Chapter 2- Service Delivery and Team Membership

Primary Intervention: PREVENT

Prevents a disorder, disability, or delay (developmental delay, strokes, hearing loss, etc.)

Mainly advocacy, informing the general public of steps to take to prevent something

ex- Workshop to give parents speech strategies to use at home for their toddlers

Secondary Intervention: IMPROVE

Addressing disorder, disability, or delay to prevent more problems

We can improve parts of it, giving strategies to help

ex- Child has an articulation disorder; address sounds they struggle with and increase intelligibility

ex- Client has swallowing disorder; build strength in those muscles to help better swallowing

Tertiary Intervention: REDUCE IMPACT

Reducing the severity of the disorder

Not trying to fix it, but instead increase quality of life

ex- Client has dementia with no speech; how can we reduce the severity? Provide a yes/no board

What are some ways SLPs can address clients needs?

Advocacy and providing education to the general public/specified population

Helping with specific needs directly by giving skills and strategies

What's the difference between skills and strategies?

Skills

- what you are able to do successfully

- saying /r/, swallowing properly

Strategies

- processes one may engage in to help with skills

- take small bites and chew at least 5x to swallow

Skills

what you are able to do successfully

- saying /r/, swallowing properly

Strategies

processes one may engage in to help with skills

- take small bites and chew at least 5x to swallow

What are approaches in intervention?

What you use to determine what you want to work on with client

Developmental Approach

Works to build developmental skills that have not yet emerged

Younger clients

ex- 3-year-old speaks in 1-word utterances. We want to teach them 2-word utterances

Rehabilitative Approach

Work to return to prior levels of functioning

Acquired disorders

ex- Patient has a stroke and cannot swallow normally (on a soft foods diet). We want to get them back to a normal diet

Compensatory Approach

A return to typical or previous function is unlikely. Work to find a way around this problem.

Acquired disorders

ex- Patient has a stroke, which led to a weak swallow. We teach them to turn their head to the side to tighten muscles when swallowing

Functional Communication Approach

Work to address areas of need with the aim of obtaining the highest possible level of functioning

Often used with individuals with complex communication needs

Focuses on helping them express their needs

ex- You have an older client. Give them a way to protest and ask for things

Quality of Life Approach

Work to implement strategies that allow the client to connect and communicate with the world

Focus is not necessarily on teaching skills

ex- You work with a family to put visuals in their home to help keep it a safe and aware environment for the grandma (sign showing the bathroom)

Interprofessional Practice (IPP)

Working with other professionals in other fields to have an integrated understanding of the client

Considering IPP, who would you consult with this client?

Aria is a seven-year-old girl with low vision (blurred vision, lack of acuity) secondary to a brain injury. She is learning to use braille and use of a cane was recently introduced. She is working on retelling a story that she has heard and answering WH questions in your sessions.

Neurologist- History on brain injury, how it occurred, strategies given

Occupational Therapist- compensatory strategies used for fine motor skills

Vision Specialist- accessibility needs for Aria, like high contrast colors and a bigger text size

Physical Therapist- Her use of the cane and mobile abilities

The SLP is working with a client who is experiencing communication issues after a stroke. The SLP is working to help the client regain functional communication in order to express his wants and needs. This is considered:

Rehabilitative Intervention

When providing Early Intervention services, the SLP is likely to adopt a habilitative framework in which parent-led interventions are utilized.

True

An SLP is working with a six-year old boy on the sounds “L” (as in “law”), “s” (as in “see” and “CH” (as in “chew”). The SLP’s goal is to teach these sounds in order to remediate the client’s articulation needs. This is an example of:

Secondary Intervention

When working with individuals with complex communication needs (CCN), the SLP will often adopt a rehabilitative approach in which the client’s communication skills will match those of their peers.

False

Interprofessional Practice (IPP) requires the SLP to collaborate with other professionals. Which of the following competencies supports the development of IPP.

ALL OF THE ABOVE: Actively contributing to a climate of mutual respect and shared values. Communicating in a responsive, responsible, supportive manner with a focus on health promotion and maintenance, as well as prevention and treatment of disease. Integrating and applying knowledge of one’s field to assess and treat patients.