- LINCS (Wedel, Deshler, & Schumaker, ’88)
- Word Associations (Beck, McKeown, & Kucan, ’02)
Students are asked to connect their new vocabulary with another more familiar word, phrase or concept. Avoid using synonyms and instead focus on associative words.Product coming soon…
- Four Square (Armbruster & Osborne, 2001)
- Context Clues (Beck, McKeown, & Kucan, ’02)
- Semantic Feature Analysis (Anders & Bos ’86)
- Story Mapping
Boulineau T, Fore III C, Hagan-Burke S, Burke MD. (2004). Use of Story-Mapping to Increase the Story-Grammar Text Comprehension of Elementary Students with Learning Disabilities. Learning Disability Quarterly 27(2): 105-121
- Social Stories
Adams, L., Gouvousis, A., VanLue, M. & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on autism and other developmental disabilities, 19. 87-94.
- Rehearsal with Visualization
Students repeat and visualize direction prior to doing it.
Bothe AK, Davidow JH, Bramlett RE, Ingham RJ. (2006). Stuttering treatment research 1970-2005: I. Systematic review incorporating trial quality assessment of behavioral, cognitive, and related approaches. American Journal of Speech Language Pathology 15(4): 321-341 .
This review suggested that response-contingent principles are the predominant feature of the most powerful treatment procedures for young children who stutter. The most powerful treatments for adults, with respect to both speech outcomes and social, emotional, or cognitive outcomes, appear to combine variants of prolonged speech, self-management, response contingencies, and other infrastructural variables.
Kirk, C., Gillon, GT. (2007). Longitudinal Effects of Phonological Awareness Intervention on Morphological Awareness in Children with Speech Impairment. Language, Speech, and Hearing Services in Schools. 38(4): 342-352
Demonstrates that phonological awareness benefits students with speech impairments in the areas of reading and math.
- Rvachew, S. (1994). Speech Perception Training Can Facilitate Sound Production Learning. Journal of Speech and Hearing Research 37(2): 347-357.
- Van Riper Approach (Van Riper, ’78)
- 5 Minute Kids (Sexton, Seth ’06)
Please help me make this page grow! If you know of any evidence-based interventions and find them helpful, please send me:
1. The strategy
2. The research citation
3. activities or links that support the strategy
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