. The child is required to identify the error from within a larger verbal stimulus. The error must be contrasted with the correct form. In addition, before the child can scan the clinician’s output for instances of the error, he must be able to recognize the correct linguistic form as well as understand the underlying concept.
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