Principles in Intervention

Target selection based upon developmental norms

Normative approaches

priority is placed upon goals that make an immediate and significant difference in the Client's communication system regardless of norms

Client Specific Approach

--Validity of language norms is
--Not __ of all children

-Normative
--limited
--representative (specifically linguistically diverse backgrounds)

approaches do not have norms on _

-normative
-advanced language skills

approach norms do not predict an an individual child's language skills because norms may mask _ and

-normative

• variability and individual differences

approaches: All children do not acquire language skills in a sequence, individual have been documented

-normative
-fixed
-variations

approach: language skills do not have to be taught in a _

-Normative
-normative sequence

There are valid norms for most if not all language behaviors

assumption of normative approaches

the norms predict and individual child's language skills

assumption of normative approach

there is a fixed sequence with which children learn language

assumption of normative approach

children with language disorder have to learn language skills in the normative sequence

assumption of normative approach

skills that are mastered early in development are easier to teach than those that are mastered later

assumption of normative approach

it is either not possible to teach language skills out of sequence or that such an attempt would be damaging

assumption of normative approach

Target behaviors that best serve the clients communication, education, and social needs

client specific approaches

suitable for choosing targets that are culturally and linguistically appropriate

client specific approaches

in some cases, the normative and client specific approaches may suggest the _ target behaviors for a client

-same
-but in some cases maybe different

serve as a "road map' for remediation

why write intervention goals

serve as a standard against to determine client progress in therapy

why write intervention goals

serve as a way of informing the client or their family about what to expect

why write intervention goals

Intervention goals are made up of 3 parts:
statement
statement _ statement

-do
-condition
-criterion

use active, observable, measurable verbs

do statement of intervention goal

describes the stimuli, where the behavior will occur, and who will be there

condition statement of intervention goal

often include words "following, after, with, in response to"

condition statement of intervention goal

measurable part

criterion statement of intervention goal

Goal must be functional and related to:
- communication needs
-__ needs -__ needs

-academic
-social
-occupational

A generic term for any skill or action you teach a client and is applicable to educational and medical settings

target behavior

selecting a target behavior:
-select behaviors that will make an and significant difference

-immediate
-socially

Selecting a target behavior:
select behaviors that are or _ for the client

-useful
-functional

selecting a target behavior
select behaviors that help communicative skills

expand

selecting a target behavior:
select behaviors that are _ and appropriate

-linguistically
-culturally

selecting a target behavior:
should help meet and _ demands of the child

-academic
-social

selecting a target behavior:
-should be those the child can learn without ____-

-initially
-undue difficulty

Refers to the way in which multiple goals are approached or scheduled within an intervention session

Goal attack strategy

three types of goal attack strategies:
-V
-H___
-C

-vertical
-horizontal
-cyclical

One goal at a time is targeted until a particular criterion is reached

vertical structured treatment

a great deal of practice on a few number of sounds with limited number of training targets will facilitate generalization to untrained targets

underlying assumptions of vertically structured goal attack

Some clients respond best when focusing on 1 or 2 targets

underlying assumptions of vertically structured goal attack

referred to as "training deep"

vertically structured treatment

several goals are targeted within every session

horizontally structured treatment

working on several goals will be more efficient

underlying assumption of horizontally structured treatment

referred to as training broad

horizontally structured treatment

several goals are targeted with a repeating sequence for a specified period independent of accuracy

cyclically structured treatment

combines vertically and horizontally structured treatments

cyclically structured treatment

movement from goal to goal =
focus on a single sound for a session=

-broad
-deep

high response rate for single target

positive vertical structure strategy

help the child focus on targeted skill

positive vertical structure strategy

may be repetitious or boring

negative vertical structure strategy

efficiency has been questioned

negative vertical structure strategy

intervention is not too repetitive

positive horizontal structure strategy

SLP can monitor generalization of goals

positive horizontal structure strategy

May be confusing for children who are easily distracted or more severely impaired

negative horizontal structure strategy

goal mastery approximates developmental process

positive cyclic structure strategy

required more planning and coordination from SLP

negative cyclic structure strategy

what are the three categories on the continuum of naturalness
-H_ S
-H_ -N

-highly structured
-hybrid
-natural

-_

---__: highly structured intervention activity in which students respond to picture or directives; designed to elicit high number of responses

