{"id":1434,"date":"2020-08-25T11:18:15","date_gmt":"2020-08-25T10:18:15","guid":{"rendered":"https:\/\/cristinaorozbajo.com\/4-areas-especificas-de-intervencion-en-tel\/"},"modified":"2020-08-25T11:18:15","modified_gmt":"2020-08-25T10:18:15","slug":"4-specific-areas-of-intervention-in-tel","status":"publish","type":"post","link":"https:\/\/cristinaorozbajo.com\/en\/4-specific-areas-of-intervention-in-tel\/","title":{"rendered":"4 Specific areas of intervention in TEL"},"content":{"rendered":"<p>To conclude this series of articles dedicated to TEL<strong> We want to go a little further and detail the specific areas of intervention that we can take into account in children with SLI symptoms.<\/strong>, always taking into account the <strong>specific difficulties defined in the different types that exist in this disorder<\/strong>:<\/p>\n\n\n\n<p class=\"\\\"has-text-align-center\\\"\">Once we have attended to these <strong>4 basic requirements<\/strong> For language, we delve into the work of intervention by areas of action. We leave you with some ideas for you to put into practice!&nbsp;<\/p>\n\n\n\n<p class=\"\\\"has-text-align-center\\\"\"><br><strong>A. PHONOLOGICAL LEVEL<\/strong><\/p>\n\n\n\n<p>At this level we find <strong>3 clear objectives<\/strong> of problems to be treated:<br>1. <strong>Alterations in phoneme discrimination:<\/strong> Generally, exercises focus on both discriminating similar phonemes and identifying the order of phonemes within words. Exercises such as:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Differentiate between words that are the same or that differ only in one phoneme (eye\/bear, elbow\/elbow, choir\/elbow, etc.).&nbsp;<\/li><li>Following commands that contain problematic phonemes.&nbsp;<\/li><li>Point to objects.&nbsp;<\/li><li>Use different gestures depending on the phoneme presented.<\/li><li>Respond to words based on phoneme discrimination.&nbsp;<\/li><\/ul>\n\n\n\n<p>2. <strong>Deficits in phoneme production:<\/strong> It is recommended to improve the pronunciation of phonemes the child has already acquired, while also teaching those he or she has not yet produced. Some appropriate exercises would be:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Direct manipulation of the articulation organs.&nbsp;<\/li><li>Biofeedback devices.&nbsp;<\/li><li>Imitation of phonemes and words.&nbsp;<\/li><li>Reading syllables, words, phrases and texts.&nbsp;<\/li><li>Name of cards that contain drawings or actions.&nbsp;<\/li><li>Phonetic lotuses.&nbsp;<\/li><li>Phonetic bingos.&nbsp;<\/li><li>Games with phonemes.&nbsp;<\/li><li>Popular songs and poems.&nbsp;<\/li><li>Role-playing in which appropriate roles are played.&nbsp;<\/li><li>Scripts.&nbsp;<\/li><li>Physical guide to the vocal organs.&nbsp;<\/li><li>Use of joint modifiers (depressors, balls, etc.).&nbsp;<\/li><li>Imitation of the speech therapist.&nbsp;<\/li><li>Speech Viewers&nbsp;<\/li><\/ul>\n\n\n\n<p>3. <strong>Problems at the syllabic level:<\/strong> Children with SLI often also have difficulty discriminating the syllables that make up words, a difficulty that affects both syllable production and comprehension. To address this issue, activities such as:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Discriminate the duration of words (more or fewer syllables).&nbsp;<\/li><li>Discriminate the variations in the tone of voice in different syllables.&nbsp;<\/li><li>Identify the number of syllables that make up the words (start by marking the syllables with voice beats that gradually fade away).&nbsp;<\/li><li>Imitation of syllables.&nbsp;<\/li><li>Repeat a word, omitting a syllable.&nbsp;<\/li><li>Add syllables to words.&nbsp;<\/li><li>Imitation.