CDI445 FInal7

Intervention Flashcards

Front: What are the three main approaches to language intervention?
Back: Child-led, hybrid, and clinician-directed approaches.

Front: What is an adult-directed approach?
Back: An approach where the adult provides the activities and stimuli and uses request, response, and evaluation.

Front: What is a child-directed approach?
Back: An approach where the adult follows the child’s lead, and social interaction acts as the reinforcement.

Front: What is the goal of language intervention?
Back: To stimulate overall language development and teach language skills in an integrated and contextual way to support everyday communication and academic access.

Front: What are interventions?
Back: Interventions are specific techniques used to help clients gain communication and language skills.

Front: How are approaches and interventions related?
Back: Approaches are the broad categories, while interventions are the specific techniques used within those approaches.

Approaches vs. Interventions

Front: What are examples of child-led interventions?
Back: Self-talk, parallel talk, imitations, expansions, extensions, buildups/breakdowns, and recasts.

Front: What are examples of hybrid interventions?
Back: Focused stimulation, vertical structuring, milieu teaching, incidental teaching, mand model, and script therapy.

Front: What are examples of clinician-led interventions?
Back: Drill, drill play, modeling, shaping, and guided practice.

Front: Which approach is the most naturalistic?
Back: Child-led intervention.

Front: Which approach is the most structured?
Back: Clinician-directed intervention.

Front: Which approach is between naturalistic and structured?
Back: Hybrid intervention.

Semantic Intervention Flashcards

Front: What does semantic intervention target?
Back: Semantic intervention targets language content, including vocabulary, word meaning, categories, and relationships between words.

Front: What should be used with small children during semantic intervention?
Back: Real objects.

Front: What can be introduced with older students during semantic intervention?
Back: Idioms, prefixes, suffixes, synonyms, and Latin roots.

Front: Why is frequent exposure important in semantic intervention?
Back: Children need repeated exposure to learn and retain new vocabulary.

Front: What are semantic cues?
Back: Semantic cues give meaning-based information about a word.

Front: Give an example of a semantic cue for “ostrich.”
Back: “An ostrich is an animal. It is a type of bird. It is very big and lives on farms.”

Front: What are phonological cues?
Back: Phonological cues give sound-based information about a word.

Front: Give an example of a phonological cue for “ostrich.”
Back: “Ostrich starts with /a/ like your name, Oscar.”

Front: What are graphic representations?
Back: Drawings or written visuals used to help deepen understanding of a topic or word.

Front: What is semantic transparency?
Back: Semantic transparency means how easily a word’s meaning can be shown or understood.

Front: Which word is more semantically transparent: “pour” or “know”?
Back: “Pour” is more transparent because it can be shown more easily.

Front: Why should SLPs start with transparent words?
Back: Transparent words are easier to demonstrate and understand than abstract words.

Front: Give an example of a transparent word.
Back: Throw.

Front: Give an example of an abstract word.
Back: Feel.

Front: What should SLPs remember when choosing semantic targets?
Back: Include a variety of parts of speech depending on the child’s needs.

Front: Why should SLPs teach words students already have background knowledge about?
Back: Unknown vocabulary should not be used to teach new vocabulary because it can make learning harder.

Front: Would you teach “artichoke” before “carrot”?
Back: No. “Carrot” is more familiar and easier for many children to understand.

Pictures, Objects, and Books

Front: By what age can children acquire vocabulary through pictures?
Back: By age two.

Front: Are photographs or drawings easier for young children?
Back: Photographs are easier than drawings.

Front: What are pictures or objects sometimes called in intervention?
Back: Stimuli.

Front: What kind of pictures should SLPs choose?
Back: Pictures that promote understanding.

Front: Why is shared book reading useful in intervention?
Back: It supports language intervention and promotes early literacy skills.

Front: What kind of books should be used for shared book reading?
Back: Authentic literature rather than “movie books.”

Front: Should vocabulary be chosen before or after selecting the book?
Back: Vocabulary should be chosen before the book.

Front: Why should vocabulary be chosen before the book?
Back: So the book supports the planned vocabulary targets instead of choosing targets randomly.

