Language Intervention Exam 4

Intellectual Disability

refers to individuals who have core deficits in both intellectual and social domains

mental retardation, cognitive impairment, and developmental disability

The term ID replaces other terms such as

-originates before age 18

-limitations in intellectual functioning

and adoptive behavior

characteristics of ID

umbrella term, ID

developmental disability is an ______ ______ that _____ falls under

impairments, participation limitation

disability is an umbrella term that covers _______ and _______ ________

ecological model

what is the new focus in the field of ID?

evaluates and enhances functional skills

improve personal well being

identify appropriate support systems

enhance competence through skill development and environmental modifciation

what does the ecological model do?

microsystem: parents/caregivers

mesosytem: community, workplace

macrosystem: cultural views and practices regarding individuals with ID

what are the three systems of the ecological model?

1. intellectual abilities

2. adaptive behavior

3. participation, interaction, and social roles

4. health

5. context

5 factors that impact an individual within the ecological model

before, during, or after birth?

biomedical

lack of health and prenatal care

poor parenting, poverty

inadequate early intervention

risk factors for ID

idiopathic...but its more than likely genetic

unknown etiology

prenatal

genetics is considered a _____ cause in ID

-more holistic/right brain

-top-down learning

-use everyday interactions, environmental cues, and familiarity

knowledge based learning

-based on incoming data

-bottom up learning

influenced by an individual's processing skills

data based learning

attention

discrimination

organization

transfer

memory

types of individual's processing skills

yes

do we use both knowledge and data based learning?

attention

ability to orient and react to a stimulis

increase wait time so individuals have time to respond

intervention strategy pertaining to attention

discrimination

ability to attend to a specific stimuli in a field among similar stimuli

manipulate the task and teach self-monitoring skills

intervention strategy pertaining to discrimination

organization

ability to systemize incoming info to speed processing and facilitate retrieval

teach chunking and word association to aid in faster and more efficient retrieval

strategy pertaining to organization

teach children with ID simple metacognitive strategies which improve transfer learning

strategy pertaining to transfer

memory

current information retained to carry out everyday tasks

rehearsal, repetition, or chunking of information to aid memory

strategy pertaining to memory

goal directness which is a challenge for children with ID

strategy pertaining to motivation and task mastery

delay

language of young children with an ID is referred to as a

disorder

language of children w/ ID after age 10 is considered a

heterogenous

ID population is....

cognitive ability

language domains vary in relation to

significant phonological deficits

reduced respiratory function

shorter sentences

reduced intelligibility

impaired morphosyntactic skills

ID aspects in individuals with down syndrome

affects males more severely

language ability is consistent with their non-verbal cognitive abilities

develop their expressive abilities at one-third the rate of typically developing children

ID aspects in fragile x syndrome

social

better than expected verbal abilities

delayed verbal skills in early childhood

language abilities match their mental age by adolescence

difficulty introducing new topic

poor topic maintenance

ID aspects in williams syndrome

norm-referenced

too few students with ID are included in the samples of ________ tests

pragmatic

what abilities are often not assessed

-a language sample

-discourse analysis

-a classroom based assessment

-interview

-assessment of reading/writing

criterion referenced tests should always include

challenging behaviors

a functional assessment is used with students who have

the individuals independence in interacting, communicating, expressing information, and receiving information

the communication skill inventory measures...

to evaluate the potential mismatch between an individual's repertoire of skills and the demands of the environments

the supports intensity scale's purpose is...

what support do they need?

what skills do they need to learn?

how can the environment be modified to accomadate the person?

assessment should answer

-provide intervention from the prelinguistic stage through adulthood

-early/intense intervention is critical

basic principles of Intervention of ID

1.typical lang development patterns

2.lifespan needs

3.modifications in response to strength and weaknesses

what is the 3 pronged approach

ecological

approach intervention from an ______ standpoint

-consider the individual's interest and motivation as well as input from parents/teachers

-develop intervention that will maximize generalization and transfer of communication skills to daily life

how do you approach intervention from an ecological standpoint

-daily routines

-replace the individual's problem behaviors with more socially acceptable communication options

