General Principles of intervention

What are the general principles of effective intervention:

-intervention is a ____ process

-dynamic

—treatment plans are flexible and customized to patient

What are the general principles of effective intervention:

-Intervention programs designed based on ____ and/or _____ _____ abilities

-verbal and/or nonverbal cognitive

—what are going be obtainable goals

What are the general principles of effective intervention:

-the ultimate goal is to teach ____ that facilitate _______

-strategies; communication

What are the general principles of effective intervention:

-communicative _______

-context

—do not limit the set of stimuli

—ensure skills are transferable/generalizable

—goals should be on functional communication skills

What are the general principles of effective intervention:

-______ oriented

-individually

—not all clients are going to respond to treatment the same way

What are the general principles of effective intervention:

-consistent _____

-success

—goals should be obtainable for the client

What are the general principles of effective intervention:

-___ ___ beyond current level of knowledge or ability

-one step

—goals are achievable, but also one step ahead of current difficulty level

What are the building blocks of therapy (5)

-Programming

-behavior modification

-key teaching strategies

-session design

-data collection

what is involved in programming

-selection of therapy targets

-sequencing of therapy targets

-generalization/carryover

-termination of therapy

Programming:

-selection of therapy targets requires you to review _____ data to identify potential areas of weakness

assessment

to select therapy targets:

-You must sample identified behaviors to determine whether a genuine deficit is present. This is accomplished through _______ data

baseline dataw

when collecting baseline data try to

-include minimum of ___ _____

-include a sufficient ____ to truly tap the client’s ability

-20 stimuli

-variety

where should training begin based on baseline data

-if client obtains less than ___%, training should begin below the level of difficulty of the baseline stimuli

-if the client obtains between ___% to ___%, training should start at the same level as the baseline stimuli

-50%

-50%-75%

For clients with more than one skill in need of intervention, SLPs may choose to use one of the following programming strategies:

-broad

-deep

which programming strategy is being described:

-one skill is targeted until mastery is achieved

deep

which programming strategy is being described:

-more than one skill is targeted in a given time frame

broad

which strategy is being described

-based on the sequence of normal development

-therapy targets are taught in the same order as they emerge developmentally

-the earliest emerging behaviors are selected as the first therapy objectives when two or more potential targets are selected based on baseline procedures

developmental/normative strategy

what population is developmental/normative strategy used

with children with articulation and language disorders

which strategy is being described

-targets selected based on the client’s needs. Used with both children and adults

client-specific strategyw

what are some elements that a client-specific strategy depends on

-frequency of occurrence

-skill value

-potential for mastery

define sequencing of therapy

develop a logical sequence of steps to accomplish each objective based upon the following factors

what is involved in sequencing therapy targets

1. stimulus type

2. task mode

3. response level

which step of sequencing is being described:

-chose what items will be used

—are they physical manipulatives

—symbols

—pictures (color/or drawn)

stimulus types

Which step of sequencing is being described:

-decrease latency between stimulus presentation and client response

-increase length/complexity (imitation; cue/prompt; spontaneous

task mode

Which step of sequencing is being described:

may include but not limited to

-isolation, syllable, word, carrier phrase, phrase, sentence, and conversation level

response level

refers to the ability to transfer behavior to the everyday environment

generalization/carryover

Generalization/carryover is an integral part of programming that should be addressed from the initiation of treatment, which includes:

a. stimuli

b. physical environment

c. audience

Reasons an individual’s therapy may be terminated

a. no longer qualifies for services

b. meets objective/goals

c. reaches plateau

d. achieves functional communication skills

e. family/client not longer desire services