Session 6: Scaling and Amplification

Session 6: Scaling and Amplification (20:00)

Jim Andrews, Ph.D, Speech-Language Pathologist

Mary Andrews, M.S., Couple & Family Therapist

Scaling is a technique that includes clients and/or family members in the process of setting long and short term treatment goals. In the role play, Johnny’s mother’s goals were reasonable. If she had said, instead, that in order to increase Johnny’s speech-language rating a half-point or point he would be using sentences, the clinician could respond, “That’s a good goal and something we want to work for, so let’s start by helping Johnny say a few words and work up to sentences. If he says two or three words that are clearly words, that is, he uses them consistently to name items or people, what number would you give his speech-language?” The actual number is not nearly as important as the client’s or family members’ involvement in setting goals. Long term goals offer hope and optimism and should not be negated as they are reminders that change will occur.

Notice that we’re not rating Johnny, as a person; we’re only asking his mother to rate his communicative ability, that is, his speech and language usage.

Here, in review, are the steps we use. Since most of our work has been with young children and their families, this is how it is described. Scaling, however, may also be used with individual clients.

1. Review present communicative behavior and ask family members to give that behavior a number between one and ten
   
   
2. Looking to the future, ask for a description of speech-language behavior that would indicate that the child is on track and not in need of services
   
   
3. Family members give that future behavior a number (long term goal)
   
   
4. Return to the rating of the child’s present behavior and ask family members to describe a small change that would increase the rating a point or half-point (short term goal)
   
   
5. Ask the exception question to get a description of behavior at or close to the short term goal
   
   
6. Give assignment(s) (Podcast 7) that likely will lead to the short term goal. Practice the assignment(s) with the family members to ensure that the suggestions can be done successfully

If both parents of a child are present, each rates the child’s speech-language behavior; the numbers need not be the same.

The technique Amplification involves noticing, describing and discussing a behavior that will lead to speech-language change. The clinician notices these behaviors as they occur in the session or learns about them as clients/family members share their interactive experiences. The technique empowers clients/family members to continue to use these behaviors in everyday interactions.

Further Reading:
Nelson, L. (2004). Using self-anchored rating scales in family-centered treatment. Perspectives on Language Learning and Education, 11:1, 14-17.