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12 JCPSLP Volume 15, Number 1 2013 Journal of Clinical Practice in Speech-Language Pathology
Ontario Graduate Scholarship in Science and Technology,
the Research Alliance for Children with Special Needs, and
the University of Western Ontario Graduate Thesis Award.
These research data were collected for a dissertation thesis
project completed at the University of Western Ontario in
London, Ontario Canada.
Karla N. Washington is an assistant professor at the University of
Cincinnati, specialising in child language outcomes. Genese
Warr-Leeper is a professor of child language and literacy at the
University of Western Ontario.
Correspondence to:
Karla N. Washington, PhD
Department of Communication Sciences and Disorders
College of Allied Health Sciences, University of Cincinnati
3202 Eden Avenue, 345D French East Building,
Cincinnati, Ohio, 45267-0379
email:
Appendix. Sample intervention routine
SLP: “We are going to talk about boys or girls doing different things.
You will have lots of time to practise telling me what different boys or
girls are doing. I will be helping you a lot. Now let’s start.”
[A 2-to-7-minute practise block followed before the training period
began (i.e., the scored portion). This practise was completed to help
establish the expected routine.]
SLP: Who do you want to play? [Note: To elicit the target response
he or she (subject-noun phrase), the SLP would probe further by
saying, “What word do we use for the boy/girl when we start?” The
additional probing was necessary to avoid the him/her response,
considered the pragmatic or natural response to the initial who-
question.]
Preschooler: Her.
SLP [using emphatic stress or pointing to grammatical image]: her?
Preschooler: She.
SLP: What is she doing? She…
Preschooler: catching.
SLP [using emphatic stress or pointing to grammatical image]:
catching?
Preschooler: is catching.
SLP: What is she catching? She is catching…
Preschooler: a fish.
SLP: Now put it all together.
Preschooler: She+is catching+a fish.
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