Lecture 3 Flashcards
Agents of intervention- paraprofessionals. What does ASHA say?
Deliver services to kids and family under supervision of a professional who is responsible for intervention. One on one instruction using procedures of supervising clinician. Asha says must be trained to use ILS in classroom, supply intensive one to one language stim, model approp language, coach child in social settings. Provide structured CD/hybrid intervention in small groups. Assigned to one child with disabilities to help in classroom.
Agents- parents
Caution due to sensitive parent child relationships- child may need uncritical approval from parents. Use to generalize and provide opportunities to use new forms.
Agent- peerws
Best for practice and generalization. Typical peers can model. Select for normal language competence, interest in peers with disabilities, willingness to play, responsiveness… Teach peers to be good models/ give opportunities to client.
service delivery model- clinical
Children seen in one to one or small group setting- good for kids with attention problems, hearing impairment, bx prob. Cons are cost, labor intensive, less effective gen.
service based model- language based classroom
extended periods of intervention time, teaming wth teacher. Combines routine activities and theme based units. Allows individual goals to be targeted for different needs of children in classroom.
service model- consultant
Supply specific suggestions for activities for teachers and parents to use to engage client. Provide training. ONgoing assessment and eval of childs program. Help teachers understand and manage challenging behavior
service model- collaborative
demonstration teaching- SLP is guest teacher. Provide targeted intervention in main stream setting. Team teach with teacher. May work with group who need specific help in lang. Similar to RTI.
What is important in collab intervention?
Be ready to learn from others, clarify roles, support families and teachers, take responsibility for child as team.
What are principles of intervention for older, severely impaired clientws at DL level.
Help achieve funcitonal abilities to be independent as possible. Fcus on fxn not sequence. Use materials and activities that are appropriate and functional . Develop early literacy skills, develop opp to participate independently socially.
What do we target in preschoolers with asd- form
limited spoken abilities throughout preschool, prob acquiring form. Difficulty with imitation and JAR. May not respond to CC and hybrid approaches. Use clinician directed/ bx approaches like DTT.
preschoolers with asd- content
Use few words that refer to mental states, have trouble with deictic word use (i you here there come go) that shift meaning with POV
preschoolers with asd- use
pragmatics- need help to use language effectively with peers, visual schedules help. Use pragmatic contexts as generalizing opp.
Agents of intervention-SLP’s….
Responsible for intervention, design lesson plans with stimuli materials and targets and reinforcement. Adjust/evaluate program. Train and supervise paraprofessionals according to ASHA.
