Language acquisition involves environmental exposure and cognitive development. Speech-language pathologists (SLPs) use strategies to support children with speech and language delays. Focused Stimulation (FS) is an evidence-based approach that SLPs teach parents and caregivers to integrate into daily interactions. This technique creates a language-rich environment where a child can naturally absorb targeted linguistic information.
Defining Focused Stimulation
Focused Stimulation is an indirect language intervention method. The adult creates a specific environment to repeatedly model predetermined language targets for the child. The core philosophy provides a high concentration of specific words or grammatical structures without demanding that the child speak, imitate, or repeat. The goal is for the child to spontaneously internalize and eventually produce the language after hearing it modeled frequently. This approach focuses on facilitating language comprehension and setting the stage for later language production in a low-pressure, naturalistic setting.
Core Implementation Techniques
The practical application of Focused Stimulation relies on specific techniques used during activities like play or reading. The initial step involves setting up the environment using motivating materials and following the child’s lead. This ensures the child’s attention is captured, such as choosing car-related target words if the child is interested in toy cars.
A primary technique is high-frequency repetition, often called language bombardment. The adult models the target word or phrase many times within a short period. Modeling the target at least 5 to 10 times naturally within the activity provides the necessary concentration for learning. For example, if the target is the verb “go,” the adult might repeat, “The car is going,” “Where will it go?” and “Ready, set, go!”
Another specific tool is strategic waiting. This involves the caregiver pausing with an expectant look after modeling the target word, allowing the child time to process the language and respond. This expectant pause, sometimes accompanied by a carrier phrase like “Ready, set, \_\_\_,” tempts the child to fill the gap without pressure. If the child attempts to communicate, the adult can then employ expansion and recasting techniques to reinforce the target structure.
Expansion involves taking the child’s incomplete utterance and making it grammatically complete. For instance, if a child says, “Doggy run,” the caregiver expands it to, “Yes, the doggy is running.” Recasting changes the grammatical form of the child’s utterance while maintaining the meaning, such as turning a statement into a question. If the child says, “The block fell,” the adult might recast it as, “Did the block fall?” These responsive models provide the correct linguistic form immediately after the child’s attempt, offering implicit feedback.
Key Targets and Application
Focused Stimulation is highly versatile and tailored to address language deficits in young children, particularly toddlers and preschoolers. It is often recommended for children who are at the single-word level or are considered “late talkers.” Targeted language skills include specific vocabulary items, such as nouns, verbs like “jump” and “eat,” or descriptive adjectives.
Beyond single words, the approach is effective for teaching grammatical markers frequently omitted by children. This might involve targeting verb endings like the past tense “-ed” or present progressive “-ing.” It also targets smaller function words like the copula “is” and prepositions such as “in” and “on.” Targeting these structures helps children move from simple word combinations to more complex sentence structures.
The intervention is most effective when embedded into natural, meaningful contexts. These include play routines, shared book reading, or everyday activities like mealtimes and bath time. The adult selects a small number of targets, typically around 10 to 12 items, to focus on during a given session or week. This concentrated exposure ensures the child receives the linguistic models required for their developmental needs.