Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning.
Purpose: Adolescent students face increased expectations to successfully navigate academic, social, and vocational transitions. As demands increase and support systems fade, adolescents with developmental language disorder and concomitant deficits in executive functions are particularly vulnerable t...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 6; no. 6; pp. 1327 - 1343 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
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American Speech-Language-Hearing Association
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154248233&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154248233 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Dec2021 vid: 6 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 154248233 154248233 154248233 10.1044/2021_PERSP-21-00017 154248233 ppf: 1327 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning. aug: au: Fahy, Jill K. Browning, David K. affil: Department of Communication Disorders and Sciences, Eastern Illinois University, Charleston sug: subj: Language Therapy In Adolescence Language Disorders Language Development Adolescence Adolescent: 13-18 years ab: Purpose: Adolescent students face increased expectations to successfully navigate academic, social, and vocational transitions. As demands increase and support systems fade, adolescents with developmental language disorder and concomitant deficits in executive functions are particularly vulnerable to these high-stakes transitional moments. Limited language systems are not well suited for navigating the subtleties of social nuance, the abstraction of academic and vocational language, and the unfamiliarity of complex planning necessary for self-regulation. Conclusions: This clinical focus article proposes a clinical model of language therapy for adolescents with developmental language disorder and concomitant deficits in executive functions. Therapy emphasizes eliciting the most complex syntactic and semantic skills available to the student as they work to formulate specific, reasoned, predictive, strategic plans. Therapy takes place in small group contexts where pairs of students collaborate to use their language and reasoning to solve unfamiliar, challenging, scientificlike problems. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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