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Birth To Six > Week 1-2 > Flashcards

Week 1-2 Flashcards

1
Q

Define IFSP

A

Individualized Family Service Plan

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2
Q

Define IDEA

A

Individuals with Disabilities Education Act
Part B: Services for School-age children (3-21)
-Goal: reduce the impact of disabilities so that child can succeed in their education
Part C: Services for Toddlers and Infants (birth-36 months)
-Eligibility is determined by state guidelines
-Goal is to reduce the impact of disability so that infant/toddler can increase participation in life activities

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3
Q

SLP roles in early intervention

A

Three levels
-Primary
-Secondary
-Tertiary

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4
Q

SLP roles in early intervention

A

Screening
-Identify individual in need of further assessment

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5
Q

SLP roles in early intervention

A

Assessment
-ongoing procedures conducted by qualified personnel to identify the unique strengths and areas of needs of a child, and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility

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6
Q

SLP roles in early intervention

A

Evaluation
-procedures carried out by qualified personnel to determine a child’s initial and continuing eligibility

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7
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

-Intervention leads to a change in behavior that may not have occurred without the intervention

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8
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

Consultation/Education of others
-Provide all team members, families and other professionals with necessary information

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9
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

Service coordination
-Ensuring that communication is happening between collaborating professionals and families involved
-Might involve securing referrals for the child
-Can be primary service

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10
Q

SLP roles in early intervention

A

Transition Planning

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11
Q

SLP roles in early intervention

A

Advocacy

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12
Q

SLP roles in early intervention

A

Advancing knowledge base in EI

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13
Q

Be able to approximate prevalence of top 3 childhood disabilities

A

ASD (1 in 54)
Developmental Language Disorder (1 in 12)
Late talkers (1 in 7)
Developmental Delay (1 in 6)

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14
Q

Be able to list and define types of services models

A

Direct
-clinician directly works with the child
Indirect
-Family-centered services - training the family to provide services

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15
Q

Child-centered

A

-clinician arranges activities so that opportunities for client to provide target responses occur as a natural part of play and interaction

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16
Q

Child-centered

Who is it beneficial for?

A

-Advantages for obstinate and uncommunicative children because language is built into our everyday world, and they are exposed to helpful language models of the clinician in a way that is easy to absorb

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17
Q

Child-centered

A

-No prompts or fixing incorrect responses

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18
Q

Child-centered

A

Language facilitation/Indirect language stimulation/facilitative play
-attempts to provide an accessible model of the mapping between child’s actions and the language that describes them; tempts the child to talk. Responsivity is key; providing more mature models in the child’s zone of proximal development
-imitate the child

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19
Q

child-centered
Self-talk and parallel talk

A

“I’m digging a hole”
“You’re digging a hole”

20
Q

Child-centered
Expansions

A

take the child’s utterance and add semantic info to make it acceptable
-i.e. “doggy’s house” “the doggy’s in the house”

21
Q

Child-centered
Extension

A

Comments that add semantic information in response to what the child has said
-i.e. Doggy house - “He went inside the house. He’s cold”

22
Q

Child-centered
Recasts

A

expand the child’s utterance into a more elaborate or different type of sentence
-Doggy house. “Is the doggy in the house?”

23
Q

Child-centered
Build-up and breakdown

A

First, expand to a grammatically complete utterance. Then, breakdown and build up
-i.e. “The doggy is in the house. In the house. The doggy. The doggy is in the house”

24
Q

Clinician-directed

Who chooses the material?

A

Clinician chooses specific material, how to use the material, the frequency and type of reinforcement, the form of responses that are accepted as correct, and the order of activities

25
Q

Clinician-directed

Advantages and disadvantages
Highly controlled

A

HIGHLY CONTROLLED but allows child to extended practice with a new form or function of a word; maximizes opportunities for practice

26
Q

Clinician-directed

A

DRILL is the most efficient because it provides the highest rate of stimulus production and client responses per unit time

27
Q

Clinician-directed

A

Child is not expected to imitate the target. Clinician uses target amply and expects child to produce the target over a period of time.

