The program consists of three therapy stages:          

1) -Creation of a listening attitude.

  2) -General error sensitivity.

   3) – Modification of a particular language, speech, or interactional    communicatin behaviour.

Creation  of  a listening attitude.Through tasks of  auditory  focusing and sensitivity, the child learns to scan  for, and  focus  on, auditory    stimuli for features the clinician defines as salient and relevant, and to  make comparisons between various aspects of auditory inputs. In  this phase of therapy, the clinician pays no attention to specific communication deficits, beyond that of paying attention, and during  the therapy tasks  of  this stage there is only limited  verbalization  demanded of  the child.  For  example, in one type of task, a nonverbal  child might be asked to indicate when a sound occurs that matches        the drum  sound he has just heard; a verbal child might be asked to   indicate if a particular word  occurred  in a sentence.    

Many kinds of selective attending and comparing activities  are used at this stage. Sounds and language are slightly  amplified, or  highlighted,  by the child’s wearing earphones during all stages of the program.  Because we believe it is important the child be aware of errors, the child’s discovery of any errors he makes while carrying out a task is rewarded. Thus, a self-validation procedure is incorporated into all  parts of  the program,  with the child being asked to respond a second  time to task materials  and to  judge whether his first response was     adequate.

General error sensitivity. This is a transitional stage that is designed      to highlight error detection.  Again, the focus  is not on  the child’s      production but rather on his attending to and comparing two      language stimuli produced by the clinician. One is identified as “correct” and a second, which varies from the first, is identified as   containing  an  “error”  that  the  child must  detect.  For example:

1) The boy has four new toys.  

2)The boy  has  four new  feet.

In  both Stage 1 and Stage  2,   95 percent accuracy is  required  for   each activity before a new task, or the next stage, can begin.

Modification  of  a particular language, speech, or interactional communication behaviour. One  error specific to the child is chosen. Several techniques are  employed:   

1) Interpersonal scanning (including recognition of the correct form   when  necessary).

  2) Intrapersonal scanning.

 3) Comparing.

 4) Modeling  for change. While the techniques may generally be used   in any order as the needs of  the child indicate, this stage  always begins with interpersonal scanning.

  1. Interpersonal scanning. The objective is to  create an  awareness in the child of  his particular error as it is  deliberately produced by the clinician.  The child is required to identify the  error  from   within a larger verbal stimulus. The  error must be contrasted    with the  correct form.  In  addition, before the child can scan    the  clinician’s output for instances  of  the error, he must be able to recognize the correct linguistic form  as  well  as understand the underlying concept.

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