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Early Word Combinations: Assessment and Therapy Goals

presented by Susan H. Lederer PhD

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Disclosure Statement:

Financial: Susan Hendler Lederer receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


 Non-Financial: Susan Hendler Lederer has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Moving children from single words to word combinations is not just a matter of teaching two- and then three-word utterances. For young children with language delays in this period, the role of the SLP is to identify phrase/sentence types (i.e., content/form interactions or semantic relations) the child already produces and set new goals to expand the variety of types. In this course, we will discuss assessment in terms of gathering, categorizing, and analyzing early phrase/sentence data observed and elicited in the natural environment. A case study will illustrate how this process leads to choosing goals. Sample demonstration intervention concludes the course.

Meet Your Instructor

Susan H. Lederer PhD, MA, BS

Susan Hendler Lederer, Ph.D., CCC is a professor in the Department of Communication Sciences & Disorders at Adelphi University, Garden City, Long Island, NY. She is a NYS licensed and nationally certified Speech-Language Pathologist with over 35 years of clinical experience including 20 years of academic experience in the areas of early language and literacy…

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Chapters & Learning Objectives

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1. Development of Early Word Combinations

This chapter will detail milestones for the acquisition of 2-3 word/constituent combinations and discuss children with delays. At the end of this chapter, learners will understand how language develops from single words to phrases to short sentences and understand the nature of the language delay in this period.

2. Assessment: Gathering, Categorizing, Analyzing language sample data

While standardized tests are necessary for qualifying children for therapy, they do not provide sufficient data to plan therapy. In this chapter, we explore how to gather early phrase/sentence data (i.e., natural language sample, elicit, parent provided); categorize utterance data into early content/form interactions using a Bloom & Lahey approach; and conduct a qualitative analysis of what types of words combinations the child is producing, which is necessary to determine goals.

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3. Intervention: Choosing goals and beginning therapy

In this chapter, we will discuss choosing content/form goals and specific targets within those categories. This course will conclude with a sample therapy session using a children’s picture book.

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More Courses in this Series

First Words: Assessment and Speech Therapy Goals

Presented by Susan H. Lederer PhD, MA, BS

First Words: Assessment and Speech Therapy Goals

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Children acquire approximately 50 single words before they produce word combinations. For young children with language delays exhibiting small single word/sign vocabularies, the role of the SLP is to assess and facilitate the acquisition of new target words/signs. For most of these children, a developmental approach guides this process. In this course, we will discuss assessment in terms of gathering, categorizing, and analyzing single word data observed in the natural environment and obtained from practical, parent-report tools. A case study will illustrate how this process leads to choosing specific single words/signs to target within and across semantic content categories. A sample intervention will conclude the course.

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Intervention for Single Words through Simple Sentences

Presented by Susan H. Lederer PhD, MA, BS

Intervention for Single Words through Simple Sentences

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In this course, participants will explore evidence-based intervention strategies and activities for children with language delays working on single words, phrases, and simple sentences. We will discuss the continuum from child-directed to adult-directed strategies with an emphasis on blended models integrating the best of both (i.e., focused language stimulation, enhanced milieu teaching). The benefit of routines, themes, and books will be explored. Live demonstrations will be included.

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Preschool Language, Emergent Literacy, and Pretend Play

Presented by Susan H. Lederer PhD, MA, BS

Preschool Language, Emergent Literacy, and Pretend Play

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
The focus of this course is the challenges of the preschool curriculum to children with language delays. Language expectations and goals across developmental domains will be identified. Books to facilitate language, literacy, and curricular specific language will be shared.

View full course details