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ECU Language Disorders > Week 4: Principles of Intervention > Flashcards

Week 4: Principles of Intervention Flashcards

1
Q

What are the Purposes of Intervention?

4

A

Change or eliminate underlying problem

Change the disorder

Teach compensatory strategies

Modifying communicative context (group size, requesting vs demanding, etc.)

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2
Q

What three ways do we intervene in and change language behavior?

(3)

A

Facilitation

Maintenance

Induction

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3
Q

How does Facilitation intervene in and change language behavior?

(3)

A

Helps the child reach milestones sooner

Increases awareness

Builds foundation for future skills

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4
Q

How does Maintenance intervene in and change language behavior?

A

Preserving behavior that might decrease or disappear

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5
Q

How does Induction intervene in and change language behavior?

A

Determines acquisition of new skills (teaching ASL, etc.)

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6
Q

How do we use Evidence-Based Practices clinically?

2

A

Integrating clinical expertise with the best available research evidence

Examine external vs. internal evidence

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7
Q

What should we think about regarding External Evidence?

2

A

Be skeptical

Grade the studies you find on relevance, level of evidence, and the direction, strength, and consistency of observed outcomes

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8
Q

What is Internal Evidence?

2

A

Clinical experience

Family preferences

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9
Q

How can you formulate EBP clinical questions using PICO?

A

P-Patient/problem: individualize the question

I-Intervention: choose an intervention that has internal evidence and face validity for this Patient

C-Comparison: identify a comparison treatment (such as your usual approach) to compare and contrast with Intervention

O-Outcome: specify a desired outcome

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10
Q

What should we consider when setting intervention goals?

5

A

Setting Priorities

Communicative function of goals

New forms to express old functions (or new functions to express old forms)

Teachability

Client phonological skills

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11
Q

What the three levels of intervention goals?

A

Basic

Intermediate

Specific

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12
Q

What should we consider before prioritizing goals?

A

Zone of Proximal Development

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13
Q

What is Clinician-Directed Intervention?

3

A

Drill

Drill-play

Modeling

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14
Q

What is Child-Centered Intervention?

2

A

Facilitated play

Indirect language stimulation

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15
Q

What is Mixed Intervention?

4

A

Focused stimulation

Vertical structuring

Milieu Communication Training (MST)

Script therapy

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16
Q

What is the main flow of a Child-Centered Approach?

3

A

Observe

Wait

Listen

17
Q

What are the major Techniquesof a Child-Centered Approach?

6

A

Self-talk or parallel talk

Imitation

Expansions

Extensions

Buildups and breakdowns

Recast sentences

18
Q

How does a Mixed Approach to intervention work?

3

A

Target 1 or small set of specific language goals

Clinician maintains majority of control (selecting activities and materials)

Clinician uses linguistic stimuli to respond and to highlight targeted forms

19
Q

What is the benefit of Script Therapy?

A

Using a familiar routine to reduce the cognitive load of language training

20
Q

What are the major techniques of Script Therapy?

3

A

Action scripts

Verbal Scripts

Literature-based scripts and interactive book reading (commenting, asking questions, responding by adding, etc. Give time to respond!!!)

21
Q

How do we make Clinician-Directed Therapy more natural?

4

A

Make language informative

Make communicating within tasks motivating

Use cohesive texts

Move from “here and now” to “there and then”

22
Q

How can we structure intervention activities to maximize learning?

(5)

A

Modify the linguistic signal

Determine “dosage” intensity

Determine intervention modality

Consequating client language

Enhance active engagement

23
Q

How do we modify the Linguistic Signal when structuring intervention strategies?

(5)

A

Rate

Repetition

Increasing perceptual salience

Controlling complexity

Obligating pragmatically appropriate responses

24
Q

How do we determine the Intervention Modality when structuring intervention strategies?

(2)

A

Comprehension vs. production

AAC

25
Q

How can we enhance generalization in intervention?

6

A

Many trials

Modify therapy sequence (person, place, and materials)

Make clinic materials similar to natural environment

Intermittent or delayed reinforcement

Use distracter items

Encourage self-monitoring

26
Q

What are the Contexts of Intervention?

3

A

Nonlinguistic stimuli

Timing

Service delivery models

27
Q

What are Nonlinguistic Stimuli?

3

A

Pictures

Toys, objects

Electronic stimuli

28
Q

What are the Service Delivery Models?

5

A

Clinical

Consultation

Parents, teacher, para-professionals, peers

Language-based classroom

Collaboration

29
Q

How do we Evaluate Intervention Outcomes?

3

A

Termination criteria (Box 3-11)

Evaluating effectiveness

Determining response to intervention (RTI)

30
Q

What is Response to Intervention (RTI)?

A

Tiered levels of instruction base on ongoing progress monitoring

31
Q

What is the role of the SLP in RTI?

5

A

Consultation with teachers on choice of evidence-based Tier 1 instruction for enhancing language and literacy performance

Participate in ongoing progress monitoring to ID students who need higher tiers of instruction

Select goals and methods for Tiers 2 and 3; train personnel to deliver Tier 2, possibly Tier 3

Participate in delivery of Tier 3 instruction

Participate in ID of students who need special educational plans beyond Tiers 2 and 4

32
Q

What is Primary Prevention?

A

Reduces incidence of communication disorders

33
Q

What is the SLP’s role in Primary Prevention?

3

A

Wellness promotion

Advocacy of public policy that promotes wellness

Participation in research that leads to ID of risk factors for communication disorders

34
Q

What is Secondary and Tertiary Prevention?

2

A

Secondary prevention to minimize impact of disorder

Rehabilitation to reduce disability associated with a disorder and increase functional, adaptive competence

35
Q

What are some examples of Secondary and Tertiary Prevention?

A

Early ID and intervention (newborn hearing screening, etc.)

Community screenings

ECU Language Disorders (12 decks)

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