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School Neuropsychology - Final Exam > SLD Interventions > Flashcards

SLD Interventions Flashcards

Neuropsychology final exam

1
Q

What are the 5 phases of intervention?

A
  1. ID concerns
  2. Determine type of supports
  3. Generating recommendations
  4. Select recs.
  5. Implementation/monitor
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2
Q

Identifying Concerns - you need to look at two types of factors - what are ther?

A
  • Intrinsic factors (cognitive, academic, social/emotional, behavioral)
  • extrinsic factors (environmental, instructions, curriculum)
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3
Q

What are some types of supports?

A

Instructional
Remedial
Curricular
Compensatory
Skill-building
Environmental

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4
Q

Generating and tailoring interventions means…

A

Generally know ways to help a child and matching the intervention to the specific child, school, teacher.

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5
Q

Implementing and monitoring involves…

A

operationalizing the support so everyone understands.

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6
Q

What are some current short-comings of interventions?

A
  • Too broad
  • Not tailored (too broad)
  • No clear rationale for how meet student’s needs
  • No guidance for implementations
  • Too vague
  • Interventions not accessible
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7
Q

Which impairments are associated with SLD in written expression - spelling accuracy and grammar/punctuation?

A

Phonological processing. orthographic processing, motor skills, long-term memory.

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8
Q

Deficits in word reading are related to what CHC abilities?

A

Ga:PC (phonetic coding), Gr:NA (retrieval), Ga:UM (auditory processing)

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9
Q

Deficits in reading rate/fluency are related to what CHC abilities and associated with what cognitive correlates?

A

RAN and orthographic processing
Gr:NA and Gs:PC (processing speed)

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10
Q

Oral language, Listening Comprehension, Working Memory, and Executive Functioning impairments are related to which reading skill?

A

Reading comprehension

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11
Q

Word reading is related to what cognitive correlates?

A

Phonological awareness, rapid naming, phonological memory.

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12
Q

Number sense is related to which cognitive correlates and CHC abilities?

A

Number representation, Number comparison, Long-term retrieval
Gs:N, Gs:Pc, Gr:NA, Gl:MA

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13
Q

Accurate math reasoning is related to which cognitive correlates and CHC abilities?

A

Working memory, visual-spatial ability, attention and executive functioning.
Gwm, Gf:RQ, Gv:Vz, Gwm:AC

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14
Q

Written expression clarity is related to which cognitive correlates and CHC abilities?

A

Working memory, attention and executive functioning, language.
Gwm, EF:P/O, Gc:VL,MY

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15
Q

A crystalized intelligence weakness would manifest as difficulty with…?

A

vocabulary acquisition
knowledge acquisition
comprehension
finding the right words
using prior knowledge to support learning
reading difficulties
understanding math concepts
understanding math vocabulary
writing difficulties
expressive and receptive language difficulties

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16
Q

A fluid reasoning weakness would manifest as difficulty with…?

A

Higher level thinking/reasoning
Transferring generalized learning
Solutions for novel problem solving
Applying underlying rules to solve problems
Reading inferences
Math reasoning
Understanding relationship between numbers
Essay writing, theme, compare and contrast

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17
Q

An auditory processing weakness would manifest as difficulty with…?

A

Hearing/processing orally presented info
Paying attention during background noise
Discriminating between sounds
Foreign language acquisition
Reading difficulties (sounding out, phonics)
Reading word problems
Writing (spelling, note-taking, poor writing quality)

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18
Q

A long-term (Gl and Gr) memory weakness would manifest as…

A

Slower to learn and read
Slower to grasp new ideas
Difficulty relating new to old info
Slow to recall info
May need prompting to recall info
Not consistent in performance
Talks around things
Difficulty retelling/rephrasing what has read
Hard time memorizing math facts
Hard time recalling math facts and procedures
Hard time accessing words when writing and generating ideas and when compare/contrast

19
Q

A Processing Speed weakness would manifest as…?

A

Difficulty efficiently processing info
Difficulty perceiving relationships quickly
Working in time parameters
Completing simple, rote tasks
Slow reading, need to reread
Math comp not automatic and slow, may be inaccurate as well
In writing, low output, reduced motivation
Language processing slow

20
Q

A Visual Processing weakness would manifest as…?

