Language Disorders Test 2 Flashcards
Diagnostic reasoning
the most critical of an SLPs skills; requires critical thinking in all areas.
efficacy
the extent to which a specific intervention, procedure, or service produces a beneficial result under ideal conditions. Basically, how well does the intervention work under ideal conditions
effectiveness
the extent to which a specific intervention results in positive outcome when it is used in routine practice
efficiency
the most efficient means to rehabilitate an individual’s communication disorder. Basically, what’s the best use of your time; how easy is it to implement?
What are the parts of evaluating research?
efficacy, effectiveness, efficiency
What are the 2 types of data to look at during evaluation?
objective and subjective
objective data
based on observable phenomena (e.g., rating scales, behavioral / classroom observations, test scores)
subjective data
represent an individual’s opinion
why is it important for skilled practitioners to be open to innovation and change?
- in this field, we are always learning and better treatment techniques could be more effective and would be better to use in therapy. if there is something better for someone, I cannot ethically continue treating someone with an outdated, disproven technique.
- always reserve the ability to have been wrong.
- question everything
what are the implications for children and school-age students with language disorders if we don’t change our practices in response to new evidence?
- we are not providing them with the best services we can offer, and it begins to impact every subject area as the child ages.
- transitions to different schools and SLPs when treatment that is not beneficial is used will be much harder for the child.
Critical thinking questions: evaluating evidence
- How would I explain my choice of assessment protocol and intervention approach? what evidence supports its use?
- Does all of the information I have about this individual make sense together?
- What outcome data will I use to base my dismissal decisions?
- How will I establish a data monitoring system that allows me to track student progress?
Why are norm referenced assessments important?
they are critical for getting services for kids. it puts it into perspective when they are compared to typically developing peers
what is RTI?
response to intervention; a form of dynamic assessment
what 3 key questions does RTI address?
- has this student had previous exposure to the concepts or skills required for a particular task?
- what evidence-based instructional methods have been implemented in the classroom?
- how will i continuously monitor the student’s communication or academic development?
Tier 1
core classroom instruction; instruction by general classroom teacher
Tier 2
targeted small group instruction; more intensive instruction (can be several times per week) and can be provided by an SLP, teacher, teacher assistant, etc.
Tier 3
intensive individual intervention; highly intensive and individualized instruction by the SLP
how does RTI movement work?
individuals can move between the 3 tiers based on data progress monitoring
objective data progress monitoring: tier 1
no progress monitoring
objective data progress monitoring: tier 2
at least twice a month
objective data progress monitoring: tier 3
at least weekly
goals of intervention should…
- facilitate communication development
- change or eliminate an individual’s underlying communication problem
- change specific aspects of the individual’s communication function by teaching specific skills
- teach compensatory techniques to improve the individual’s communication functioning
backward design
the practitioner clearly outlines the ultimate goal for the child and designs interventions to reach the desired goal
questions that should drive intervention
- what does the student need to understand?
- what does the student need to do that he or she cannot do now? (meeting the client where they are right now)
- what interventions and approaches will promote understanding, interest, and competency in the targeted area?
data collection allows…
- a practitioner to track a student’s progress from one session to another
- documentation of the effectiveness of the intervention approach
- maximization of the effectiveness of the intervention
3 components to goal writing
do statements, condition statements, criterion statements
a do statement
describes the behaviors the child will produce
do statements include…
- use of concrete action verbs that can be measured (write, answer, initiate, respond, produce)
- avoid verbs that are difficult to observe (know, understand, realize, comprehend, learn)
- ex: “Xavier will express…” or “John will initiate…”
a condition statement
is the condition under which the behavior will occur
initial conditions
significant support from the SLP or parent such as “following an adult model”, “with picture cues”, or “with written reminder”.
final conditions
natural and spontaneous production from the client such as “before initiating a written assignment”, “in response to peer questions”, or “during interactive play routine”.
a criterion statement
is the criteria determining the goal achievement
criterion statements include…
either quantitative or qualitative goal achievements
ex: “with 90% accuracy”
quantitative criterion statements
total correct percentage; “8 out of 10 times” or “90% of the time”
qualitative criterion statements
rubric or description of performance; “at least 3 times in a 10-minute conversation” or “fewer than 3 times in a 20 minute session
