Speech Therapy -> Receptive Language -> Categories

Categories

Categories are a group or class of items with shared characteristics. Categories are a foundation for how we learn, relate, store, and recall words. Arranging thoughts, concepts, and words into categories facilitate meaning, memory, and retrieval. Categories give a connection between words based upon similarities and differences.

Reference links

  • How and Why to Teach Categories in Speech Therapy 1
    allisonfors.com     Author: @allison_fors - Categories in speech therapy! Categories are a foundation for how we learn, relate, store, and recall words. Discover speech therapy activities and more.

Activity List(s)

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Related Disorder(s)

  • Receptive Language Disorder - A child with receptive language disorder has difficulties with understanding what is said to them. The symptoms vary between children but, generally, problems with language comprehension begin before the age of three years. Children need to understand spoken language before they can use language to express themselves.

Goal Bank

  • Golda will receptively identify categories when given at least 4 items, expressively name at least 3 items when given a category, and identify/explain why items do or don't belong in a category with 80% accuracy over 4 consecutive sessions as measured by clinician data and observation to increase receptive and expressive language skills. 5
  • Seymour will complete receptive language tasks (i.e. color matching, object matching, object/photo match, turning pages in a book) to improve understanding of language with % accuracy in 3 out of 4 trials without tactile assistance. 3
  • Given decreasing cues, Bud will complete receptive language tasks (i.e. turn pages in a book, match colors/photos, follow commands with gesture cues) in 3 out of 4 trials across 4 therapy sessions to improve overall expressive and receptive language skills. 3
  • When presented with 4 objects or pictures, Marc will categorize stimulus items as the same or different when provided fading verbal and gesture cues to increase receptive and expressive language skills with 90% accuracy across 4 sessions as measured by clinician data collection. 3
  • Trey will complete 4 out of 5 receptive language tasks without hand over hand assistance (i.e. attending to a book, completing a sound puzzle, sorting matching items, shape sorter, matching object to picture) across 4 consecutive sessions to demonstrate receptive language skills such as basic concepts, following directions, vocabulary, and/or categories. 3
  • Jane will categorize foods with 80% accuracy given minimal support from clinician in 3 out of 5 treatment sessions. 0
  • Homer will demonstrate receptive understanding of age-appropriate vocabulary words, including a variety of nouns, verbs, and attributes ("big"), by pointing to the described item in a field of 2 in 3/5 opportunities across 5 sessions when given moderate multi-modality cues to increase understanding of vocabulary words. 2
  • Fred will demonstrate receptive understanding of age-appropriate vocabulary words with fading prompts with 90% accuracy over 3 consecutive sessions to increase receptive language skills. 4
  • Given objects, pictures, or visual stimuli, Zita will receptively and expressively identify age-appropriate vocabulary words, actions, and concepts, and sort them into categories with 90% accuracy across 3 consecutive sessions to increase receptive and expressive language skills. 3

Resources