ch 4 Flashcards by Kylie Bennett

pragmatic assessment and intervention

play based assessment for younger kids, school aged children- observe them in the classroom
intervention–> have them walk around with other teachers and people and have them start conversation with those people, having them play games with other kids and work on turn taking

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semantic assessment and intervention

PPVT/ other standardized vocab test, LSA, NDW or T-unit analysis, maybe a quick screening to see where they are in vocabulary development
intervention–> bring in games or pictures of different objects and have them name the items, introduce new vocab to the child with objects or pictures -do some modeling, flashcards (more drill based)

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morphosyntax assessment and intervention

looking at their school papers, LSA
intervention–> have them tell you what they are doing tomorrow or what they did yesterday (looking at different verb tenses and morph)

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why am i choosing this intervention?

incorporate evidence-based practice (EBP) into the decision-making process
external evidence documents an intervention within published research
internal evidence is also a part of EBP
consider why a particular approach might be expected to work

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external evidence

research that you have read that supports that this intervention is appropriate for this particular population

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internal evidence

more analyzing the situation and looking at what you know about language theory and development and applying it to the particular case – considering why a particular approach might be expected to work

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intervention techniques: influences from behavioral theory

choosing stimuli - objects, photos
eliciting responses- prompts, shaping, modeling, cueing
rewarding réponses- fading, continuos reinforcement, intermittent reinforcement, partial reinforcement, and sentence recasts

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prompts

provide a question, tell me…, or tell me ball (while holding the ball in front of them)

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shaping

moving along the continuum of behaviors, teaching something that is complex but breaking it down into smaller steps

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cueing

how am i going to support this child? what kind of cues do they need?

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fading

cutting back on the amount of feedback or rewards you are giving that child

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continuous reinforcement

reinforcement after every time they do something

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intermittent/partial

not giving them reinforcement every time, but doing it every once in awhile to keep them motivated

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recasting

taking what the child said and changing it in some way

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intervention techniques: influences from social interaction theory

language facilitation- modeling 
-self talk
-parallel talk
-language expansions
-language extensions 
-buildup/breakdown-contingency 
assertive/responsive communication scheme

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self talk

“I feel” statements, the adult is narrating what they are doing or what they are thinking
intervention = having the child do some modeling and have them talk through what they are doing

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parallel talk

adult is saying everything that the child is doing ex= commentators of a basketball game
intervention= talking about what the child is doing, walk a child through steps of writing a paper

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language expansions

taking what the child said and building on it ex= dog running.. yeah! the big dog is running

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extensions

taking what the child said and making it grammatically correct

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build up and breakdown contingency

ex= The child may have said “bark” and you say, “yes that big black dog barked” and then you say..”thats a dog. thats a big dog. that dog is black. the black dog barked” - giving them a big picture and then breaking it down into smaller segments

assertive/responsive communication schema

everyone has different personalities and different approaches to situations but with people with a language disorder- look at their ability

may have low assertiveness (not engaging in conversation)
may have high or low responsiveness
is the child initiating the way we would expect? is the child responding the way we would expect?

intervention techniques: influences from cognitive theory

imitation and practice
metacognition and metalinguistics
facilitating meta skills: describe, model, rehearse, discuss, teach student to monitor his progress, reinforce, provide task-specific feedback

imitation and practice

imitation is a foundational skill for learning language (if a child can’t imitate then modeling does them no good)
-it is also about the adult imitating what the child said and giving them knowledgment and feedback for what they said

metacognition

thinking about your thinking

metalinguistics

thinking/awareness about your language, thinking about words you are using

facilitating meta skills: describe

describing what you are thinking or giving a description of an object or what they are doing

facilitating meta skills: model

talking a student through something and showing them how

facilitating meta skills: rehearse

thinking about what you are going to say and practicing before you say it, giving the student opportunities to practice their skills

facilitating meta skills: discuss

simply analyzing what they are doing | ex= how well did you write that essay? what did you have trouble with? what could you have done to make it better?

facilitating meta skills: teach student to monitor progress

through all the things that are about in previous meta skills - having and teaching the child to check up on themselves rather than you doing it

facilitating meta skills: reinforce

teaching the child to reinforce themselves and have them recognize when they did something good

facilitating meta skills: provide task-specific feedback

being very specific and reinforcing them on very specific tasks in what they are doing ex= good job capitalizing those words and using punctuation in your writing!

intervention techniques in relation to language form, content and use

- pragmatic domain - morph/syntax domain - semantic domain

evaluating evidence-based intervention strategies

levels 1-4 -compares performance of 2 or more groups -subject randomization -comtamination, bias, blinding, fidelty -validity and reliability of assessments used -significant and meaningful results case studies, expert opinion

intervention tool-box part 2: structuring and implementing treatment

adult vs child directed intervention - hybrid intervention - focused stimulation - continuum of naturalness

adult directed intervention

adult is leading the conversation and is modeling the child to say different things adult is providing the structure the expectations are clear for the child the child has to be able to stay on topic and respond and be willing to respond

child based intervention

letting the child chose what they want to talk about let the child guide the topic of conversation leave the questions more open-ended be more like a play partner

hybrid intervention

a mix of child and adult directed intervention

continuum of naturalness

it is the degree to which intervention is like a real world situation -want the child to use those language skills on a day to day basis on their own

writing intervention goals

-do statement -condition statement -criterion statement ex= student will identify examples of sarcasm in a text with 50% accuracy

goal attack strategy

refers to the way in which multiple goals are approached or scheduled within an intervention session -vertical, horizontal, cyclic

vertical strategies

looking at one goal at a time and then you will move to the next one - the child has to get the first concept before you can move on to the next one

horizontal strategies

working on multiple goals at one time

cyclic strategies

used in combo of the other too (similar to the cycle approach) work on one at a time or a group of goals, but move onto the next one and then cycle back around to it

collecting data: baseline data

our initial data that we gather to see where the child is performing before we start intervention

collecting data: generalization probe

after we have worked on a target for awhile, is that caring over to other situations, we want to see if the child's success in the therapy room is carried to other environments -may step back and give the child less support

collecting data: GAS

is the child staying at the baseline, are they improving, or are they declining

collecting data: quantitative

numbers, tally marks | -objective data

collecting data: qualitative

more descriptive information - accuracy, effort, frequency | -makes it more subjective