Individuals with language deficit and/or delay acquire communication skills at a slower pace and often through the use of learning strategies. The most productive strategies address the specific nature of the deficit, developmental levels, and communication environments. Selecting the most appropriate strategy and focus is a function of the art, skill, and experience of the practitioner.
Materials that support a chosen strategy and focus are essential for productive treatment/lesson activities. Materials may be more effective if they are centered around context (word relationships), events in a sequence, and dialogue. It may be very helpful to use visuals that allow the educator to check for meaning throughout a lesson. Verbal responses may sometimes be misleading if they are correct but simply echoed or picked randomly from choices offered. Visuals should be clear and iconic. Careful use of redundancy of images and lesson structure can enhance understanding and recall. Verbal aspects should match the learners developmental level. Audio and video components may be distracting or too complex. Use of computer and tablet screens may help to simplify presentation and increase engagement. Corresponding transition activities should follow for transfer of skills to face-to-face interaction.