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SPA 667 > Final > Flashcards

Final Flashcards

1
Q

What are the four purposes of intervention?

A
  • Change or eliminate the problem
  • Change the disorder
  • Compensatory strategies
  • Change the environment
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2
Q

What is evidence based practice?

A

“The conscientious, explicit and unbiased use of current best research results in making decisions about the care of individuals clients”

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3
Q

How do you set a goal for therapy?

A
  • PICO
  • Internal evidence
  • External evidence and validity of the approach
  • Integrate internal and external facotors
  • Evaluate
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4
Q

What is the difference between a broad goal and a specific goal?

A
  • Broad goal: basic, ex. “Increase expressive language, MLU, communicate at age appropriate level”
  • Terminal Objective: end goal of therapy
  • Specific Goal: Weekly
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5
Q

What are specific aspects of your behavior you can change for intervention purposes?

A
  • Complexity of utterances that you are using
  • Responsivity level
  • Limit commands and questions
  • Follow’s child lead
  • Efficient prompting
  • “Organize the environment” (Norris & Hoffman, 1990)
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6
Q

What is the basic premise Norris and Hoffman’s approach to therapy?

A
  • Naturalistic
  • “Whole language” learning
  • Language behaviors are produced for the purpose of influencing the behaviors of other people, and therefore, must express content, use, as well as form.
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7
Q

What is social cognition and how is this different from social skills? (Garcia winner and Crooke)

A

behaviors that allow individuals to interpret and express meaning and intent, to consider others’ perspectives, and to draw inferences.

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8
Q

What would you need to explain to an individual who requires social thinking intervention about why they should care about good communication skills? (Garcia Winner)

A
  • Want others to have good thoughts
  • Worry that other don’t like us
  • Make others feel okay
  • Adjust behavior to help others read out intention
  • Give nonverbal cues to signal unavailability
  • Nonverbal communication and behaviors
  • Be strategic about your social decisions
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9
Q

What is perspective taking and the seven tenets of perspective taking ?

A

Ability to look at things from a different perspective

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10
Q

What is perspective taking and the seven tenets of perspective taking?

A

Thoughts: Eye gaze
Emotions
Physical motives & intentions
Language-based meaning & intentions
Belief systems
Prior knowledge & experiences
Personality

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11
Q

Discuss the four steps of communication in social thinking intervention. (Garcia-Winner & Crooke)

A

o Think about with whom you want to communicate with
o Use body to establish a physical presence
o Use eyes to think about people
o Use words to relate
Questions
Comments
Topic Starters

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12
Q

What is PICO? (Fey and colleagues, 2014)

A

P – patient and/or problem
I – intervention being considered
C – comparison treatment (a second treatment that may be a better fit)
O – desired outcome

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13
Q

What are the differences between discrete learning and the naturalistic process as described by Norris & Hoffman?

A

Discrete learning focuses on the developmental sequence of skill acquisition
 Adult determines standards with emphasis on correctness and accuracy.
 Instruction is formal and direct
 Extrinsic forces motivate learning
 Imitation and shaping

Naturalistic focuses on the process that the learning is occurring
 Child initiates a response and the adult builds on the complexity
 Instruction is informal and discovery based
 Intrinsic forces motivate learning
 Modeling

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14
Q

Norris & Hoffman’s 3-steps in providing naturalistic therapy.

A
  • Providing appropriate organization
  • Provide a communicative opportunity
  • Providing consequences
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15
Q

Concepts of “Providing Appropriate Organization” ?

A
  • Play
  • Observe the child and determine appropriate level of play and activities
  • Complexity
    Within an act
    across acts
    overall topic or content
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16
Q

Concept of “Provide a communicative opportunity” ?

A
  • Provide the active experiences
  • Following child’s lead
    providing the information
    teaching child to be effective
    collaborator - scaffolding
17
Q

Concepts of “providing consequences” ?

A
  • Positive consequences
  • Semantically contingent responses (appropriate responses)
  • recounting events
  • nonverbal responses
  • requesting communicative repair
18
Q

Therapy Approach: Enhanced Milieu Teaching
(Kaiser & Hampton)

Population

A

Designed for children learning early language and communication

Children with a range of cognitive/language/developmental delays and disorders with any SES

o MLU < 3.5
o Imitative
o < 10 words

Cognitive delays
Autism
SLI
Down Syndrome
Severe disabilities

19
Q

Therapy Approach: Enhanced Milieu Teaching
(Kaiser & Hampton)

Characteristics

A

Naturalistic, conversation-based intervention strategy for teaching language and communication skills to children in the early stages of language development

20
Q

Goals of EMT

A
  • Interaction is communicative, natural, & positive
  • Communication is reinforced
  • Responsive teaching
  • Developing more complex langauge
21
Q

Therapy Approach: Enhanced Milieu Teaching
(Kaiser & Hampton)

Requirements

A

Parent:
o Response
o Expansions
o Language matching
o Time delay & milieu teaching
Child:
o Frequency of language target
Therapist:
o Coaching skills

22
Q

Therapy Approach: Enhanced Milieu Teaching
(Kaiser & Hampton)

Key components

A
  • Environmental arrangement
  • Responsive interaction
  • Respond to initiation
  • Target-level language
  • Select specific target
  • Expansions
  • Time delays
  • Prompting
23
Q

Therapy Approach: Prelinguistic Milieu Training / Responsivity Education
(Warren, et al.)

