Unit 2. Intervention Approaches ONLY

Question 1

Types of Clinician-Directed Approaches (3)

Answer 1

1. Drill
2. Drill play
3. Modeling

Question 2

Type of Child-Oriented Approach (1)

Answer 2

1. Indirect Language Stimulation

Question 3

Uses the same basic components of drill with the addition of a motivating event.

Answer 3

Drill play

Question 4

Uses a highly structured format but the child listens as the model provides lots of examples for the target structure.

Answer 4

Modeling

Question 5

The clinician instructs the client concerning what response is expected and provides a training stimulus.

Answer 5

Drill

Question 6

With this approach and specific aspect of the approach, the child never has to imitate a structure immediately after the model.

Answer 6

Clinician-Directed Approach - Modeling

Question 7

What type of C.D. approach do prompts fall under?

Answer 7

Drill

Question 8

Lets the student know what is expected. This type of drill is boring to both the client and clinician.

Answer 8

Prompts

Question 9

What is a significant “take-away” of clinician directed approaches?

Answer 9

They are HIGHLY effective in getting children to produce new language forms but not so effective in getting them to incorporate these forms into real communication outside the structured clinic setting.

Question 10

What is indirect language stimulation? What type of approach does it fall under?

Answer 10

Indirect language stimulation occurs when the clinician arranges the activity so that opportunities for the client produce the target responses occur as natural part of play. Indirect language stimulation falls under child-oriented approach.

Question 11

How does indirect language stimulation, a child-oriented approach, differ from the other types of intervention approaches?

Answer 11

1. No tangible reinforcers
2. NO requirements that the child provide a response
3. No prompts or shaping of incorrect responses when they occur.

Question 12

List the linguistic mapping techniques that constitute indirect language stimulation, a child-oriented approach (7).

Answer 12

1. Self-talk
2. Parallel-talk
3. Imitations
4. Expansions
5. Extensions
6. Build-ups and break-downs
7. Recast sentences

Question 13

Define self-talk, a component of linguistic mapping.

Answer 13

The clinician describes her own actions as she engages in parallel play with the child. This provides a clear and simple match between actions and words.

Question 14

Characteristics/goals of C.D. Approaches (5)

Answer 14

1. A traditional behaviorist approach
2. C.D. approaches attempt to make the target linguistic stimuli highly salient.
3. To reduce or eliminate irrelevant stimuli.
4. To provide clear reinforcement to increase language behaviors.
5. To control the clinical environment so that intervention is optimally efficient in changing the language behavior.

Question 15

List the major types of hybrid approaches (3)

Answer 15

1. Focused stimulation
2. Vertical structuring
3. Enhanced milieu teaching

Question 16

Define focused stimulation.

Answer 16

The clinician provides multiple examples of the target in a structured interactive play context.

Question 17

Describe focused stimulation.

Answer 17

1. The clinician provides the child with the opportunity to use the form, but when the child responds with something other than the target, the clinician responds anyway, then goes on to give further models.
2. The clinician gives non-corrective feedback similar to an expansion when the child makes an unsuccessful attempt.
3. She asks the child to attempt the form - but if the child decline to do so, the clinician simply goes on giving additional models.

Question 18

Define vertical structuring.

Answer 18

A particular form of expansion used like a focused stimulation to highlight target structures.

Question 19

Describe vertical structuring.

Answer 19

1. The clinician responds to a child’s incomplete utterance with a contingent question.
2. The child then responds to the question with another fragmentary remark.
3. The clinician then takes the 2 pieces produced by the child and expands them into a more complete utterance.
4. The child IS NOT required by the clinician to imitate the expansion.

Question 20

Define enhanced milieu teaching (EMT)

Answer 20

Includes several different techniques that apply operant principles to quasi-naturalistic settings (clinician sets up - not the child).

Question 21

List the major components of enhanced milieu teaching (3)

Answer 21

1. Environmental arrangement
2. Responsive interaction
3. Conversation based contexts that use child interest and initiation as opportunities for modeling and prompting communication in everyday settings.

Question 22

Who is enhanced milieu teaching appropriate for?

Answer 22

Children who are able to imitate sounds and words, have a vocabulary of at least 10 words, and have an MLU between 1.0 and 3.5.

Question 23

How should a enhanced milieu teaching environment be arranged?

Answer 23

1. Provide interesting materials
2. Place within the child’s reach
3. Sabotage - give only part of the material, toys, snack
4. Provide choices
5. Create situation where the child is going to need assistance.
6. Take advantage of unexpected situations

Question 24

Define incidental teaching.

Answer 24

The clinician arranges the setting so that the things the client wants or needs to complete projects are out of reach but within sight.

Question 25

Describe incidental teaching (5)

Answer 25

1. The child initiates by making some kind of request - gesture, looking
2. The clinician responds with focused attention - moving toward the client, making eye contact, and waiting to see if the child will offer more elaboration.
3. If not, then the clinician asks a question.
4. If the question results in target, then the clinician responds contingently.
5. If not, then the clinician models the target.

Question 26

The clinician does not wait for the child to initiate communication. S/he observes the child and when they show interest in something, the clinician mands (requests) an utterance with the stimulus (ie: “What’s that?” OR “Tell me what you need.”). If the child produces answers, then the clinician responds contingently.

Answer 26

Mand-Model Procedure

Question 27

What occurs in the time-delay procedure (hint: facilitator)?

Answer 27

1. Facilitator is near and looking at the child
2. Facilitator pauses as the child attends to material or makes a nonverbal request
3. Facilitator wants for the child to verbalize.
4. If no response within 5 sec, facilitator models an appropriate response.
5. Positive feedback and immediate offering of the desired material or assistance follows the child’s verbal response.