COMMUNICATION INTERVENTION Flashcards
Intervention
“Focused intensive stimulation to alter specific behavior” (Olswang and Bain, 1991)
3 goals:
Eliminate or alleviate the underlying deficit
Modify the disorder
Teach compensatory strategies
Intervention framework factors (Fey and Colleagues, 1986, 2006, 2009, 2017)
1Intervention goals
2Goal attack strategy
3Treatment intensity
4Agent
5Context
6Approach
7Activities
8Progress monitoring
Client: Unique profile, strengths and weaknesses
Age and time since diagnosis or injury
Unique cognitive abilities: executive function, attention, memory, perspective taking
Unique motor function
Environment and family
Support system and work
Intervention goals are based on
Driving force behind the therapy
Based on information obtained through direct assessment, observation and input from client
Change over the course of intervention as the client makes progress or fail to reach goals
Two levels of intervention goals
Long term goals,
Broad
Progress over extended timeframe
Short term goals or objectives
Based on long-term goals
Specific
Smaller milestones that must be met to achieve long-term goals
Writing short term goals
Need to specify
Target behavior
Level of support provided and context (condition)
Level of performance to obtain (criteria)
Cumulative Treatment Intensity
Length of intervention (years, months, weeks)
Frequency of sessions
Number of teaching opportunities within session
Intervention agent
Person delivering the intervention
Speech language pathologist
Parents, significant others, siblings, peers
Other professionals (OT, PT, teachers, aides)
Co-treatment
Intervention context
Context in which the intervention takes place
Schools
Clinics
Hospitals
Community centers
Homes
Teletherapy services
Intervention procedures
Specific techniques, strategies and manipulation used when targeting goals
Continuum of naturalness:
Intervention approaches
Clinician directed approach
Clinician controls all aspects of teaching opportunity
Clinician provided cues and prompts
Can include large number of teaching opportunities
Good control on targets introduced
Generalization more difficult
Client centered approach
Client has more control
Less control on the target themselves
Often smaller number of teaching opportunities
Authentic context makes generalization easier
Often general stimulation, where clinician supports all communication attempts
Intervention procedures
Explicit procedures
Client made aware of the goal.
Clinician gives direct instruction.
Engages client’s participation and monitoring to support learning
Implicit procedures
No attempt to make the client aware of the goal.
Clinician increases saliency of targets (modeling, re-casting, scaffolding)
Faster generalization
