7 - Intervention Principles Flashcards
What is intervention?
Agent
Consciously doing something
Because of risk in development
Intervention
4 purposes:
1 - Change or eliminate the underlying problem
2 - Teach compensatory Techniques
Tools that help client with existing skills they have
Sign language, aac
3 - Change or modify disorder
Skill development
4 - Change environment
Intervention
10 principles
Evidence based
Dynamic
Carefully designed
Individualised
Sensitive to client’s cultural background
Teaches strategies to facilitate communication
Intervention occurs in a communicative context
Stepped goals (zone of proximal development)
Designed for consistent success
Terminated once goals are reached or progress plateaus
Intervention
Context (physical and social settings which intervention occurs: (3)
Linguistic stimuli
Zone of proximal Development (Vgotsky)
Don’t start a goal that is too far away from child’s knowledgebase
New forms express old functions
New functions expressed by old forms
Non-linguistic Stimuli:
Types
Pics, real objects, text
Timing
When to present stimuli
Eg. Working on past tense… Do action first before asking question
Environment
Clinic
Home
Preschool
Childcare
School
Work
telehealth
4 key factors/ concepts for successful intervention
Modify the linguistic (language) stimuli
Consequate client language
Eg. Reinforcement
Determine the modality of intervention
Enhance active engagement
4 key factors for successful intervention
Modify linguistic signal: (5)
Modify linguistic signal
Rate
Speak slower to allow for comprehension
Repetition
Prosody
Control complexity
Don’t include too complex words
Make sure sentences are grammatically correct
Pragmatically appropriate responses
If goal is to get client to say “he is running” then linguistic signal should not be “what is he doing? - ans: running” it should be “tell me what he is doing - ans: he is running”
4 key factors for successful intervention
Consequate client language (2)
Consequate client language
Reinforcements
Intrinsic (from the activity itself)
Extrinsic (added on)
Ratio (number)
Interval (period of time)
Fixed
Variable
Feedback
Different from reinforcements. Provide successful info to client about their progress
4 key factors for successful intervention
Determine Modality (2)
Determine modality
Comprehension vs production
Decide what area you are wanting to target
Augmentative & alternative forms of communication
4 key factors for successful intervention
Enhance active engagement
Enhance active engagement
Choose activities that appeal to client
Clinical skills for planning interventions: (5)
Programming
Selection, sequencing and generalization of therapy targets
Behaviour modification
Systematic use of stimulus-response-consequence procedures
Reinforcements
Key teaching strategies
Use of basic training techniques to facilitate learning
Cueing
Prompting
Modelling
Session design
Organization and implementation of therapy sessions
Interpersonal dynamics
Number of activities / session
Who is coming to the session
Data collection
Systematic measurement of client performance and treatment efficacy
Where does intervention begin?
how to identify targets: (6) perspectives
Development sequence
What age is the client, what skills should they have now = focus areas
Communicative effectives
Individuals communication needs, not considering norms
Build on strengths
Focus on emerging skills because demonstrates client has capacity to learn those skills
Phonological abilities
Set targets that suit client’s phonological abilities
Teachability
How teachable is the new skill… Focus on easier to teach skills
Client specific strategy
Focus on areas that come directly from client’s wishes
3 ways to modify / support client skills
Maintenance
Interventions designed to maintain client’s skills
Facilitation
Help clients to achieve skills sooner: acceleration
To help clients to avoid behavioural problems and avoid social isolation
Induction
Teach strategies, skills, behaviours
Keyword sign, picture board
Other considerations for interventions:
(5)
Delivery agent
Who is involved in the intervention?
Intervention technique
Specific techniques for communication and swallowing issues
Dosage:
Frequency, length and time of sessions (based off evidence)
Outcome:
How will achievement be measured?
Adverse affects:
Implications of interventions (stress, anxiety)
How to evaluate intervention outcomes?
Establish baselines
Set short and long term goals
Collect data regularly
Measure outcomes
Evidence based practice
