Language is my jam! Don’t get me wrong I enjoy working on all other speechy things. Last year, I was doing some research for Language Goal List and stumbled across this awesome Language Processing Hierarchy Method Treatment Model handout.
*Side note: the handout is no longer available. Searched for another but alas, and couldn’t find one that explained things as well. Also cannot make one ‘just like this because that is a copyright violation. Therefore, I am leaving the image up so you can see it and hopefully get some info from it. Sorry*
Talk about heart eye emojis!!! This just made sense to me. Plus, it was so wonderful to have some research to support an order for working on areas and ultimately writing goals.
So today, I am going to talk about how to use the language processing hierarchy.
How does this whole Language Processing Hierarchy thing work?
According to the handout and other research, children go through progressive methods of acquisition of information to grow their skills. It starts with labeling, then knowing functions, then associations, categorizing… Think about it all it does make sense.
- When you don’t know what something is called, how can you say what it does?
- if you can’t state what it does, its purpose, how can you say what it goes with it?
- if you can’t figure out how items go together, how can you put them into larger groups? See where I am going with this?
Now is this the end-all-be-all to figuring out language breakdowns? Probably not, but it does give you some pretty useful information that will help you figure out where to start.
The Language Processing Test
The Language Processing Test is an assessment that I will often give when concerns about language are raised.
By the name of the test, I am positive that you guessed it is created by the same people who put together that nifty handout. It goes through majority of the areas that the handout states and it is easy to give. From the results, I can see where they may be lacking.
When it comes to treatment, I recommend you start by taking a few sessions ( 2-3 ) to review the skill that precedes the target. So if it is categorizing, you will want to take a bit of time to go over associations.
This is done to
A) Make sure the child has a firm grasp on the foundational concept for the one you are going to work on and
B) Secondly it provides a natural transition and reference point for them as you move to the target that will be challenging for them.
interactive visual activities
I like to start with visuals to help take some of the pressure off of the student as we introduce the new area. Recently, I have been using these interactive visual activities as my first steps with kids.
I also like it because it helps me see how they are thinking about the concept we are working on. When we are targeting functions and they start to reach for the wrong picture, you can see what they reached for and try to figure out why that particular image and how they may be thinking.
After they are pretty good at matching visuals we move to no visuals or visuals for just the targeted item and so on.
How do you like to work on the Language Processing hierarchy? Read more on related topics