Language intervention at the middle school: complex talk reflects complex thought.
OBJECTIVE
In this article, the author discusses 2 points raised by Kamhi (2014) in his lead article to this clinical forum: (a) the need for speech-language pathologists to consider typical language development as they plan intervention and (b) the importance of addressing complex syntax.


METHODS
A hypothetical scenario of a 7th grade English class assignment is presented, and aspects of the assignment that would be quite challenging to middle school adolescents with language impairments are highlighted. The author then describes strategies that a speech-language pathologist could use to enhance students' success with the assignment. This approach emphasizes the importance of collaborating with the classroom teacher and reading specialist, having knowledge of the Common Core State Standards and the language demands of the classroom, and understanding later language development and the reasons why speakers and writers use complex syntax.


CONCLUSIONS
When language intervention incorporates these points, adolescents with language impairments can acquire skills that will help them make meaningful progress in the classroom.
Marilyn A
MA
Nippold
D000124:Achievement; D000293:Adolescent; D041923:Adolescent Development; D002648:Child; D032882:Comprehension; D006801:Humans; D007400:Interprofessional Relations; D007804:Language Development; D007805:Language Development Disorders / Q000523:psychology / Q000628:therapy*; D008037:Linguistics; D011932:Reading; D012572:School Health Services / Q000458:organization & administration*; D013060:Speech