Source:Revista de Logopedia, Foniatría y Audiología
Author(s): R.A. McWilliam
The more we understand the importance of children's learning during their everyday routines, the more we realize methods of delivering speech and language services must change. The Routines-Based Model has emerged as a viable structure for the delivery of family-centered, functional early intervention. It is described briefly, followed by specific speech and language needs of young children with disabilities as addressed through this model. The model includes methods for getting to know the child and family, including their needs, planning interventions and service delivery. Practices involved in the Routines-Based Model include developing ecomaps, conducting Routines-Based Interviews, writing participation-based goals and providing collaborative consultation to families and teachers. Two primary tenets of the model are that all the intervention occurs between visits and children learn through distributed trials. The primary language needs addressed are language delays and errors in language, and the primary speech needs addressed are articulation and apraxia and sequelae to structural problems. New roles for speech-language pathologists are described in an era of functional, family-centered early intervention. These roles require therapists to serve as consultants and to accept new roles, if they are to serve as comprehensive service providers.
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