28
Q

Indirect Intervention

A
  1. Parent training/intervention
  2. Consultation
  3. Hybrid
29
Q

Hybrid

A

Target a specific language goal or set of goals. The clinician still chooses the material and activities BUT the main goal is to get the child to produce the language goal that is the target.

30
Q

Hybrid
Focused Stimulation

A

SLP provides high density input of the target and arranged the environment so the child is tempted to make the target utterance

31
Q

Hybrid
Vertical Structuring

A

-child makes utterance
-SLP responds with a question
-child makes another utterance
-SLP combines the two utterances to make a complete sentence

32
Q

Hybrid
Milieu Communication Training

A

environmental arrangement, responsive interaction, conversation-based context that uses the child’s interests and initiation as opportunities for modeling and prompting communication in everyday settings

33
Q

Hybrid
Script Therapy

A

Use a routine the child knows and violate the routine in order to tempt the child to say something
I.e. At snack time pass out cookies but without a plate

34
Q

Continuum of Naturalness

A

Extent to which intervention settings and activities resemble “real life” or life outside the therapy room or clinic

35
Q

Continuum of Naturalness

A

Most natural (The best) –> child-centered (Daily activities and Play)
Hybrid –> MIDDLE –>Milieu Therapy, Focused stimulation, Script Therapy
Least Natural–>Clinician-directed (Drill, Drill Play, CD modeling)

36
Q

Three Aspects

A

-Make Language Informative - Instead of having child imitate, elicit the responses NATURALLY
-Increase motivation that is inherently in the communication task. The goal is to have the child imitate communication because they WANT to communicate
-Use cohesive texts in regular conversation. Don’t jump around topics and maintain grammatical form

37
Q

Therapy Dosage

A

refers to the number of instances or trials provided during therapy session

38
Q

Dosage frequency

A

refers to number of therapy doses in a week

39
Q

Levels of Intervention Planning

A

Primary - Monitoring at-risk children and supporting parents while providing indirect therapies
Secondary - Implement EBP practices, monitor progress, adjust as needed based on data
Tertiary - More frequent and intensive direct interventions

40
Q

The philosophy of broad purpose of an intervention

A

Change or eliminate the problem
-Get the child to a level of a typical language learner
-ID and address the underlying deficit
Change the disorder
-improve specific language skills by teaching compensatory strategies
-improve communication of child but they may need further intervention

41
Q

The Intervention Approach
Premilieu Teaching

A

How is it done?
-Arrange the environment for communication
-Follow the child’s attentional lead
-Build social routines for communication

42
Q

The Intervention Approach
Premilieu Teaching

Who is it for?

A

Who is it for?
-Children who have fewer than 5-10 words in their expressive language and less than 75 words in the receptive language
-Young prelinguistic children with developmental delays and their families
-Appropriate for children functioning developmentally around 9-15 months of age who have not shown adequate acquisition of prelinguistic skills
-Not appropriate for children with sufficient canonical babble or at least 1-2 vocalizations per minute

43
Q

The Intervention Approach
Premilieu Teaching
Advantage

A

Helps children transition into the intentional stage
Accelerates growth in frequency of child initiated comments, requests and lexical density

44
Q

The Intervention Approach
Premilieu Teaching

A

PMT first involves rearranging the environment;
-putting things that the child wants in the child’s view but out of their reach
-violating the order of events that the child has come to expect

45
Q

The Intervention Approach
Premilieu Teaching

A

-For children who do not initiate: Two contigent strategies:
Contingent Motor Imitation: is an exact, reduced of slightly expanded imitation of a child’s motor act performed by an adult immediately after the child does it.
Contingent Vocal Imitation: occurs when the adult follows a child’s vocalization with partial, modified or exact vocal imitation

46
Q

The Intervention Approach
Premilieu Teaching

A

Once a child has established communication, the therapist can use additional techniques to increase frequency of initiation:
Prompts:
Time Delay - when a turn-taking activity or routine is interrupted and withheld so that the child has to make a request to resume
Verbal - open-ended questions
Gaze Intersection - when an adult tries to get in the gaze of a child when a child does not want to make eye contact
Modeling - used to increase the child’s use of vocal and gestural communication
Natural consequences - Child communication is rewarded with its intended goal

Birth To Six (2 decks)

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