'Teacher Talk': A school-based case study outlining a communication intervention within a regular classroom

Abstract

Speech-Language Impairment (SLI) is a disability experienced specific to speech-language processing resulting in a substantial reduction in the capacity for communication. Children exhibiting this level of communication impairment tend to make fewer communicative initiations and exchanges than normally developing children matched on a developmental level (McConachie & Mitchell, 1985). While communication intervention is often a major component of educational programs for children with significant speech and language (S-L) impairments attending special schools, there is relatively little information available on successful communication intervention programs implemented in regular classrooms by general classroom teachers. This article describes one intervention program that was undertaken in a primary classroom by the class teacher of a Year One child who exhibited average intelligence; but who also experienced a significant speech and language impairment. This classroom-based intervention focused on enhancing a young child's communication exchanges within a regular morning circle activity. The use of age-appropriate sentence starters, sign language, and reinforcers was used to encourage the student to correctly use the personal pronouns 'I', 'me', and 'you' during the classroom routine of Show and Tell.