Population

A

12-54 mos. functioning at 9-16 mo. level (prelinguistic)

Need to have 1 intentional comment and 1 protodeclarative (an act used to establish social interaction and direct listener’s attention to an object, action, or entity)

Down Syndrome, Autism, FASD, developmental delay

Need to be able to initiate joint attention, request, and use consonants

24
Q

Therapy Approach: Prelinguistic Milieu Training / Responsivity Education
(Warren, et al.)

Characteristics

A

PMT is designed to set the stage for later language learning by increased the frequency and complexity of intentional nonlinguistic requests and comments using gestures, vocalizations, and eye gaze.

25
Q

Therapy Approach: Prelinguistic Milieu Training / Responsivity Education
(Warren, et al.)

Requirments

A

Clinicians establish relationship with parent
* Practice (video clips)
* Push the child
* Parents need to develop nonlinguistic communication, attend to child’s current level of functioning, and implement specific skills that the clinician needs (commenting, scaffolding, imitating)

26
Q

Therapy Approach: Prelinguistic Milieu Training / Responsivity Education
(Warren, et al.)

Key components

A

Responsivity education for parents
o Arrange environment
o support the need to communicate
o increase probability and frequency of communication

Follow the child’s attentional lead
* Attend to their interests
* Use contingent motor and vocal imitations
* Build social routines

27
Q

Focus of Prelinguistic Milieu Training (PMT)

A

o Develop nonlinguistic communication
o Attend to child’s current level of functioning
o Work on specific skills that clinician needs

28
Q

Therapy Approach: It Takes Two to Talk
(Girolametto et al., 1998)

Population

A
  • Children under 4yo who have language delays and their parents
  • Late-talking toddlers 18—30mos
  • Preschool-age children with cognitive and developmental delays
29
Q

Therapy Approach: It Takes Two to Talk
(Girolametto et al., 1998)

Characteristics

A

Parent-implemented program for parents of young children with expressive and/or receptive language disorders

Promote adult behaviors that are thought to influence children’s developmental progress in prelinguistic aspects of communication, vocabulary, and early word combinations

30
Q

Therapy Approach: It Takes Two to Talk
(Girolametto et al., 1998)

Requirements

A
  • Orientation meeting – intro, expected commitment, parental role in intervention
  • Preprogram assessment of the child – 5-min video recording of child and parent playing.
  • A series of group sessions for parents – 8-2.5hr sessions
  • Three individual video feedback sessions – allow for observation, instruction, and feedback from clinician to parent
31
Q

Goals of It Takes Two to Talk

A
  • Parents will become more responsive to their child’s communicative attempts
  • Early language intervention
  • Parents learn strategies to facilitate social and communication development
32
Q

Therapy Approach: Focused Stimulation
(Weismer, et al.)

Population

A

Late talking toddlers
SLI
Intellectual Disability
Toddlers to early elementary to increase vocabulary & early grammar
Prerequisite: Joint attention, sustained attention, social engagement
Autism

33
Q

Therapy Approach: Focused Stimulation
(Weismer, et al.)

Characteristics

A

Concentrated exposures of specific aspects of language in form/content/use

  • Concentrated exposures of specific aspects of language in form/content/use
  • Naturalistic
  • Only modeling
  • Interactive model
34
Q

Therapy Approach: Focused Stimulation
(Weismer, et al.)

Requirements

A
  • Communicative intention
  • Joint attention
  • Manipulate environment
  • Keep track of progress
35
Q

Therapy Approach: Focused Stimulation
(Weismer, et al.)

Key components

A
  • Facilitator, child, & social context
  • Increase salience & multiple repetitions
  • Pragmatically appropriate
  • Manipulate environment to increase joint attention and use of the target
  • Grammatical vs ungrammatical input Focus of Therapy
  • Child’s skills
  • Apply therapy skills
  • Increase grammatical complexity &
    vocabulary
  • Consider how children learn
36
Q

Focused Stimulation Focus of Therapy

A
  • Child’s skills
  • Apply therapy skills
  • Increase grammatical complexity &
    vocabulary
  • Consider how children learn
37
Q

Example of Focused Stimulation (Weismer, et al.)

A

Clinician: Let’s make something in the sand. Look at all this sand. Do you like to play with sand? Child: Uh-huh.

Clinician: I do, too. I like to dig in the sand. I can dig with my shovel. Do you want to dig? (Clinician hands child the shovel)

Clinician: Yes, dig in the sand. Wow, look at you dig. Now we have a pile of sand. Look at all this sand. Uh, oh. Look at the floor! We’ve got sand on the floor.

38
Q

EMT: The four communication goals

A
  • Increasing frequency of communication
  • Enhancing diversity of utterances
  • strengthening complexity of speech
  • improving independent and generalized use across contexts
39
Q

What are the milieu teaching techniques (MT)?

A
  • modeling
  • mand modeling
  • time delay
  • incidental teaching E

SPA 667 (1 decks)

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