exam 1 chapter 3

Question 1

What are 4 purposes of intervention?

Answer 1

1. To change or eliminate the underlying problem
2. Changing the disorder
3. To teach compensatory strategies
4. To modify the child’s environment; this goal is also combined with one of the first 3 options to maximize the child’s communicative potential.

Question 2

What are 3 ways intervention can change language behavior?

Answer 2

• Facilitation: rate of growth is accelerated outcome not increased
• Maintenance: preserves a behavior that would otherwise decrease or disappear.
• Induction: completely determines whether some endpoint will be reached. (this last one suggest whether or not treatment will happen)

Question 3

in EBP, What internal evidence should guide clinical decisions?

Answer 3

• The opinions of expert authorities should be reviewed with skepticism→ how does she know?
• All research is not created equal. Everything that gets published is not necessarily true.
• Clinicians must be critical about the quality of evidence they use to guide clinical decision-making.

Question 4

What is the zone of proximal development?

Answer 4

It is the distance between a child’s current level of independent functioning and potential level of performance. It defines what the child is ready to learn with some help from a competent adult.

Question 5

What is meant by “new forms express old functions; new functions are expressed by old forms?”

Answer 5

When choosing a new target for intervention, the clinician must ensure to only introduce one thing at the time.

Question 6

What does the child do as response?

Answer 6

• Produces a high number of target responses per unit time than other approaches allow
• Provides target responses occurring as a natural part of play and interaction. The child views the activity as a just play or conversation
• Is provided with opportunities to make selections

Question 7

Clinician directed

Answer 7

(high level of structure)Drill; drill-play; modeling & structure teaching

Question 8

Child centered (general definition)

Answer 8

follow child’s lead. not trying to elicit specific structures, react to child behavior and place it in a communicative context
Self talk & parallel talk,Imitation,Expansion, Extension, Build up & break down, Recast, Whole language

Question 9

Hybrid (general definition) 4

Answer 9

Stimulation; vertical structuring, milieu teaching, script therapy.
In between CD and CC
Focus on small set of language goals
Clinician in control, but tempts child’s spontaneous language
Clinician’s language: responds, models, highlights the language

Question 10

•Stimulation

Answer 10

→ SLP carefully arranges context of interactions so that the child is tempted to produce targets, not required but tempted
•High density models in meaningful context
Child does not have to imitate, merely tempted
•Utterances with obligatory contexts
Cow is in the truck, Goat is in the truck, How about pig?
Noncorrective feedback
Pig in truck, Yes, Pig is in the truck
Monolingual and bilingual children

Question 11

Why is it suggested that intervention focus on selection production as a target rather than comprehension?

Answer 11

because comprehension doesn’t always come before production.

Question 12

What ways we can manipulate the context of intervention, including computer-assisted intervention?

Answer 12

By using non-linguistic stimuli such as pictures, text, toys, real objects as non-linguistic stimuli for intervention. Computer assisted language intervention use amusing pictures or moving images as either stimuli or reinforcement for child language behavior

Question 13

What are the Tiers or levels of instruction in Response to Intervention (RTI)?

Answer 13

• Tier I: classroom instruction for all children that is evidence-based, with frequent progress monitoring implemented by classroom teachers with adaptations provided by SLP for children at risk
• Tier II: targeted short-term research based instruction 4 children who struggle with language and literacy
• Tier III: students who continue to struggle in Tier II i

Question 14

What are 2 ideas for Prevention for a preschool or early intervention program? See the Table 3-6.

Answer 14

• Work with health officials to set up a low-cost on-site inoculation clinic.
• Set up parenting class to help parents deal with issues of discipline and prevent child abuse
• Provide contraceptive and family planning services to teens who have had one child, to prevent subsequent pregnancies before the mother finishes school

Question 15

•Vertical Structuring

Answer 15

SLP takes fragmented remarks of child and makes them into a more complete utterance.
•Expansion, highlighting targets
Target – “possessor possession”
Clinician responds to incomplete utterance with question
“car” “Is that Mommy’s car?”
Clinician expands to more complete utterance
“Mommy” “That’s Mommy’s car, you’re right.”
• child does not have to imitate
• targets early developing language

Question 16

Milieu teaching

Answer 16

• Incidental teaching (needed item visible but out of reach) in an inviting environment
• Specific goal: requesting an item
• Child initiates some communication (wants juice)
• Clinician responds with focused attention, expectant waiting, questioning, prompts

Question 17

•Script therapy

Answer 17

embedding language training in context of familiar routine Script is disrupted, challenging the child to communicate to call attention to or repair disruption“I want a spoon. I want a fork. I want a knife.”
Later, violate script (screw driver, instead of knife)

Question 18

parallel talk

Answer 18

(describing child’s action), imitation (of what child says),

Question 19

Expansion

Answer 19

(expand adding grammatical & lexical information to child’s utterance)
“Doggie?” “Yes, you see a doggie.”

Question 20

Extension

Answer 20

(extend semantic info)

“Doggie?” “Yes, a big doggie. Black doggie.”

Question 21

Build ups & Break downs

Answer 21

build-up
•breakdown (then breakdown into phrases size pieces in a series of sequences that overlap in content)
“Daddy”
“My daddy. My Daddy come home. Daddy home.”

Question 22

Recast

Answer 22

•recast (expand child’s remark into a different type or more elaborated sentence.
recast sentences to a different type or elaborate
“Juice.”
“More juice? Want more apple juice?”

Question 23

Child Centered Approach PRO & CON

Answer 23

PRO
Natural
Maps words to action & objects
Captures child’s interest	
CON
Wait for child’s initiation
Child’s in charge
Some children need more focus and structure

Question 24

Clinician Directed Approach PRO & CON

Answer 24

PRO
Efficient
High number of responses
Focus on specific form or function

CON
Not natural
Less generalization
Contrived & less interesting (fun)

Question 25

Partner’s response

Answer 25

partner’s response: Use child’s form (words or intention) and >ZPD
Imitation (of child’s talking)
“Doggie?” “Yes, doggie

Question 26

Drill

Answer 26

•Drill→ SLP instructs client about the expected response + training stimulus
•Client imitates
•Consequence is play activity
Raymond
•Consequence is reinstruction or increase in scaffolding

Question 27

•Drill play

Answer 27

→provides motivation into the drill structure by adding antecedent motivating event

Question 28

•Modeling

Answer 28

→child is expected to induce and produce the target structure through listening

Clinician models (example) a structure
Child listens, no imitation required
May have a Confederate or peer model
THEN “talk like the model”