Chapter 4: Intervention Basics Flashcards
Effective intervention strategies are determined by an ______ and ______ assessment.
Effective intervention strategies are determined by an in-depth and accurate assessment.
Key goals for intervention, presented ______ to the client –(Fig. 4-1, p. 80)
- Child can _____ and monitor their own success
- Keeps SLP focused on _____ goals
Key goals for intervention, presented visually to the client –(Fig. 4-1, p. 80)
- Child can analyze and monitor their own success
- Keeps SLP focused on overall goals
Plan should include _____ each goal in different _____ and with different _______ partners.
Plan should include incorporating each goal in different settings and with different communication partners.
Effective interventions should
~Begin as soon as individual is _____ of having _____
~Be at least __ hours, __ days per week (minimum)
~Be _____
~Include _____ assessment
~Teach skills _____
~Teach ______ of skills
~Teach _______ of skills
~Include ____ with TD adults and peers
~Focus on _____, ______ communication
~Include social ______ throughout the day
~Focus on ____ and leisure with _____, toys, and games
~Include _____ approaches to ______-
~Reinforcement of _____ behaviors
Effective interventions should
~Begin as soon as individual is suspected of having ASD
~Be at least 5 hours, 5 days per week (minimum)
~Be individualized
~Include ongoing assessment
~Teach skills in-context
~Teach generalization of skills
~Teach maintenance of skills
~Include interaction with TD adults and peers
~Focus on functional, spontaneous communication
~Include social interaction throughout the day
~Focus on play and leisure with peers, toys, and games
~Include positive approaches to behavior
~Reinforcement of alternative behaviors
Intervention must include other _______ who interact with child, to encourage ______ of skills
~________ (family members)
~________ (all types)
~________ (Typically developing and ASD if possible)
Intervention must include other individuals who interact with child, to encourage generalization of skills
~Caregivers (family members)
~Teachers (all types)
~Peers (Typically developing and ASD if possible)
Build in a _______ ways to collect ______ data
~_______
~All parties working on the ______ can report ______
~Ex. ______ ______ Grid, Fig. 4-2, p. 82
Build in a user-friendly ways to collect progress data
~Visual
~All parties working on the goal can report progress
~Ex. Infused Skills Grid, Fig. 4-2, p. 82
Working on ____ specific language area at a time -> slow ________
~Also does not reflect _______ demands
Focus on ______ goals to practice a variety of _____
Table 4.2
Working on one specific language area at a time -> slow generalization
~Also does not reflect real-world demands
Focus on incorporating goals to practice a variety of skills
Table 4.2
Early intervention ~Ideally between \_\_\_\_ years of age ~\_\_\_\_\_ \_\_\_\_\_\_\_\_ ~Earlier \_\_\_\_\_\_ -> better \_\_\_\_\_\_\_ ~Intervention at any \_\_\_\_ is better than \_\_ intervention at all
Early intervention ~Ideally between 0-3 years of age ~Neural plasticity ~Earlier intervention -> better outcomes ~Intervention at any age is better than no intervention at all
~Intervention services should be _______, and ______ and ______ responsive
~Services should promote child’s ______ in _______ environments
~Services should be ___-____
~Services should use ______-_____ ______ and the most up-to-date information on _____
~Intervention services should be family-centered, and culturally and linguistically responsive
~Services should promote child’s participation in natural environments
~Services should be team-based
~Services should use evidence-based practices and the most up-to-date information on ASD
