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
shaping
use easy, small steps to gradually achieve goal behavior
ex - pair verbalizations w/ motor actions
modeling
demonstrating correct language
intervention w/ behavioral therapy
fading –> prompting reduced
continuous reinforcement –> intermittent reinforcement
intervention w/ social interaction
goal - increase freq of talk, vocab richness, & sentence length
methods for language facilitation
self talk & parallel talk
self talk
does not require child repsonse
“I”
ex - I’m putting baby to sleep, I’m making dinner
helpful for children who are reluctant to talk
adult narrates their own actions
observe child play & build on that
parallel talk
does not require child response
language describing what child is doing
language expansions
add grammar to child’s speech
child - daddy go outside?
adult - yes, daddy went outside
language extensions
add grammar & semantics
similar to expansion BUT adds info related to event
child - baby night night
adult - the baby is going night night. the baby is tired. night night baby
buildup breakdown
deconstruct sentence: noun phrase, verb phrase
child - house
adult - I’m building a tall house w/ my blocks. a tall house! building a tall house. I’m building a tall house. I’m building a tall house w/ my blocks.
child - build house
sentence recasts
similar to expansion but change modality
adult - the pig is eating his dinner. Is the pig eating dinner?
child - pig is eating
adult - yes! I like how you used “is”
intervention w/ cognitive theory
using perception, memory, & problem solving
imitation & practice
metacognition, metalinguistic –> children use these skills to monitor comprehension during reading or evaluate personal progress in academics
metacognition
recognition & application of abstract concepts
metalinguistic
student’s ability to focus & talk about language
family centered practice
best practice for all clients (esp w/ littles)
respecting family’s wishes on how they want to be involved
clinician directed approach
clinician specifies:
materials
how they will be used
reinforcement
correct responses
order of activities
clinician directed approach advantages
can get in a lot of reps
clinician directed approach disadvantages
not very representative of natural world
usually based on extrinsic motivation
popular CD approaches
drill
drill play
structured modeling –> child listens instead of imitating
child centered approach
natural
seen by child as play
intrinsic motivation –> activity itself is engaging
ex - child centered language stimulation (self talk, expansions, etc)
child centered language stimulation pros
very low pressure for the child
no requirements
caregivers can do it all the time
hybrid approach
mixture of approaches
often use toys, books, or play routines
targets specific goals while keeping the interactions natural
clinical model
going to a clinic for therapy
useful for people w/ short attention span
higher cost
collaborative model
meet w/ all caregivers (teachers, parents, etc)
Collab on how to effectively implement strategies across all contexts
consultant model
SLP consults on IEP/treatment w/ teachers, parents, etc
4 levels to goals
basic
intermediate
specific
subgoals
basic goals
most general
identifies areas of need that will be central to therapy
intermediate goals
provides greater specification of areas of need within 1 or more basically goals
more specific but still broad
specific goals
target specific exemplars of the language form, content, &/or use that were defined at intermediate level
subgoals
carefully constructed set of measurable steps by which specific goals are achieved
vertical strategies
progression of 1 goal to another
1 at a time
horizontal strategies
simultaneous attention to multiple specific goals
cyclical strategies
focus on 1 set of goals for a set period of time before moving onto another goals for a set period of time
