Final Exam Part 4 Flashcards
The ultimate goal of intervention is to teach strategies for facilitating the _______ _______, rather than isolated skills.
Communication process
Intervention should provide opportunities for _______ communicative interactions
Meaningful
Intervention should be _______ oriented, based on the client’s needs and learning style.
Individually
Intervention should be designed to ensure _______ success.
Consistent
Intervention is most effective when therapy goals are set to promote a client’s knowledge one step ______ the current level.
Beyond
Intervention should be ______ once goals are achieved or the client is no longer making demonstrable progress.
Terminated
Intervention practices should be based on ______
Scientific evidence
Intervention should be sensitive to a client’s ______ and ______.
Values, beliefs
As clinicians, what questions should we be asking ourselves when we analyze data and report progress?
Is intervention working, should strategies be adjusted, should frequency/delivery model be adjusted, should intervention continue, should goals be updated, should plan of care be adjusted/continued
Assessment designed to assess a student’s language and communication skills in a variety of contexts, determine the presence of a language disorder, describe the nature of the language disorder, and plan for intervention or treatment.
CELF-5
Assessment used to measure speech sound abilities in the area of articulation in children, adolescents, and young adults ages 2 through 21:11.
GFTA-3
Assessment used to measure receptive and expressive language abilities age 3-21:11
CASL2
Used to assess articulatory proficiency by students naming pictures which target initial and final consonants and blends, vowels, and diphthongs.
Arizona Articulation Proficiency Scale 3 (Arizona 3)
An assessment of receptive and expressive language for children and young adults (age 5-21)
OWLS2
