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1046 > Principles Of Intervention > Flashcards

Principles Of Intervention Flashcards

1
Q

What are the 3 main purposes of intervention?

A
  1. To change/eliminate the underlying problem
  2. To change the disorder
  3. To teach compensatory strategies
    *4. To modify environment
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2
Q

Changing the child from language delay to normal language learner

A

Change/eliminate the underlying problem

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3
Q

improve child’s language by teaching specific behaviors such as expanding the vocabulary, grammatical morphemes, more semantic relations, use of language more flexible

A

To change the disorder

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4
Q

Main point: work and improve child’s language skils

A

To change the disorder

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5
Q

Give tools to function better with deficits they have

A

To teach compensatory strategies

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6
Q

Influence the context in child must function

A

To modify environment

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7
Q

conscientious, explicit, and unbiased use of current best research results in making decisions about the care of individual clients

A

Evidence-Based Practice

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8
Q

Integrating clinical expertise with the best available external clinical evidence

A

EBP

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9
Q

internal evidences in subscribing to EBP are..

A

Client’s and our own

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10
Q

3 PRINCIPLES OF APPROACHING EXTERNAL
EVIDENCE

A
  1. opinions of expert authorities (including expert panels and consensus groups) should be viewed with skepticism.”
  2. Some studies are better, and therefore better suited to inform clinical decisions, than other
  3. Clinicians must be critical about the quality of evidence that they use to guide clinical decision-making.
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11
Q

A systematic meta-analysis of multiple well-designed randomized controlled studies

A

IA

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12
Q

A well-conducted single randomized controlled trial (RCT) with a narrow confidence interval

A

IB

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13
Q

systematic review of nonrandomized quasi-experimental trials or a systematic review of single subject experiments that documents consistent study outcomes

A

IIa

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14
Q

A high quality quasi-experimental trial or a lower quality RCT or a single
subject experiment with consistent outcomes across replications

A

IIb

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15
Q

Observational studies with control (retrospective studies, interrupted time- series studies, case-control studies, cohort studies with controls)

A

III

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16
Q

Observational studies without controls

A

IV

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17
Q

Expert opinions without critical appraisal or theoretical background or basic research

A

V

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18
Q

How to incorporate EBP

A
  1. Formulate clinical question (PICO)
  2. Use internal evidence to determine approach
  3. Find best external research device
  4. Grade/Rate studies
  5. Integrate internal and external devices
  6. Evaluate and document
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19
Q

Formulate your clinical question by including the four “_____” elements

A

PICO
P - patient/problem
I - intervention being considered
C - comparison treatment
O - desired outcome

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20
Q

3 ASPECTS OF AN INTERVENTION PLAN

A

Intended products/objectives
Processes to achieve goals
Contexts

21
Q

3 kinds of goals

A

LTG
STG
SG

22
Q

Areas selected: for functionality or severity of the deficit
Usually long-term objectives

A

General Goals (LTG)

23
Q

Greater specification within a goal
Usually there are several intermediate goals to target or reach the basic goal

A

Intermediate Goals / short term goals

24
Q

Little steps along the way way in order to achieve the intermediate goal as well as the basic goal.

A

Session goals

25
Q

3 essential things to consider

A
  1. Do statement
  2. Condition statement
  3. Criterion statement
26
Q

Describes the behaviors the child will produce

A

Do statement

27
Q

Describes the situation or conditions under which the behavior will occur

A

Condition Statement

28
Q

Reflects how the goal will be measured

A

Criterion Statement

29
Q

Less naturalistic
Purposely eliminate natural contexts
Clinician specifies all aspects

A

Clinician Directed Approaches

30
Q

a. Make the relevant linguistic stimuli highly salient
b. Reduce/eliminate irrelevant stimuli
c. Provide clear reinforcement to increase the frequency of desired language behaviors

A

“Drill” or Discrete Trial Intervention
(DTI)

31
Q

Advantages of Drills

A
  1. Maximizes opportunities for a child to produce a new form
  2. produces a higher number of target responses per unit time
  3. Unnaturalness is an advantage for those who did not acquire language naturally
  4. More severe disabilities perform better
32
Q

Drill prompt hierarchy

A
  1. Maximal (80-100)
  2. Moderate (25-75)
  3. Minimal (5-25)
33
Q

What is drill play?

A

Provide motivation to the child before the antecedent event

34
Q

What is modeling?

A

Uses a third person, the child is only a listener in this approach.

35
Q

What is self talk?

A

Clinician will describe what they are doing as we engage in parallel play. It is important that we are doing the same activity with the child

36
Q

What is parallel talk?

A

Providing comments to the child (comment on what he is doing)

37
Q

Info talk is

A

Commenting on what the child is saying and doing

38
Q

When you see the child using gestures to convey a message
demonstrate to the child how to say the words that he/she has difficulty saying.

A

Echo talk

39
Q

Obstacles

A

Creating an environment where the child is motivated to communicate his intention.
Respond positively to the communication intent

40
Q

Imitate what the child says (probability that child will imitate too)
Children who imitate show advances in language

A

Imitations

41
Q

What do we do in Expansions

A

Take what the child + add grammatical markers and semantic details = make it an acceptable adult utterance

42
Q

What do we do in extensions

A

Add semantic information to the
child’s remark
Take child’s form and meaning +
push it a small step further into
the ZPD
(Make a more mature linguistic form)

43
Q

In build ups and breakdowns we…

A

Demonstrate how sentences are put together.

44
Q

Repeat a child’s correct response immediately after the correct response

A

Reauditorization

45
Q

Expand the child’s remark into a different type or more elaborated sentence

A

Recast sentences

46
Q

Simple & accessible mapping: child’s actions & language
b. “Tempt” the child to talk

A

ILS

47
Q

In midpoint intervention we…

A

a. Make the interactions pragmatically meaningful
b. Reflect real- life communication patterns
c. Manipulate the context to prompt the child to spontaneously use targeted linguistic features

48
Q

b. Carefully arrange context of intervention
c. Tempt child to produce target forms
d. Provide a very high density of models

A

Focused stimulation

49
Q

Respond to child’s incomplete utterance with a contingent question
Respond to child’s incomplete utterance with a contingent question

A

Vertical structuring

1046 (11 decks)

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