Intervention 1 Flashcards
What are the important aspects of family centred practice?
Recognising that the family is the constant in the child’s life Facilitating parent/professional collaboration
Honouring the diversity of families
Recognising family strengths and individuality
Encouraging and facilitating family-to-family support
Implementing policies and programs that provide emotional and financial support
What is the first step after finishing assessment?
Phonological Analysis Summary and Management Plan
Compile your information about assessment together into a cohesive summary
Proposes model of plan to summarise assessment results, treatment targets and intervention plan
What client factors contribute to success in therapy?
Cognitive skills Motivation/communicative awareness Family support/skills Physical status Aetiology Phonological processing skills Age at onset Severity Stimulability Inconsistency
What intervention factors contribute to therapy success?
Previous therapy
Therapist knowledge, skills and attitudes
Approaches used Service delivery options
Intended goals
Therapy targets/stimuli used
What factors can help you decide if the client needs therapy?
Factors within delay/disorder/difference Family considerations - attitude/values Nature of disorder - is there an uneven presentation of skills, what is the impairment/impact on activities and participation. Age of child Evidence base Occupational needs Facility prioritisation
What are some red flags?
Presence of •Final consonant deletion at 3 years •Frequent initial consonant deletion •Backing •Vowel errors •Use of /h/ or glottal stop to replace many other consonants
What is the typical treatment sequence?
- Select client-specific target behaviours (goals)
- establish pre-treatment information (baseline measures)
- select & prepare adequate stimulus materials
- identify & use successful sound-evoking techniques
- develop & implement individualised treatment program
- incorporate strategies that strengthen client’s generalised responses & maintenance of target behaviours
- involve family & significant others in treatment process 8. complete follow-up assessment & further treatment as necessary 9. use specific treatment activities that help maximise client’s performance
What are target behaviours?
Target behaviours are precise skills taught by clinician to improve client’s
–sound production skills
–phonological skills
–speech intelligibility
–overall communication effectiveness
Usually referred to as ‘treatment goals’ & ‘objectives
What are long term vs short term goals?
Long-term goals - more broadly defined communicative behaviours
e.g. –For XX to demonstrate age-appropriate speech production –For XX to demonstrate 80% intelligibility in connected speech (this would be appropriate if there were factors mitigating against 100% intelligibility)
Short-term goals - skills that can be gained in relatively short time (e.g. 2 weeks, 1 month, 3 months
What are SMART goals?
S - Specific M - Measurable A - Achievable R - Realistic T - Time-referenced
What are the guidelines for choosing target behaviours?
Select behaviours that:
–will make an immediate & socially significant difference in communicative skills of client
–can be produced & reinforced at home & in other natural settings –help expand communicative skills
–are linguistically & culturally appropriate for individual client
What should you consider when choosing phonological processes?
Choose processes that:
•result in early success
•are ‘crucial’ for the child ie:
–deviant, unusual or idiosyncratic
–contribute significantly to intelligibility
–result in loss of contrast between 2 or >words
•affect early developing sounds
•affect the greatest number of sound segments (complex substitutions based on > 1 rule change)
What are the considerations for selecting target sounds?
Choose sounds that: •Are in child’s phonetic repertoire…… but……. •Are stimulable……. but…….. •Improve intelligibility •Are frequently occurring •Are acquired early…… but…….. •Have maximum social impact eg. name •Are relatively easy to produce