Technology in Intervention

Front: When might apps or computer software be considered for intervention?
Back: They may be considered depending on the client’s age, developmental level, attention, goals, and whether the technology supports meaningful communication.

Front: Why should technology be used carefully in intervention?
Back: Technology should support interaction and learning, not replace meaningful communication practice.

Scaffolding Flashcards

Front: What is scaffolding in intervention?
Back: Scaffolding is support provided to help the child respond correctly and learn a target skill.

Front: What are prompts?
Back: Prompts are cues that help ensure the child responds correctly.

Front: Give an example of a verbal prompt.
Back: “Collect the stars for your prize.”

Front: Give an example of a picture prompt.
Back: Showing a picture of the procedure.

Front: Give an example of a tactile prompt.
Back: Touching the child’s arm and guiding them toward the communication partner.

Front: Give an example of an imitation prompt.
Back: “Say, ‘Mr. Jay, do you have a star?’”

Front: What is shaping?
Back: Shaping uses a series of steps to gradually approximate the target behavior.

Front: Give an example of shaping for requesting “milk.”
Back: The child is rewarded first for pointing to milk, then pointing and vocalizing, then approximating “milk,” and finally saying “milk.”

Front: What philosophy is shaping based on?
Back: Behaviorist theory.

Front: What should happen to prompts and shaping as the child improves?
Back: They should gradually decrease.

Front: Why should prompts decrease over time?
Back: To help the child become more independent.

Front: How is intervention different from assessment?
Back: In intervention, the clinician provides explicit feedback frequently to help the child learn.

Syntactic Intervention Flashcards

Front: What does syntactic intervention target?
Back: Syntactic intervention targets language form, especially sentence structure and grammar.

Front: What are examples of syntactic intervention techniques?
Back: Recasts, self-talk, parallel talk, telegraphic speech, expansions, extensions, and buildups/breakdowns.

Front: What is a recast?
Back: A recast repeats or restates the child’s utterance with a corrected or expanded form.

Front: Give an example of a recast.
Back: Child: “Dog eat.” Adult: “The dog is eating.”

Front: What is self-talk?
Back: Self-talk is when the adult describes what they are doing using “I” statements.

Front: Give an example of self-talk.
Back: “I am putting the baby to bed. Goodnight, baby.”

Front: Who can self-talk be especially helpful for?
Back: Children who are reluctant to talk.

Front: When is self-talk most effective?
Back: When the adult performs actions similar to the child’s actions.

Front: What is parallel talk?
Back: Parallel talk is when the adult describes what the child is doing, almost like a play-by-play.

Front: Why is parallel talk effective?
Back: Children are more likely to talk when they are highly engaged.

Front: When is telegraphic speech appropriate?
Back: For children with an MLU less than 2.0.

Front: What is telegraphic speech?
Back: Short, simple speech that uses only the most important words.

Front: Give an example of telegraphic speech.
Back: “Want cookie.”

Front: What is an expansion?
Back: An expansion repeats the child’s utterance and adds missing grammar to make it more complete.

Front: Give an example of an expansion.
Back: Child: “Daddy go outside.” Adult: “Daddy went outside.”

Front: What is an extension?
Back: An extension adds more related information to the child’s utterance.

Front: Give an example of an extension.
Back: Child: “Baby night night.” Adult: “The baby is going night night. The baby is tired.”

Front: What are buildups and breakdowns?
Back: A technique where the adult breaks a sentence into smaller parts and then builds it back up.

Front: Give an example of buildups/breakdowns.
Back: “I’m building a house. A tall house. Building a house. Building a tall house with blocks.”

Syntactic Intervention Tips

Front: When targeting a syntactic goal, what should remain familiar?
Back: Other aspects of form, content, and use should remain familiar.

Front: Why should familiar vocabulary be used when targeting syntax?
Back: So the child can focus on the grammar target instead of struggling with new vocabulary.

Front: If targeting plural -s, what kind of language should you use?
Back: Statements, familiar vocabulary, and linguistically simple sentences.

Front: Why is “Are those the adolescent’s computerized devices?” a poor sentence for targeting plural -s?
Back: It is too complex and includes unfamiliar vocabulary and grammar.

Assertiveness and Responsiveness

Front: What is assertiveness in communication?
Back: Assertiveness is the willingness to express ideas in a confident manner.