_____-______ strategies result in the most _______ interventions.
Child-directed strategies result in the most effective interventions
Child-Directed Strategies:
~Follow the child’s ____- incorporating what they are already ___ into sessions to ____ ______
~Trying to _____ things into what they are ____ interested in
~Create an _____ full of _____ opportunities
~Or _____
~_____ what the child does- _____ draws their attention to you
~_____ what the child is trying to ____- build on what they are already _____ to, then model ____
~Focus on for the ____
~Teach them to ____ the world around the child to provide a ____ ______
~_____ when necessary
~________ in the book
~Always start with _______ prompting
Child-Directed Strategies:
~Follow the child’s lead- incorporating what they are already doing into sessions to sustain attention
~Trying to incorporate things into what they are already interested in
~Create an environment full of communication opportunities
~Or temptations
~Imitate what the child does- mimicking draws their attention to you
~Interpret what the child is trying to say- build on what they are already attending to, then model language
~Focus on for the family
~Teach them to narrate the world around the child to provide a verbal model
~Prompt when necessary
~Recommendations in the book
~Always start with maximal prompting
Intensity of intervention
~At least __ hours per ____ of learning
~Must include the ____ of individuals _____ around the child
~_____ model useful
Intensity of intervention
~At least 25 hours per week of learning
~Must include the help of individuals frequently around the child
~SCERTS model useful
Generalization and maintenance
~Being able to ______ a new skill in a ____ setting is not ____ for children with ASD
~_____ new people as ______ partners can provide different _____ contexts
~_____ family and other _____ about concepts and how to _____ them
~Can ____ specific times in ____ to incorporate these members
~Give caregiver or family member ____ task per week to work on
~Use a “____ _____ ______”
~Utilize ______ that are readily available and _____ for parents/family
~Ex. OWL: “______, ____, _____
Generalization and maintenance
~Being able to apply a new skill in a novel setting is not automatic for children with ASD
~Introducing new people as conversational partners can provide different practice contexts
~Educate family and other caregivers about concepts and how to model them
~Can schedule specific times in sessions to incorporate these members
~Give caregiver or family member one task per week to work on
~Use a “home practice sheet”
~Utilize resources that are readily available and written for parents/family
~Ex. OWL: “Observe, Wait, Listen”
Functional, spontaneous communication
~What _____ of language is the child using, and what functions are they missing?
~“______” also refers to ____ communication
~***Just because a child is ______ does not mean that they do not need _____
Functional, spontaneous communication
~What functions of language is the child using, and what functions are they missing?
~“Functional” also refers to useful communication
~***Just because a child is verbal does not mean that they do not need AAC
Functional, spontaneous communication can involve the use of:
- \_\_\_\_\_\_
- \_\_\_\_\_\_
- \_\_\_\_\_\_
- \_\_\_\_\_\_
- \_\_\_\_\_\_
Functional, spontaneous communication can involve the use of:
- objects
- pictures
- sign language
- voice-output devices
- other AAC systems
Functional, spontaneous communication:
~Children with ASD are ____; not good at ____ conversation
Functional, spontaneous communication:
~Children with ASD are responders; not good at initiating conversation
Social interaction with peers
~_____ instruction on basic _____ ______skills
~Knowing where to _____ is the biggest hurdle
~______ _______ for current social ______
Social interaction with peers
~Direct instruction on basic social interaction skills
~Knowing where to begin is the biggest hurdle
~Social assessment for current social profile
**Declarative vs. procedural knowledge of skill:
~Declarative: ASD ____, “____” information, large ____ of information
~Procedural: ASD _____ performance, the _____ of how I came about to know this information, ______ learning
~ASD excel with ______, lack ______ pg. 90
Declarative vs. procedural knowledge of skill:
~Declarative: ASD excels, “factual” information, large chunks of information
~Procedural: ASD decreased performance, the knowledge of how I came about to know this information, hierarchical learning
~ASD excel with declarative, lack procedural pg. 90
Importance of play
~____ and ____ dimensions
~Directly teach _____ play skills
~Ex. Teach how to pretend by _____ and ____ playing (truck example)
~SLP can assist with _____ play ____ (e.g., orienting play guiding strategy to encourage peer play)
Importance of play
~Symbolic and social dimensions
~Directly teach appropriate play skills
~Ex. Teach how to pretend by modeling and role playing (truck example)
~SLP can assist with graduated play guidance (e.g., orienting play guiding strategy to encourage peer play)
Positive approaches to behavior
~_____ behaviors often interfere with ____ intervention outcomes
~Understanding ____ _____ is vital
Positive approaches to behavior
~Problem behaviors often interfere with achieving intervention outcomes
~Understanding sensory profile is vital
*Positive approaches to behavior: _____-_______ (hyposensitive)
Positive approaches to behavior: Sensory-Seeker(hyposensitive)
*Positive approaches to behavior: _____-______ (hypersensitive)
Positive approaches to behavior: Sensory-avoider (hypersensitive)
*Positive approaches to behavior: Mixed _____ profile- ______-dependent
~Ex. ______-______ (hypersensitive) to auditory, _____-______(hyposensitive) to tactile
~How might this mixed sensory profile present?
