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521 Child Language and Learning > Principles of Pediatric Intervention > Flashcards

Principles of Pediatric Intervention Flashcards

1
Q

What is the purpose of intervention?

A
  1. Change or eliminate underlying problem
  2. Change the disorder by teaching specific behaviors
  3. Teach compensatory strategies
  4. Change the environment (this is never the only thing that you do)
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2
Q

What are the four steps when developing intervention plans?

A
  1. Choose goals
  2. Prioritize
  3. Choose procedure (EBP)
  4. Monitor progress
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3
Q

When setting goals for intervention, we typically write SMART goals. What does SMART stand for?

A

Specific
Measurable
Attainable
Relevant
Time-based

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4
Q

What would be considered low priority for intervention?

A

Forms and functions used in 50% to 90% of required contexts (too easy)
Forms the client does not use at all and does not demonstrate understanding of in receptive task formats (too hard and not stimulable for)

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5
Q

What would be considered high priority but not highest priority when looking at intervention?

A

Forms and functions used in 0% and 10% of required contexts but understood in receptive tasks

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6
Q

What would be considered highest priority when looking at intervention?

A

Forms and functions clients use in 10% to 50% of required contexts

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7
Q

How do setting priorities and the ZPD relate in the context of goal setting?

A

Want to do something that the child is able to do with support and that they are stimulable for
AKA something that is in their zone of proximal development

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8
Q

What are some features of basic goals?

A

Important for functionality or because of severity
Usually general
Correspond with LTGs in an IEP

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9
Q

What are features of intermediate goals?

A

More specific within a basic goal
Usually several levels of intermediate goals for each basic goal

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10
Q

What are features of specific goals?

A

Specific instances of a language form, content or use identified in intermediate goals
“Steps along the way” to the basic goals

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11
Q

How is evidence-based practice used during treatment of children with language disorders?

A
  1. Assess research critically
  2. Recognize quality studies
  3. Recognize the strengths and weaknesses of relying on research studies for decision-making
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12
Q

What are the different processes of intervention?

A

Child-centered
Hybrid
Clinician-directed

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13
Q

What is child-centered intervention?

A

Daily activities
Facilitated play
Minimal prompting
Client is showing the use of the skill

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14
Q

What is hybrid intervention?

A

Milleu therapy
Focused stimulation
Script therapy
Client is practicing

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15
Q

What is clinican-directed intervention?

A

Drill
Drill play
Clinician directed modeling
Clinician is teaching

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16
Q

What procedures and activities are used during clinician-directed intervention?

A

Drill
Drill play
Modeling

17
Q

What procedures and activities are used during child-centered intervention?

A

Self-talk and parallel talk
Imitations
Expansions
Extensions
Buildups and breakdowns
Recasting

18
Q

What procedures and activities are used during hybrid intervention?

A

Focused stimulation
Vertical structuring
Milleu communication training

19
Q

What are procedures and activities?

A

Anything done by the clinician that is expected to help the child directly with the intervention goal

20
Q

What is a part of the context of intervention?

A

Choosing the nonlinguistic stimuli (objects, pictures, books, apps)
Timing of presentation

21
Q

What are the different contexts that intervention could occur?

A

Home-based
Language-based classroom
Collaborative
In the context of other services? ABA, teacher, OT, PT

22
Q

How are intervention outcomes evaluated?

A

Termination criteria
Evaluating the effectiveness of the intervention
Determining responsiveness to intervention

23
Q

When can intervention be discontinued?

A

Communication WNL
All goals and objectives have been met
Communication is comparable to those of the same age, sex and ethnic and cultural backgrounds
Individual’s speech or language skills are no longer adversely affect social, emotional, or educational status
Individual uses an AAC system and has achieved optimal communication across partners
The client has attained the desired level of communication skills

24
Q

What is primary prevention?

A

Elimination or inhibition of the onset and development of a disorder by altering susceptibility or reducing exposure for susceptible persons

25
Q

What is secondary prevention?

A

Early detection and treatment are used to eliminate the disorder or slow down its progress, preventing further complications

26
Q

What is tertiary prevention?

A

Intervention is used to reduce disability by attempting to restore effective functioning

521 Child Language and Learning (5 decks)

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