Principles of Intervention Flashcards
Successful Intervention
Occurs when the child is able to use the forms and functions that have been targeted to effect REAL communication
What is Real Communication?
has intent, is persistent, is usually directed toward someone, not always verbal; child expressing wants and needs in whatever way possible
The ultimate goal of intervention
to make the child a better communicator
ASHA requires that SLPs must be able to show…
that the change a child makes is due to intervention
We must establish goals carefully to make certain…
we are targeting what requires intervention
3 Major Purposes of Intervention
- Change or eliminate the underlying problem (make perfectly typical)
- Change or modify the disorder (what we do the most of); improve certain aspects of language, but it doesn’t guarantee carryover to all aspects
- teach compensatory strategies
How do we decide the purpose of our intervention?
Intervention history of the child (what has and hasn’t worked before)
Nature of the disorder (does it progress, stay the same, etc)
The way the environment interacts w/ the child’s communication
Data collected from communication appraisal
3 Ways to Modify/Change Behavior: Intervention
Facilitation
Maintenance
Induction
Facilitation
outcome is the same, but we help make it come about faster
Maintenance
preservation of behavior that would otherwise disappear (with unrepaired cleft–maintenance of compensatory strategies)
Induction
intervention completely determines whether positive change will occur; progress won’t happen without intervention; hearing impaired child with hearing parents
What is evidence based practice?
the conscientious, explicit, and unbiased use of current best research results in making decisions bout the care of individual clients
2 types of EBP
internal evidence
external evidence
Internal Evidence
Characteristics of client & family Willingness to participate in a given approach Family preferences Our preferences Our professional competencies Family values Our values Values of the institution in which we work
How to evaluate external evidence
View the opinions of experts with skepticism
Realize that some studies are structured better than others
Be critical of the quality of evidence used
Questions to ask in determining strength of study structure
Does report review a series of other studies?
If yes, does it review well-designed & randomized studies?
If no, does the study report results?
What to think about 1st when using EBP in intervention
- What’s the problem & what’s the patient?
- Would an alternative technique be better?
- Consider & compare the approaches
- What is the desired outcome?
How to approach using EBP in intervention
Formulate clinical ?s
Use internal evidence
Find external research evidence base (ASHA, Medline, etc)
Grade studies
Integrate internal & external evidence
Evaluate the decision made by documenting outcomes
Evaluation of decisions made by documenting outcomes
do the technique for 6 weeks while collecting data; if no positives are appearing, change course; if positives are appearing, keep going
Aspects of an intervention plan
The objectives
Processes used to achieve the objectives
Environments in which the intervention takes place (may be different plans for different environments)
Levels of intervention
Basic
Intermediate
Specific
*helps format thoughts; insurance usually uses intermediate goals, but others help us as a guide for therapy
Basic goals
big, broad, long-term goals
Intermediate goals
steps to basic goal (use pronouns 75% of the time)
Specific goals
session-level (use “me” and “I” x amount of times