Positive approaches to behavior: Mixed sensory profile- modality-dependent
~Ex. Sensory-avoider (hypersensitive) to auditory, sensory-seeker (hyposensitive) to tactile
~How might this mixed sensory profile present?
Iceberg Metaphor*
Tip of the Iceberg: Challenging behaviors Underneath: Learning/thinking/processing Social communication Sensory processing/self-regulation Restricted/repetitive patterns Rigid, inflexible thinking
SCERTS model
~Address child’s _____ state and ____ first
~Child is then able to ___ before targeting any other ____ or other goals to achieve ______
~Human body is not capable of _____ and _____ new skills if it is outside _____ level of _____ required for learning
SCERTS model
~Address child’s ER state and goals first
~Child is then able to learn before targeting any other communication or other goals to achieve success
~Human body is not capable of learning and retaining new skills if it is outside optimum level of arousal required for learning
Optimum level of arousal
The ____ ____ (Williams & Shellenberger, 1996)
~Child-friendly _____ metaphor
~www.alertprogram.com
~___ engine, ___ engine, ___ ___
~Other examples:
~_____ (red for high, yellow for low, green or blue for just right)
~_____ (maybe cheetah for high, turtle for low, and bear for just right)
~___ ___ ____ (Tigger for high, Eeyore for low, and Pooh for just right)
~Use the child’s ____ ____ (For example, if the child loves to talk about a certain movie then use characters from that movie)
Optimum level of arousal
The Alert Program (Williams & Shellenberger, 1996)
~Child-friendly engine metaphor
~www.alertprogram.com
~Low engine, high engine, just right
~Other examples:
~colors (red for high, yellow for low, green or blue for just right)
~animals (maybe cheetah for high, turtle for low, and bear for just right)
~Winnie the Pooh (Tigger for high, Eeyore for low, and Pooh for just right)
~Use the child’s special interest (For example, if the child loves to talk about a certain movie then use characters from that movie)
The \_\_\_\_\_ _-\_\_\_ \_\_\_\_ (Buron & Curtis, 2012) ~5 \_\_\_\_\_, can be \_\_\_\_\_ for each child 5 = This could make me \_\_\_\_ \_\_\_\_\_ 4 = This can really \_\_\_\_ me. 3 = This can make me \_\_\_\_\_. 2 = This sometimes \_\_\_\_\_ me. 1 = This \_\_\_\_ \_\_\_\_ me. ~\_\_\_\_ scale for \_\_\_\_-\_\_\_\_\_ ~How could special interests be used for a personalized 5-point scale?
The Incredible 5-Point Scale (Buron & Curtis, 2012)
~5 descriptors, can be personalized for each child
5 = This could make me lose control.
4 = This can really upset me.
3 = This can make me nervous.
2 = This sometimes bothers me.
1 = This never bothers me.
~Visual scale for self-control
~How could special interests be used for a personalized 5-point scale?
~_____, especially ____ ones, are better understood _____ by people with ASD
~Presenting in simultaneous ____ and ___ formats increases _____ and decreases ____
~Pointing to ____ while saying something _____
~Aids with ____ from one activity to the next
~“If you ___ it, ___ it.” –Cathy’s Rule
~Concepts, especially new ones, are better understood visually by people with ASD
~Presenting in simultaneous auditory and visual formats increases understanding and decreases stress
~Pointing to visual while saying something outloud
~Aids with transition from one activity to the next
~“If you say it, show it.” –Cathy’s Rule
