If a child has errors in form, the professional uses strategies to make certain the discourse facilitates the child's production of the required form, makes certain that targeted features are easily detected, notes a child's errors and absence of linguistic features, and chooses intermediate-level targets.
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Q17: When writing intervention goals the professional describes
Q18: In adult-directed intervention, the adult
A) Chooses the
Q19: Intervention that focuses on a child's ability
Q20: When SLPs and special educators select an
Q21: Describe intervention techniques for each of the
Q23: Intervention varies from highly unnatural
e.g., adult directed,
Q24: Pragmatic intervention focuses on a child's ability
Q25: An effective communicator is less assertive and
Q26: The assertiveness-responsiveness scheme is a way for
Q27: The adult uses expansions and extensions to
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