-Highly structured intervention
--activities
---drill

-
--_
---_: somewhat more natural as an element of play routine is used to increase motivation, but still highly structured

-Highly structured
--activities
---drill play

- _ --___ __
--- -adult leads the interaction

-Highly structured
--social context
---Adult directed intervention

adult leads interaction by:
-choosing the __ _____
-regulating how the child will ___
-prompting a particular _ (w

) -providing direct _ on performance

-stimulus items
-respond
-behavior (imperative)
-feedback

characterized by three three-part question sequence consisting of:
-The adult's request to produce specific information
-The child's response
-the adult's evaluative feedback

-highly structured
-social context

SLP creates opportunities for a child to communicate naturally

-natural intervention
-activities

follow the child's lead

-natural intervention
-activities

Child's typical environment (where they spend most of their time)

-natural intervention
-physical context

classroom or home

-natural intervention
-physical context

working with family and peers

-natural intervention
-social context

child-directed interaction: Adult follows child's attentional lead

-natural intervention
-social context

child-directed interaction: responds contingently to child's responses

-natural intervention
-social context

child-directed interaction: waits for child to respond before initiating another conversation sequence

-natural intervention
-social context

more natural than drill or drill play

-hybrid intervention
--activities

not completely child direct

-hybrid intervention
-activities

classroom based or pullout

-hybrid intervention
-physical context

Communication with adult or small group of peers

-hybrid intervention
-social interaction

SLP works to make the interactions pragmatically meaningful and reflect real-life communication patterns

-hybrid intervention
-social interaction

focuses on a set of language behaviors (pre-selected) and focuses a great deal of attention on identified targets during the intervention session

-hybrid intervention
-social interaction

adult manipulates context to prompt the child to spontaneously use the targeted linguistic features

-hybrid intervention
-social interaction

often uses toys and play routines

-hybrid intervention
-social interaction

uses specific modeling and responsive strategies to emphasize targeted features

-hybrid intervention
-social interaction

event that precedes and elicits a response

stimulus or antecedent

behavior exhibited by an individual on presentation of stimulus

response

event that contingent on an immediately follows the response

consequence

consequences that increase the probability that a particular behavior will reoccur

reinforcement

consequences that decrease the frequency of a behavior

punishment

Objects, photos, software

-Influences from Behaviorist Theory
-Choosing stimuli

prompts, shaping, modeling, cueing

-Influences from Behaviorist Theory
-eliciting responses

fading, continuous reinforcement, intermittent reinforcement, partial reinforcement, and sentence recasts

-Influences from Behaviorist Theory
-rewarding responses

types of antecedents:
-N context -L context

-nonlinguistic context
-linguistic context

Types of consequences:
-C_ -R

-contingencies
-reinforcers

what happens in the environment

nonlinguistic context

-__ contexts are not created equally
--some elicit more _ language than others

-nonlinguistic
--natural

nonlinguistic contexts influence the of language being used

-type

-waiting
-especially effective after a child had demonstrated mastery of a desired behavior

-nonlinguistic context
-communication temptations

-something new and interesting

-nonlinguistic context
-introduction of novel elements

Look over something in hopes it will elicit a response (skipping a child's turn on a game or ignoring an object)

-nonlinguistic context
-introduction of novel elements

ex

holding a book upside down, not giving all craft supplies for a craft, or a missing puzzle piece

also known as "physical guidance"

manual Guidance

Providing gentle, but firm physical assistance to help a child make a movement

manual guidance

a procedure in which the SLP produces a rule-governed utterance at appropriate junctures in conversation or activities but does not ask the child to imitate

-linguistic context
-modeling

True or false: Modeling requires the child to imitate

false

True or False: Modeling views the child as an active learner

true

supported by research

modeling