Exam 3 Part 3 Flashcards
When language can be used to achieve goals within everyday communication contexts, the chances of generalization to these contexts ______
Increase
Treatment Methods for Language Disorders Must…(3)
Effective, functional, reasonably attainable
Clinical decisions are made by the integration of…(3)
Scientific evidence, clinical experience of experts, client needs
Intervention methods must have demonstrate…(3)
Effectiveness, efficiency, application of evidence based practice
What is required when selecting a goal/target behavior?
Understand hierarchical nature of language, introduce simpler language rules, cognitive concepts must be learned before language forms learn, understand what language skills will be effective for communication
The goal must be measurable and observational; the clinician can observe and measure the accuracy and the frequency of a target goal in a specific setting
Operationally defined goal
What are the emotional and social affects of language disorders?
Emotional, social, behavioral difficulties, frustration, vulnerability, isolation, trouble making friends
Context that can be divided into those that model language with or without a child’s response and those that directly and indirectly cue certain responses.
Linguistic context
Strategies used following a child’s utterance that attempt to confirm the utterance, or, if necessary, modify it in some way
Contingencies
What are some non-linguistic strategies to elicit language?
Delay, introduction of novel elements, oversight, sabotage
Waiting for a child to initiate communication
Delay
Novel or unexpected events can be introduced into a situation to evoke communication
Introduction of novel elements
Forgetting by a SLP will elicit language from a child who is eager to become the teacher as will playing dumb, forgetting object locations or children’s turns
Oversight
Taking actions or introducing elements that will not permit the activity to continue or to be completed.
Sabotage
An SLP produces a rule-governed utterance at appropriate junctures in conversation or activities but initially does not ask the child to imitate.
Modeling
