Ch. 3 Flashcards
evaluating research
practitioners understand how to weigh research evidence to choose approaches that demonstrate strong efficacy, evidence, and efficiency
evaluating- EFFICACY
the extent to which a specific intervention, procedure, or service produces a beneficial results under ideal conditions
evaluating- EFFECTIVENESS
the extent to which a specific intervention results in positive outcome when it is used in routine practice
evaluating- EFFICIENCY
the most efficient means to rehabilitae an individual’s communication disorder
skill of asking questions
asking how and why specific interventions or assessments are chosen
ask questions to help understand the child’s disorder
skills of using data
the decision maker uses both objective and subjective data to accurately document a communication disorder
objective data q
based on observable phenomena (ex. rating scales, behavioral/classroom observations, test scores)
subjective data
represent an individual’s opinion (concerns of a teacher or a parent)
multicultural factors
how do you feel the US has changed to make multicultural issues important?
what factors must be considered with regard to multicultural issues?
what kinds of questions might we ask ourselves during assessment and intervention regarding multicultural factors?
innovation and change
why is it important for skilled practitioners to be open to innovation and change?
-have to be open to finding new data and doing new research
critical thinking parameters
- accuracy and scope of information
- evaluating the evidence
- change and adaptability
accuracy and scope of info:
objective info= specific documentations and data
subjective info= something that is reported
scope
have i considered their multicultural background and have i used subjective and objective info
evaluating and evidence
did i get this data myself or from someone else?
change in adaptability
is it the best approach for the child and is it motivating for the child
4 aspects of clinical practice
- assessment
- intervention
- environment
- progress monitoring
purpose of assessment
so we know what to work on with the child, and it gives us a starting point of where she is and what is the next step, identify subdomains and what they are having trouble with
language difference
reflects a cultural or regional pattern
identify children who have a language difference versus a true language disorder
language disorder
impaired comprehension and/or use of spoken, written, and/or other symbols systems
at risk
a child that may develop difficulties with language (ex. low socioeconomic status)
disability
person has reduced ability to be successful; something negatively impacting their communication
handicap
social impact of the disability (diff making friends at school)
impairment
some kind of loss of physiological, psychological structure (emotional impact of dysarthria)
primary prevention
we see that there may be a possible problem with this child -there isn’t a delay or disorder identified yet
secondary prevention
we noticed there is a delay and we will provide early intervention so the problem doesn’t get worse
tertiary prevention
we have identified a problem and we have to do something about the problem to prevent secondary issues from happening- we know there is a problem and it may be long term so we can help the individual
intervention
we need to consider the child’s age and their stage
intervention goals
facilitate communication development (ultimate goal)
change or eliminate an individual’s underlying communication problem (ultimate task)
change specific aspects of the individuals communication function by teaching specific skills
teaching compensatory techniques to improve the individuals communication functioning
compensatory techniques
alternate strategy - ex. if a child is having problems writing, maybe he can type on a keyboard in class
least restrictive environment
when someone has a disability, we want them to be in a typical, everyday, environment that their peers are also in (what is the level they can be involved with others)
IEP
what are the child’s needs and how are we going to provide that support for them?
differential instruction
how do we figure out what this child needs and what is the best approach of intervention based on their needs
inclusion
ties in with least restrictive environment- we want that child to be included with their peers as much as possible
goals of an IEP
to set reasonable learning goals for the child
permit the child to learn in the least restrictive environment to the maximum degree possible
state the school services to be provided
have input from all stakeholders (parents, teachers, SLP, OT, etc)
backward design
started with an overall goal and worked backwards (motivated to reach the end goal)
environment: routines based interviewing
used to assess a child’s developmental and communication status
gain info about day-to-day life
tune in to a family’s feelings about their child
prioritize intervention goals
high level of engagement
child evidence problem solving and challenge, even if he fails the first time
child uses language, pretend play, drawing that allow him or her to reflect on the past, talk about the future, and construct new forms of expression
moderate-high level of engagement
child manipulates objects to create, make, or build something
shows intentionality
child demonstrates differentiated behavior
moderate-low level of engagement
attention to the activity by looking at an object or person (at least 3 seconds)
observed to demonstrate a serious facial expression and quieting of motor activity
low level of engagement
undifferentiated behavior
non-engaged behavior
distributed classroom intervention
spread out practice a little bit longer (
5 min/ 5 times a week)- may be used for artic
massed practice of classroom intervention
one day a week for 25 minutes - do longer and more in depth therapy
data collection procedures
allows the practitioner to track a student’s progress from one session to another
documents the effectiveness of the intervention approach
maximize the effectiveness of the intervention
quantitative data
scores and numbers from an assessment
qualitative data
used to interpret the quality of the child’s performance
rubric
a way of setting different standards and criteria for how we are going to measure data