A

Difficulty:
- recognizing patterns
- Reading maps, graphs, charts
- Attending to visual details, recalling visual info
- Spatial orientation, size, length
- Reading difficulties (orthographic, sight words, using charts/graphs, comprehension of text when refers to spatial locations)
- Math - number alignment, graphs, charts
- Writing - spelling of sight words, inconsistent letter size, shape, hard time spatial planning (attention to margins)

21
Q

A Short-Term Memory weakness would manifest as…?

A

Difficulties in:
- Following directions
- Remembering information in order to apply it
- Sequencing (alphabet, days of week, months of year)
- Remembering math facts
- Difficulty maintaining place - skips words, lines
- Does not remember what read or sounding out words)
- Hard time spelling words, copying notes, picking theme in writing

22
Q

What are the 6 types of intervention support?

A
  1. Instructional
  2. Curricular
  3. Environmental
  4. Remedial
  5. Skill-Building
  6. Compensatory Strategies and Supports
23
Q

What is an INSTRUCTIONAL intervention?

A

Teaching that supports learning and minimizes the impact of the cognitive and academic weaknesses.

24
Q

What is ENVIRONMENTAL interventions?

A

Physical resources in the learning setting that are used to increase access and support the understanding of instruction.

25
Q

What are CURRICULAR interventions?

A

Educational resources to support and reinforce a student’s unique learning

26
Q

What are REMEDIATION and SKILL BUILDING interventions?

A

Remediation is designed to target specific weaknesses and train cognitive processing weaknesses. Skills building assists in the acquiring and development of academic and cognitive skills.

27
Q

What are COMPENSATORY interventions?

A

Strategies that help to minimize and compensate the impact of cognitive and academic weaknesses.

28
Q

What is SMAARTI?

A

Systematic Method of Analyzing Assessment Results to Tailor Interventions.

29
Q

SMAARTI involves what?

A

Organizing, analyzing, synthesizing assessment data - based on multiple data sources - used to tailor interventions.

Used when student does not respond as expected or when compressive eval is needed

30
Q

Step 1 - ORGANIZE - what?

A

Primary data - standardized cog and academic.

31
Q

What is DOTI?

A

CHC - based Data Organization and Targets for Intervention Form

It is a form to use when organizing data. Three columns - normative weakness (1 SD below the mean) , WHL, and normative strength (1 SD above)

32
Q

Step 2 of SMAARTI is?

A

Analyze whether academic weakness is empirically related to the cognitive weakness. This helps tailor interventions.

33
Q

What is SMAARTI step 3?

A

Synthesize - determine whether the cognitive weakness shows up in real-world performances (ecologically valid).

34
Q

What is secondary data?

A

Rating scales, interviews, observations

35
Q

What is an example of tertiary data (Step 4)?

A

In class test and quiz results. Information about classroom instruction.

36
Q

What is MARC?

A

Types of intervention - Modify, Accommodate, Remediate, Compensate

37
Q

What are the Cognitive abilities that when weak, CONSTRAIN learning and achievement?

A

Fluid Reasoning (Gf) and Crystallized Knowledge (Gc)

38
Q

What are the Cognitive abilities that when weak, OBSTRUCT (can be bypassed or compensated for to some degree) learning and achievement?

A

Short Term Memory (Working Memory) - Gsm
Long Term Storage and Retrieval (Glr)

39
Q

What is a MODIFICATION?

A

Content is changed - changing or reducing learning expectations - change the depth, breadth, complexity.

40
Q

What is an ACCOMMODATION?

A

The learning conditions are changed but expectations stay the same. Such as, timing, scheduling, setting, response type.

41
Q

What is REMEDIATION?

A

Techniques or programs used to target deficits. Focus is to improve the deficit.

42
Q

What is COMPENSATION?

A

Techniques, strategies, procedures intended to minimize or bypass the effects of a cognitive or academic deficit.

43
Q

Step 5 is?

A

Integrate data from previous steps and design, implement and monitor intervention effectiveness (Retain, Refine, Reduce/Eliminate).

School Neuropsychology - Final Exam (4 decks)

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