Treatment for Morphosyntactic Deficits: From Specific Strategies to a Holistic Approach Clinicians have a wide-variety of therapy materials, activities, techniques, and procedures available for treatment of children with morphosyntax deficits. This clinically-focused article describes strategies that highlight the critical features of morphosyntactic targets, reviews, techniques, and procedures available to clinicians for their mindful use, and advocates for the addition of distributed ... Article
Article  |   November 01, 2014
Treatment for Morphosyntactic Deficits: From Specific Strategies to a Holistic Approach
Author Affiliations & Notes
  • Kerry Proctor-Williams
    Department of Audiology and Speech-Language Pathology Disorders, East Tennessee State University, Johnson City, TN
  • Financial Disclosure: Kerry Proctor-Williams is an associate professor at East Tennessee State University.
    Financial Disclosure: Kerry Proctor-Williams is an associate professor at East Tennessee State University.×
  • Nonfinancial Disclosure: Kerry Proctor-Williams has previously published in the subject area.
    Nonfinancial Disclosure: Kerry Proctor-Williams has previously published in the subject area.×
Article Information
Development / Normal Language Processing / Language Disorders / Attention, Memory & Executive Functions / Articles
Article   |   November 01, 2014
Treatment for Morphosyntactic Deficits: From Specific Strategies to a Holistic Approach
SIG 1 Perspectives on Language Learning and Education, November 2014, Vol. 21, 192-202. doi:10.1044/lle21.4.192
SIG 1 Perspectives on Language Learning and Education, November 2014, Vol. 21, 192-202. doi:10.1044/lle21.4.192

Clinicians have a wide-variety of therapy materials, activities, techniques, and procedures available for treatment of children with morphosyntax deficits. This clinically-focused article describes strategies that highlight the critical features of morphosyntactic targets, reviews, techniques, and procedures available to clinicians for their mindful use, and advocates for the addition of distributed learning in daily contexts by involving caregivers in language facilitation. It concludes with a proposal for a holistic approach that encompasses three levels of language intervention. At the first level, the clinician overtly primes the child's system; at the second level, the clinician sets up multiple opportunities to use the target in context; at the third level, the clinician engages caregivers as agents of intervention for distributed learning and sends the child out into a language-facilitating environment.

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