ACQ Vol 13 no 3 2011

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136 ACQ Volume 13, Number 3 2011 ACQuiring Knowledge in Speech, Language and Hearing
Taiying Lee is a speech-language therapist working in Special
Education, Ministry of Education with specific research interests in
bilingual speech and language development and disorders in children,
particularly in Chinese dialects. Dr Elaine Ballard is a lecturer in the
Speech Science division of the Department of Psychology at the
University of Auckland whose research interests include speech and
language development in bilingual populations.
Correspondence to:
Taiying Lee
Speech Language Therapist
Ministry of Education, Special Education
PO Box 217 046
Botany Junction
Manukau 2164, New Zealand
phone: +64 (09) 2653019
Email:
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Box 3: Practical considerations in implementing
therapy
Therapy and therapeutic interventions
• Families may view the clinician as a ‘specialist’ whose role is to
“fix” the child.
• Be aware of the differences in the Mandarin and English
phonologies. These must be considered if therapy goals are to be
appropriate.
• After considering family dynamics it may be appropriate to involve
the wider family in discussions about interventions.
• With home programs, it is important to find out who will be most
likely to work with the child and discuss the activities specifically
with them.
• Clearly explain any home program. Place emphasis on the clinical
rationale behind the activities and if possible, the likely outcomes
thereof. Go through what you would like the family to do. Be
specific and give clear examples.
• Negotiate how the family is going to work on the therapy targets.
Keep the therapy goals and rationale in mind as opposed to
interaction style. For example, praising the child for achieving a
target is expressed differently in different cultures.
• Take time to discuss how the family can incorporate goals
into their everyday life. Discuss how they will undertake and
incorporate the activities suggested.