&nbsp;<\/li><\/ul>\n\n\n\n<p class=\"\\\"has-text-align-center\\\"\"><strong>B. LEXICAL-PRAGMATIC LEVEL<\/strong><br><\/p>\n\n\n\n<p>Children with SLI have a smaller vocabulary than children with normal language development and have limitations at the semantic level, hence it is common for the speech therapist to intervene on these aspects focusing on <strong>2 objectives:&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Increase vocabulary<\/strong> both at a comprehensive and productive level. For this purpose, some appropriate exercises could be:&nbsp;<ul><li>Imagine stories about general and specific topics.&nbsp;<\/li><li>Imitation.&nbsp;<\/li><li>Games of similarities and differences.<\/li><li>Synonym and antonym games.&nbsp;<\/li><li>Evocation tasks.&nbsp;<\/li><li>Take objects out of a bag and describe them.&nbsp;<\/li><li>Detect mistakes made when reading a story.&nbsp;<\/li><li>I spy game.&nbsp;<\/li><li>Respond to orders.&nbsp;<\/li><li>Point to pictures when saying their name.&nbsp;<\/li><li>Recall missing words in a series.&nbsp;<\/li><li>Recognize the object that corresponds to a given description.&nbsp;<br><\/li><\/ul><\/li><li><strong>Improve lexical relationships between vocabulary words<\/strong> In addition to improving vocabulary, it&#039;s necessary to work on building thematic and hierarchical relationships, rather than simply accumulating words. Suitable exercises could include the following:&nbsp;<ul><li>Vocabulary questions (what is it, why, what for)&nbsp;<\/li><li>Games of similarities and differences.&nbsp;<\/li><li>Analogies.&nbsp;<\/li><li>Direct questions (tell me things a bird or a plane can do? What animals can fly? Where can you find bread?)&nbsp;<\/li><li>Choose two words at random and try to match them.&nbsp;<\/li><li>Polysemy exercises.&nbsp;<\/li><li>Invent riddles<\/li><\/ul><\/li><\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p class=\"\\\"has-text-align-center\\\"\"><strong>C. MORPHOSYNTACTIC LEVEL OF LANGUAGE<\/strong>&nbsp;<\/p>\n\n\n\n<p>The most frequently encountered difficulties in children with SLI, within the dimension of morphology and syntax, have to do with the following aspects:&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><strong>Use of syntactic and grammatical elements<\/strong> where activities are used to work on those elements with which the child has problems (plurals, pronouns, verbs, prepositions, futures, etc.).&nbsp;<\/li><\/ol>\n\n\n\n<ul class=\"wp-block-list\"><li>Make sentences from one or two given words.&nbsp;<\/li><li>Tell the content of a sheet with drawings.&nbsp;<\/li><li>Correct errors or omissions.&nbsp;<\/li><li>Correct the phrases that a doll says.&nbsp;<\/li><li>Sort words.&nbsp;<\/li><li>Construct sentences that contain the problematic elements.&nbsp;<\/li><li>Joining parts of statements.&nbsp;<\/li><li>Create imaginary stories and tales.&nbsp;<\/li><li>Children&#039;s songs.<\/li><li>Imitation.&nbsp;<\/li><li>Role-playing.&nbsp;<\/li><li>Scripts.&nbsp;<\/li><\/ul>\n\n\n\n<p><strong>2. Sentence structure<\/strong> for which it will be necessary to take into account <strong>the child&#039;s age <\/strong>and the <strong>evolutionary sequence of language acquisition<\/strong>, to design exercises that allow for single words to two-word combinations of the most common types (agent-action, action-object, agent-object, etc.) and then to first sentences. These exercises could involve:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Imitation.&nbsp;<\/li><li>Sorting comics.&nbsp;<\/li><li>Recognize correct sentences.&nbsp;<\/li><li>Complete sentences.&nbsp;<\/li><li>Correct jumbled sentences.&nbsp;<\/li><li>Description of events.&nbsp;<\/li><li>Invention of stories.&nbsp;<\/li><li>Role-playing.&nbsp;<\/li><li>Scripts.&nbsp;<\/li><\/ul>\n\n\n\n<p><strong>3. Sentence comprehension<\/strong> To work on this area, exercises such as:&nbsp; <br><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Tracking individual orders.