Functional Language Intervention in the Classroom: Avoiding the Tutoring Trap
Document Type
Article
Publication Date
1-1-1997
Abstract
As models of language intervention embrace the concept of functional communication, services for school-age children are increasingly being provided in the classroom and involve the use of classroom curricula. Because these models are new, little guidance is available to the speech-language pathologist (SLP) to determine how to provide meaningful language intervention to meet the language learning needs of students in this context. In practice, classroom intervention often results in the SLP assuming a tutoring role, attempting to provide language intervention while trying to help the child complete a homework assignment or study for an upcoming test. This article offers some alternatives to this approach by discussing how the SLP can function in the consultative role to help to modify classroom practices and in the direct service role to enable the child to increase and refine functional language abilities.
Publication Source (Journal or Book title)
Topics in Language Disorders
First Page
49
Last Page
68
Recommended Citation
Norris, J. (1997). Functional Language Intervention in the Classroom: Avoiding the Tutoring Trap. Topics in Language Disorders, 17 (2), 49-68. https://doi.org/10.1097/00011363-199702000-00005