Parent Led Interventions
 Important for working in early years
 Think about goals for
o Parent
o Child
 Programmes that work on parent training
o Hanen's It takes two to talk (ITTTT)
 Child from birth to five with language delay
 Practical strategies to help children learn language naturally, interact to
support development of child's language.
 Encourages responsive interactions between parent and child. Clear
information on what if means to be responsive e.g. Waiting, sticking to
what child is talking about
 OWL: observe, listen, wait
o Focused stimulation
 Child provided with multiple examples of specific language target (vocab or
grammatical morpheme)
 Child provided with opportunities to produce language target but not
required or requested to
 E.g. Repeated use of a phrase/word to increase exposure
o Enhanced milieu teaching (EMT)
 Naturalist, conversation-based strategy for children in early stage of
language development
 Environmental arrangement
 Children should be able to imitate and have >10 words
 Treatment efficacy evidence for ASD, early behaviour problems
 20-36 individual sessions with parents (high dosage) with a set sequence of
sessions
 Parent to use one strategy before introducing new strategy
 Variations to work with different groups of children
 Mand-model approach: adult initiate communication with a request
"what's that?" "tell me what you want" child responds then verbal
reinforcement provided
CAS

Nuffield Dyspraxia Programme (NDP-3)
o Ages 3-7 (12 max)
o Based on motor learning theory
 Aims to build speech from single sounds, to words, to sentecnes
o Address linguistic issues by creating contrastive systems at each syllable
structure level
o Primarily breakdown in motor planning and programming = motor plans part
of stored lexical representations and consist of series of gestural targets for
articulators to achieve acceptable production
 For example, correct production of word <tea> would involve,
intiating airstream, closing velopharynx, move tongue to alveolar
ridge, release closure, move tongue body posture, spread lips and
initiate voicing
o Motor planning: outline output process to which new motor programs can be
created
 Store phonological units that can be combined to create new motor
programs for unfamiliar words (practice on real words)
o E.g. Child replaces /s/ with /t/ in words - new motor programming needed to
help produce blend /s/ with /i/
 New motor program created, practice to establish program in stored
representations
 Use of minimal pairs
o Motor planning also occurs with crating sentences
 Correct sequence, appropriate grammatical structure and prosodic
features
o Bottom Up approach
 Phonemes -> CV > CVCV -> CVC -> multisyllabic -> consonant clusters > phrases and sentences -> connected speech
o Aim to address
 Articulation of individual consonants and vowels
 Sequence sounds
 Maintain segmental and suprasegmental accuracy
o 3 sections:
 Single sounds
 Words of diff phonotactic structures (CV, VC, CVCV, polysyllablic)
 Combine words in phrases and sentecnes