<\/strong> For example, \u201ctake a pencil\u201d, \u201cgive me the eraser\u201d, \u201cdraw a house\u201d or \u201cpaint a tree pink\u201d.&nbsp;<\/li><li><strong>Tracking complex orders. <\/strong>For example, \u201ctake a pencil and jump\u201d, \u201cgive me the eraser with a star on it\u201d, \u201cdraw a house with a green roof\u201d or \u201cin front of the house, draw a pink tree that is shorter than the house\u201d.&nbsp;<\/li><li><strong>Produce similar sentences.&nbsp;<\/strong><\/li><\/ul>\n\n\n\n<p class=\"\\\"has-text-align-center\\\"\"><strong>D. PRAGMATIC LEVEL OF LANGUAGE&nbsp;<\/strong><\/p>\n\n\n\n<p>Sometimes, children with SLI have difficulty participating in the communication that occurs in their environments, they fail to initiate conversational exchanges, and they are unable to regularly use language as a tool to meet their diverse needs. In this sense, speech therapy intervention at the pragmatic level usually emphasizes two different but complementary aspects:&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><strong>Development of intentionality:<\/strong> The goal would be to facilitate the child&#039;s conscious and intentional initiation of language exchange. Some relevant exercises would include:&nbsp;<ul><li>Describe what is done while performing an activity.&nbsp;<\/li><li>Describe story boards.&nbsp;<\/li><li>Songs.&nbsp;<\/li><li>Drawing and telling stories.&nbsp;<\/li><li>Complete unfinished drawings and make up stories with them.&nbsp;<\/li><li>Role-playing.&nbsp;<\/li><li>Using scripts.&nbsp;<\/li><li>Stories in which missing information is needed for the child to fill in. For example, the story &quot;Pablo left his bedroom window open while he slept at night. He couldn&#039;t go to school the next day&quot; is told, and questions are asked such as, &quot;What&#039;s wrong with him? Is it winter or summer? What would his mother say?&quot;<br><\/li><\/ul><\/li><li><strong>Development of the speech:<\/strong> Through activities such as:&nbsp;<ul><li>Share personal experiences.&nbsp;<\/li><li>Describe events that have occurred or are occurring.&nbsp;<\/li><li>Talk about familiar topics.&nbsp;<\/li><li>Tell stories that involve feelings.&nbsp;<\/li><li>Talking on the phone imaginarily with other people.&nbsp;<\/li><li>Games of similarities and differences.&nbsp;<\/li><li>Role-playing.&nbsp;<\/li><li>Using scripts.&nbsp;<\/li><li>Stories in which missing information is needed for the child to fill in. For example, the story &quot;Pablo left his bedroom window open while he slept at night. He couldn&#039;t go to school the next day&quot; is told, and questions are asked such as, &quot;What&#039;s wrong with him? Is it winter or summer? What would his mother say?&quot;&nbsp;<\/li><\/ul><\/li><\/ol>\n\n\n\n<p>We hope you find ideas, games, activities, and above all, that it helps you analyze your child&#039;s developmental stage and needs so that you can understand the complex and methodical approach of the professionals around you, learn from them, work together, and little by little, together, you&#039;ll be able to see your children take off!&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Cristina Oroz Bajo<\/strong><\/p>\n\n\n\n<figure class=\"\\\"wp-block-image\" size-large\\\"><img src=\"\\\"https:><figcaption>Language development programme for children with autism<\/figcaption><\/figure>","protected":false},"excerpt":{"rendered":"<p>Para terminar con esta serie de art\u00edculos dedicados al TEL queremos ir un poquito m\u00e1s all\u00e1 y detallar las \u00e1reas [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1440,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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