principles of language intervention - exam 1 Flashcards
intervention
after assessment
training/education
rehab lost skills
compensatory strats
development of new skills
intervention components
setting
format
data
intensity
structure
who is part of the intervention team
client
parents / caregivers
teachers
really anyone the client interacts w/ frequently
ending intervention
payer source
qualifying for continued services
caregiver / client preferences
if client has met all of their goals or plateau
who is eligible for intervention (what does it depend on)
where intervention is taking place
policies in place
pay source (insurance, self-pay, etc)
how do we approach intervention
evidence based practice
goals
intervention should always start w/ goals (long & short term)
SMART goals
Specific
Measurable –> make sure it’s development & not memorization
Attainable –> zone of proximal development
Relevant
Time bound
principles of neurodiversity affirming intervention
presume competence
respect & recognize sensory needs
treat all communication methods =
strength based
honor interests
foster positive neurodivergent identity
give bodily autonomy
see students as complete, unique, & individual humans
masking
harmful
reduced communication
takes up cognitive effort
linked to burnout & suicide
correlated to higher levels of stress
intervention purposes
prevention
eliminate underlying cause (not many cases)
skill development
compensate
shape/change environment
implicit learning
less aware / passive
natural
indirect
explicit learning
more aware / active
structured
direct
intervention w/ behaviorism
use behaviorism to select stimuli, elicit communication, & reinforce positive behaviors
eliciting responses
instructions &/or stimuli to help the child produce correct response
