Modeling as a Clinical Procedure in Language Training A procedure for teaching specific linguistic structures to language-handicapped children is presented. The procedure makes use of a problem-solving set to emphasize the structural relationships of modeled utterances. Although the procedure can be employed in teaching a variety of linguistic structures, a developmental response hierarchy is proposed, emphasizing both semantic ... Research Article
Research Article  |   April 01, 1975
Modeling as a Clinical Procedure in Language Training
 
Author Notes
  • Laurence B. Leonard is assistant professor of audiology and speech pathology at Memphis State University, 807 Jefferson Avenue, Memphis, Tennessee 38105. Requests for reprints may be directed to him there.
    Laurence B. Leonard is assistant professor of audiology and speech pathology at Memphis State University, 807 Jefferson Avenue, Memphis, Tennessee 38105. Requests for reprints may be directed to him there.×
Article Information
Research Articles
Research Article   |   April 01, 1975
Modeling as a Clinical Procedure in Language Training
Language, Speech, and Hearing Services in Schools, April 1975, Vol. 6, 72-85. doi:10.1044/0161-1461.0602.72
History: Received July 3, 1974 , Accepted October 18, 1974
 
Language, Speech, and Hearing Services in Schools, April 1975, Vol. 6, 72-85. doi:10.1044/0161-1461.0602.72
History: Received July 3, 1974; Accepted October 18, 1974

A procedure for teaching specific linguistic structures to language-handicapped children is presented. The procedure makes use of a problem-solving set to emphasize the structural relationships of modeled utterances. Although the procedure can be employed in teaching a variety of linguistic structures, a developmental response hierarchy is proposed, emphasizing both semantic and syntactic relations. Suggestions are made for using stimuli to portray a number of semantic relations, including stimuli related to action.

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