Model,Analyse,Practise (MAP): a language therapy model for learning- disabled adolescents

Abstract

This paper reports on a language intervention model addressing communi cation deficits of learning-disabled adolescents. Intervention consisted of six weekly, one-hour sessions where the subjects viewed videotaped models, analysed the models, and practised the skills of topic initiation and topic maintenance, including follow-up questions/comments and open ended questions/comments. Pre- and post-intervention assessment of the subjects' conversations demonstrated improvement in the above skills.