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

Indiana University-Purdue University at Fort Wayne

Janice L. Fairchild

St Joseph Medical Center, Fort Wayne

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.

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