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CDS 3200 exam 2 > ch 4 > Flashcards

ch 4 Flashcards

1
Q

pragmatic assessment and intervention

A

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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2
Q

semantic assessment and intervention

A

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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3
Q

morphosyntax assessment and intervention

A

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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4
Q

why am i choosing this intervention?

A
  • 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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5
Q

external evidence

A

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

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6
Q

internal evidence

A

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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7
Q

intervention techniques: influences from behavioral theory

A

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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8
Q

prompts

A

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

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9
Q

shaping

A

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

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10
Q

cueing

A

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

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11
Q

fading

A

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

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12
Q

continuous reinforcement

A

reinforcement after every time they do something

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13
Q

intermittent/partial

A

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

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14
Q

recasting

A

taking what the child said and changing it in some way

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15
Q

intervention techniques: influences from social interaction theory

A 
language facilitation- modeling 
-self talk
-parallel talk
-language expansions
-language extensions 
-buildup/breakdown-contingency 
assertive/responsive communication scheme
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16
Q

self talk

A

“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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17
Q

parallel talk

A

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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18
Q

language expansions

A

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

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19
Q

extensions

A

taking what the child said and making it grammatically correct

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20
Q

build up and breakdown contingency

A

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

21
Q

assertive/responsive communication schema

A

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?
22
Q

intervention techniques: influences from cognitive theory

A
  • imitation and practice
  • metacognition and metalinguistics
  • facilitating meta skills: describe, model, rehearse, discuss, teach student to monitor his progress, reinforce, provide task-specific feedback
23
Q

imitation and practice

A

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

24
Q

metacognition

A

thinking about your thinking

25
Q

metalinguistics

A

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

26
Q

facilitating meta skills: describe

A

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

27
Q

facilitating meta skills: model

A

talking a student through something and showing them how

28
Q

facilitating meta skills: rehearse

A

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

29
Q

facilitating meta skills: discuss

A

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?

30
Q

facilitating meta skills: teach student to monitor progress

A

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

31
Q

facilitating meta skills: reinforce

A

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

32
Q

facilitating meta skills: provide task-specific feedback

A

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!

33
Q

intervention techniques in relation to language form, content and use

A
  • pragmatic domain
  • morph/syntax domain
  • semantic domain
34
Q

evaluating evidence-based intervention strategies

A

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

35
Q

intervention tool-box part 2: structuring and implementing treatment

A

adult vs child directed intervention

  • hybrid intervention
  • focused stimulation
  • continuum of naturalness
36
Q

adult directed intervention

A

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

37
Q

child based intervention

A

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

38
Q

hybrid intervention

A

a mix of child and adult directed intervention

39
Q

continuum of naturalness

A

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

40
Q

writing intervention goals

A

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

41
Q

goal attack strategy

A

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

42
Q

vertical strategies

A

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

43
Q

horizontal strategies

A

working on multiple goals at one time

44
Q

cyclic strategies

A

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

45
Q

collecting data: baseline data

A

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

46
Q

collecting data: generalization probe

A

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

47
Q

collecting data: GAS

A

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

48
Q

collecting data: quantitative

A

numbers, tally marks

-objective data

49
Q

collecting data: qualitative

A

more descriptive information - accuracy, effort, frequency

-makes it more subjective

CDS 3200 exam 2 (3 decks)

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