Clinical Language Intervention Programme (CLIP)

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Clinical Language Intervention Programme (CLIP) is to enable learning and mastery of chosen syntactic structures and to achieve age-appropriate memory skills. It gives the student a chance of being able to keep up with his current language skills that have already been mastered and allows these skills to be used across all the different modalities in language. It is very structured so that the student is able to produce responses that work on his naming and organizational skills. A list of concepts based on syntactic, semantic, pragmatic and memory skills is being provided in the order of difficulty. This is used as a rough estimate to the degree of difficulty for the therapy tasks that are used in this programme.

Theoretical Foundation

Each session of the CLIP is designed to incorporate the following key considerations: 1).Sufficient instructions and clear explanations of tasks are important in obtaining a true representation of the student's abilities. 2). The basis that repetition and multiple attempts are a cruicial element of each session in order to maximise stability and generalisation. 3).An environment which offers positive reinforcement of correct attempts and gentle recognition and adjustment of errors is more likely to result in success.

Intervention description

Can be used in one-to-one setting or small groups of 3-6 childen. The associated Language Intervention Activites (LIAs) can be used in larger groups of 6-12 children or within a whole class setting. When using CLIP in a group settimg it is important to have children with similar abilties in order to maximise effectiveness. The LIAs include the same concepts and structures featured in the picture manual but attempt to apply these to other communication contexts. These provide opportunities to apply skills taught in previous sessions.Therefore increasing the chance of generalisation. The program can be administered in both clinical and educational settings. The format of the CLIP is fairly flexible allowing the clinician to modify the program to suit the individual's strengths and weaknesses. The CLIP is divided into 4 key areas: 1). Synatx with a focus on word forms and sentence structure. 2). Semantics with a focus on word meaning and relationships. 3). Memory with a focus on length and complexity. 4). Pragmatics with a focus on functional aspects of communication.

Materials/Training Required

The Picture manual and Professional guide are being used simultaneously during therapy. The picture manual contains picture stimuli for the student. These pictures reflect the linguistic concepts, syntactic structures and pragmatic skills required for a conversation to occur. The pictures are arranged in order of difficulty (easy to hard). The professional guide book contains instructions for the clinician to adhere to. The clinician will be required to read these instructions aloud to the student and conduct therapy based on the information that is given in the guide book. A chalkboard (or any form of writing board) should be present in the room to facilitate the clinician to write out the sentences that are being used for therapy purposes and identify the errors made by the student. A CLIP progress checklist is provided as well. This is used to measure baseline records and to keep track of therapy progress throughout the programme.

Similar/Alternative Interventions

Individual Language Intervention (ILI), Semantic Therapy


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