Test 2 Flashcards
4 things that the IIP describes:
Supports
Adaptions
Instruction
Data collection
What does IIP stand for?
Individual Instructional Plan
What is. Anon-conventional presymbolic behavior
Used to intentionally communicate, body movement, not socially aceptional
Why are instructional routines important
Structure and routine are good for language learning
Tells exactly how a routine should be exhibited, step by step
When would you conduct a functional behavior analysis on a client
Anytime that. Client is showing behaviors that need to be shaped to become more communicative or less dangerous to their personal life
Name 3 naturally occuring contexts that you could embed goals and objectives
Play
Mealtime
School playground
What are some ways to facilitate language in young children
Use objects that the client enjoys
Play with them
How do you conduct a language sample for a non symbolic minimally symbolic individual
Record them to look at non verbal communication
Form and function
What is the purpose of FBA
Focuses on understanding the purpose of problem behavior with the goal of increasing the quality of life for the individual
What does a FBA. Include
Behavior is analyzed which generates predictions
Where did the problem start, when does it happen
Building of adding to, provides a place and structure for conversation
Scaffolding
When a child is used to a certain routine and the order is interrupted
Interrupted routines
Assesses how well the client performs a task
Task analysis
What theory of learning is systematic instruction based in
ABA, strucutred ways to help individuals learn
To aid in the process of changing a routine to allow the client to be more communicative
Shaping
Stimulus prompting
Visual and verbal cues
R
How should you write treatment goals for infans and toddlers
Make them attainable
Involve the parents and the decision of the treatment goals
Who is the major agent f change in early intervention
Parents and caregivers
Set the language table
Preparing for Lagrange learning
Provide them with tools to be successful learners
Turn taking, environment, natural, interesting
Silly mistakes
Team does the evaluation together
Transdisciolinary
Each discipline plans their own intervention
Multidisciplinary
Age range of IFSO
0-3
Family friendly routine
Includes family
Allows child to learn lag surge as well as bond with the family during routines
Behavioral support plan
Schedule, location, social context, sleep and eating cycles, allergies
What purpose is the behavior serving
Where are we going to work on it
Alternate responses to be taught
Prompt dependency
Child cannot respond unless prompted
Ecologica assessment questions
What is his history What is your dream What is your nightmare Who is he What are his greatest strengths Greatest needs and challenges What would ideal day be like
Which part of idea authorizes programs for infants and toddlers with special needs
Section c. Ky is 0-3
Related service
Supplementary aid, supports tag make it possible to remain in typically developing classroom
Items that are required in an IFSP
Present level of functioning in Cognitive, physical, communication, social, emotional, adaptive domains
Family concerns and priorities
Intervention outcomes, criteria, procedures, time line
Frequency, intensity, and method of intervention services
Natural environments where service will be provided
Projected dates for initiation and duration
Service coordinator
Transition planning and procedures
IEP requirements
Current level of functioning, how it affects academics
Measurable annual goals and objectives
Modification supports
Assessment modifications
Date for starting, place, frequency, duration
Transition plans for after high school
Progress and how it is measured and reported
Write the plan and find person to implement them
Describe a family accessible report
Easily understood, useful, accurate, helps understand full picture
Includes goals, objectives, recommendations, summary, care principles
Always focus on the family
Provides IEP goals
EASIC
Provides IFSP goals and objectives
Commxunication and Symbolic language scale
Pre speech goals for intervention of infants and toddlers
Establish eye contact
Establish whole body imitation and turn taking
Establish fine motor imitation
Increase vocalization
Establish consistent pairing of sound and meaning for communication
Can be done by the parent but is often done by the slp, important too follow the child’s lead
Floor time therapy
Loosely structured, naturalistic occuring teaching opportunities and method; focuses on behaviors that are central to a wide area of functioning; same principles as ABA
Pivotal response treatment
Describes responses to situations, for students on the autism spectrum, allows a person to select a behavior and describe it
Social stories
Behavior management, increases desired skills, changes methods of bad behavior
Applied behavior analysis
Includes 6 phases from single picture to formulating responses using pictures
PECS picture exchange communication system
Age 8mos-10 years developmentally, profile of strengths and emotional regulation
Social communication, emotional regulation, transactional support SCERTS
Structured teaching for ASD, keeps the person involved throughout their life
Teaching expanding appreciating collaborating cooperating holistic TEACCH
Infant-6 years; principles, guidelines, and suggestions for play based fun activites in a child’s life, format for developing plans of intervention
Trains disciplinary play based intervention
For those over age 2, uses a behavior rating scale to identify children with autism and disguise them from developmentally delaye children who are not autistic
Childhood autism rating scale
Birth 0-36 months, rapidly identifies those with delayed speech and language
Early language milestone scale
For those within the cognitive level of 3months-6years, assesses communication skills, used in creating IEP, gives goals and objectives
EASIC evaluating acquired skills in communication
Yields an inventory of the individuals communication abilities, mode of communicate, and degree of dependence, for there with mild to profound deficits,
Functional communication profile
Age 3-22, screening for assessment of those who have severe behavior problems that may be indicative of autism
Gilliam autism rating scale
Identifies preverbal and verbal language develpment problems using observation, elicitation, and direct reports to determine mastery, age 0-3
Rossetti
8-24 months, surveys communication skills and symbolic development, examines social, communication, affective, and symbolic abilities of children, aids in IFSP develpment
Communication and symbolic behavior rating scale
Age 8-37 months,targets current and emerging develpment behaviors, relies on recognition memory for specific conformation
MacArthur bates communicative develop,ent inventories