-use behavior modification techniques

principles of functional communication training

examine the what, when, why, where associated with the occurrence of maladaptive

"what's the cause"

use the ABC chart to

-performance based

-designed to emphasize the communicative strength of school age students

-theme based activities

-specific goals for each participant

-use goal attainment scaling to rate the participants

components of the It's Fun Program

ethnic mismatch

a situation in which a student's home culture and the service provider hold conflicting expectations of intervention

hight context

infer meanings, direct

low context

dramatic, more direct

behaviorist

structuring and planning of intervention uses what theory

modeling

how to achieve language facilitation?

self-talk

The adult describes what he is thinking, feeling, or seeing

parallel talk

The adult uses language to describe what the child is thinking,feeling, and doing.

language expansions

The adult repeats the child's verbalization but adds morphemes orwords to make the sentence an acceptable adult sentence.

language extensions

The adult adds additional information related to the child'ssentence.

buildup/breakdown

The adult says a sentence, repeats smaller segments of thesentence, and then finally repeats the entire sentence.

contingency

how closely your communication relates to the child's output

assertive/ responsive communication theme

profiles how well a child can initiate conversational terms and respond to the communication attempts of others

initiates a conversational term

an assertive communicator...

responds to the communication attempts of others

a responsive communicator...

is both assertive and responsive

an effective communicator...

1. consider how to approach a learning task

2. monitors comprehension during reading

3. evaluates progress in an academic task

in the cognitive structures theory, a student uses metacognitive tasks to do 3 things:

hybrid intervention

combines elements of different techniques to address the communication needs comprehensively

focused intervention

targets a particular area of communication or skill development

dose

number of times a target is focused on per session

dose form

type of task or activity that is implemented

length of session

number of sessions per unit of time

total intervention duration

cumulative duration

who did what how many times

how to write an intervention goal

goal attack strategy

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

vertical

one goal at a time until a child achieves a level of accuracy

horizontal

several goal are repeatedly targeted in every session

cyclical

several goals are targeted for a specific amount of time and the sequence of goals are repeated

baseline data

initial measurements or observations collected before treatment is implemented

generalization probe

assessment to determine if newly acquired skills have reached generalization

qualitative

non-numerical information, focuses on quality

quantitative

numerical information that is collected, objective measurements, statistical data

descriptive vocabulary

words that give details about; illustrating; explaining

baselining

cold approach to find what child knows coming in

probing

criterion levels, structured

documentation of baseline performance and numerically records behavior changes

goal attainment scaling allows...

-turn taking

-initiating interaction

-increase time they stay in interaction

pragmatic focuses

-establishing discourse and morphosyntactic targets

-increasing the detectability of targeted morphosyntactic features

-identifying errors in grammatical absent features

-choosing intermediate language targets

morphology and syntax focuses

-provide repeated models of a word in play context

-prompt child to repeat produced word

-provide feedback on the word accuracy

semantic domain focuses

tiered 2/3

focus on what vocabulary

peer confederate training

Students with typical language are trained to use social strategiesto encourage communication from students with communicationdisorders

sociodramatic script training

The adult uses role-playing to teach students daily discourseroutines

Time delay

The adult uses a non-verbal prompt and waits for the child torespond

Enhanced milieu teaching(EMT)

Uses simple questions and requests for child imitation along withadult language modeling techniques.

Mand-model procedure

The adult uses a verbal prompt in the form of a question

Incidental teaching

The adult manipulates the environment so that the child is morelikely to talk

Conversational RecastTraining (CRT)

The adult restates the child's utterance while maintaining thechild's meaning.

Sentence combining

The adult gives the student two or more simple sentences andrequires the student to combine the simple sentences into a longer,more complex sentence.

Prompts

Instructions or stimuli used to ensure a child responds correctly.

Shaping

A technique used to teach increasingly complex behaviors.

Fading

Used to reduce dependency and generalize a new behavior intoother communication contexts

Conversational assertiveness

The communicator initiates a conversational turn

Conversational responsiveness

The communicator responds to others' communication attempts