The earlier interventions are put in place to help a toddler overcome LLE, the better the outcome. Language interventions (with the help of speech pathologists) are needed, so<unk> s eventually catch-up. Some common approaches are monitoring, indirect and direct language stimulation.<unk> s struggle with learning vocabulary and phonological acquisition. Targeting vocabulary and increasing their vocabulary bank, will simultaneously improve their phonological development. When deciding which approach to take in treating a toddler, cultural background needs to be taken into consideration. Some types of intervention may work for some cultures, but may not work nor be appropriate for others. Language intervention<unk> s can be treated with a variety of language intervention methods. The earlier a child is diagnosed and treated the better his language skills will develop when growing up. General language stimulation General Language Stimulation involves providing the child with an environment that is full of language stimulation. This includes giving the child the opportunity to participate in reading books, playing, cooking and other everyday activities the child is interested in. The key to this intervention is to follow the<unk> 's lead. Once a child is interested in a specific object the parent or carer will then take part in parallel talk, that is, talking about the object rather than directly modelling the word. The parent or carer is then required to repeat the child's utterance, regardless of how incorrect it is, and complement this with semantic and grammatical detail. Focused language stimulation Focused language stimulation requires the parent or carer to have a list of goal words for the child to learn and produce. The average number of target words is ten, but this will vary from child to child. The parent or carer will then have to allow the child to be exposed to the target language as much as possible. The adult has to produce the target language in a meaningful and functional context such as, in a sentence or question form. The child is then prompted (not instructed) to repeat the target word. If the target word is produced incorrectly, the parent follows with a recast. Once the child has learnt these words the adult replaces these with new ones and the process is repeated. Milieu teaching Milieu Teaching involves changing the child's environment to give him as many opportunities to talk and produce the target language. In this intervention method it is necessary to have a set of language goals for the child to achieve. Incorrect production of target language follows by the adult modelling the word for the child to imitate. Correct production of target language follows by the adult providing a recast. Culture and treatment Culture diversity is a considerable factor in choosing the right type of intervention for a child. Speech pathologist are the ones responsible for choosing a treatment that is culturally appropriate for the child and his family. Treatments such as general language stimulation, focused language stimulation and milieu teaching are designed appropriately to meet the needs of the majority in the United States. These methods are adapted to meet the needs of other cultures in the community for the child to have a higher success rate. The nature and context of social interactions is observed when modifying a standard treatment to meet the norms of a child's culture and background. For example, in some cultures it is not common for parents to be so involved in play with their child. The treatment is then adapted for other family members (siblings, cousins, other peers) to deliver the intervention. The location where these treatments are usually provided is the family home. In many cultures this is seen as unacceptable. Treatments for these kinds of situations are modified and options such as, schools are considered as a place to undertake treatment.
Late talker
Learned intermediary
Orphan patient
Dogmatic school
The Fountain of Age
Cancer survivor
Beauty Mark
Vulnerable adult