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
