A Contemporary Model of Language Acquisition

Monday, Nov 7, 2022 7:00pm – 8:30pm
Live on Zoom


$ 180.00

A Contemporary Model of Language Acquisition

An opportunity for SLPs and non-SLPs to enhance their interactions with children with communication challenges

Sima Gerber, PhD, CCC-SLP and Michele Ricamato, MA, CCC-SLP

Starting Monday, November 7, 2022 at 7:00 pm Eastern Time

Scheduled Dates: 11/7; 11/21; 12/12; 1/16; 1/30; 2/20

6 sessions | 1.5 hours per session

Online via Zoom


Contemporary thinking about the acquisition of language will be reviewed as participants learn how to use developmental information to generate goals and strategies for children at various stages of language and communication development. Based on an assessment paradigm developed by the instructors (DOLLI – Developmental Observations Of Language – Links to Intervention, Gerber & Ricamato, 2019), the participants will learn what and how to analyze a child’s natural interactions to determine developmental stages of engagement, intentionality, shared ideas/meanings, comprehension, and production. This developmental paradigm will serve as the framework for identifying where a child’s challenges in language and communication may be and what goals should be prioritized. The information presented is intended for SLPs and non-SLPs! In reference to the non-SLPs, the importance of providing attuned and contingent language during all therapeutic interactions will be illustrated. SLPS will learn not only how to determine their own goals and strategies, but also how to guide non-SLPS in their interactions with children with challenges in language. The overarching message of this course is that since all therapeutic/educational interactions involve communication and language, all professionals working with children with challenges in these areas can enhance their work and more successfully accomplish their goals with informed thinking about how language develops, what is impacted when this development is derailed, and how adults can modify their language to facilitate therapeutic interactions.

Learning Objectives

Participants will learn a developmental assessment/intervention paradigm which details the foundational capacities that lead to the ability to comprehend and produce language (Gerber & Ricamato, 2019)

Participants will learn a developmental assessment/intervention paradigm for the comprehension and production of language (Gerber& Ricamato, 2019).

Participants will learn intervention strategies that can be used by SLPs to target the foundational developmental capacities.

Participants will learn intervention strategies that can be used by non-SLPs to address discipline-specific goals.

Who should attend?

Professionals across the disciplines at any level of expertise.

Sima Gerber, PhD, CCC is a Professor of Speech-Language Pathology in the Department of Linguistics and Communication Disorders of Queens College, City University of New York. She has been a speech-language pathologist for over 45 years, specializing in the treatment of children with autism spectrum disorders and other developmental challenges. Dr. Gerber has presented nationally and abroad on language acquisition and developmental approaches to assessment and intervention for children with language and communication disorders. Dr. Gerber is on the faculty of Profectum Academy and the Advisory Board of the New York Zero-to-Three Network. Dr. Gerber is a Fellow of the American Speech-Language-Hearing Association.

Michele Ricamato, MA, CCC-SLP, is a licensed speech and language pathologist, who works primarily with children diagnosed on the autistic spectrum. Michele is one of three founders of Soaring Eagle Academy, a school for children with special needs that utilizes developmental language intervention and the DIR® model. In addition, she has a private practice in the western suburbs of Chicago. Michele has a master’s degree in speech-language pathology from Northwestern University (1995) and an undergraduate degree in communicative disorders from University of the Pacific. Michele is a mother of three children and has learned the most about development and language acquisition through her interactions and experience as a parent.