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 Hend
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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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.
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…
In this chapter, the continuum of child-directed to adult-directed strategies will be presented with an emphasis on blended approaches, that is, focused language stimulation and enhanced milieu teaching. Demonstrations will be provided.
3. Therapy in Natural Contexts
In addition to choosing goals and therapeutic strategies, the SLP needs to choose activities. In this chapter, we will discuss general principles for choosing materials/activities. This chapter concludes with sample therapy demonstration using a picture book.
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.
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.
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.