Front: What is responsiveness in communication?
Back: Responsiveness is the ability to respond to information provided by others.

Front: Why should an SLP consider a client’s assertiveness and responsiveness?
Back: It helps the SLP understand the child’s communication style and plan therapy.

Front: How can deficits in form, content, or use affect assertiveness and responsiveness?
Back: A child may talk less, respond less, struggle to initiate, or have difficulty maintaining interaction.

Pragmatic Intervention Flashcards

Front: What does pragmatic intervention target?
Back: Social communication and how language is used in interactions.

Front: Why is pragmatic intervention important to families?
Back: Families often value social communication skills that help the child interact with others.

Front: What should the clinician do during pragmatic intervention?
Back: Be responsive, give limited instructions, encourage balanced interaction, follow the child’s lead, and make interaction positive.

Front: Why should interaction be positive during pragmatic intervention?
Back: Positive interaction encourages communication and social engagement.

Front: What is peer mediation?
Back: Peer mediation teaches the student specific social skills and trains typically developing peers to support the client’s social skill use.

Front: What are social skills that may be taught through peer mediation?
Back: Taking turns, sharing, making eye contact, asking and answering questions, compromising, and entering peer groups.

Front: What is peer entry?
Back: Peer entry is the ability to join peer activities or conversations appropriately.

Front: What peer-entry behavior is more effective than asking to join?
Back: Making positive comments about the activity.

Front: Is hovering an effective peer-entry strategy?
Back: No. Hovering is not effective.

Front: What pragmatic skills are important for school-aged students?
Back: Perspective-taking, reading hidden messages, understanding social routines, and using appropriate social strategies.

Metacognition Flashcards

Front: What does metacognition mean?
Back: Thinking about thinking.

Front: Why is metacognition important for school-aged children?
Back: It helps students learn to evaluate their own communication and use skills independently.

Front: How does metacognition support generalization?
Back: It helps students self-evaluate and apply skills outside of therapy.

Front: What is the goal of using metacognition in intervention?
Back: To teach the process needed to produce correct responses, not just give the child answers.

Hybrid Approach Flashcards

Front: What are examples of hybrid intervention techniques?
Back: Focused stimulation, recasting, and structuring intervention.

Front: What is focused stimulation?
Back: Providing many examples of a target in meaningful contexts without requiring imitation.

Front: Why is focused stimulation called “stacking the deck”?
Back: Because the clinician sets up many chances for the child to hear and use the target naturally.

Front: Does focused stimulation require imitation?
Back: No. It provides experiences that naturally encourage communication.

Front: What is the continuum of naturalness?
Back: A way to describe how natural or structured an intervention approach is.

Trickle Down Effect

Front: What is the “trickle down effect” in language development?
Back: Difficulties in one language area can affect other language domains.

Front: How can delayed morphosyntax affect vocabulary?
Back: A child may have difficulty learning new vocabulary and may rely on high-frequency verbs like want, get, and like.

Front: How can language delays affect pragmatics?
Back: A child may take fewer conversational turns, rarely initiate conversation, or have difficulty entering social groups.

Evidence-Based Intervention Flashcards

Front: What does evidence-based practice mean?
Back: Using research-supported methods that show scientific evidence of positive change.

Front: What is milieu teaching?
Back: An evidence-based intervention that uses a child’s interests and environment to promote communication.

Front: How does milieu teaching work?
Back: The clinician arranges the environment with communication temptations and rewards communication naturally.

Front: What are communication temptations?
Back: Preferred toys, routines, or situations that motivate the child to communicate.

Front: What type of reinforcement is used in milieu teaching?
Back: Natural reinforcement.

Front: Give an example of natural reinforcement.
Back: If a child requests a toy, the child receives the toy.

Conversational Recast Training

Front: What is conversational recast training?
Back: An evidence-based intervention that uses frequent sentence recasts during conversation.

Front: What ages is conversational recast training used for?
Back: Children age 2 through elementary school.

Front: Which children benefit most from conversational recast training?
Back: Children above the two-word level.

Front: What is the ideal rate of sentence recasts?
Back: Up to two recasts per minute.

Front: What type of approach is conversational recast training?
Back: A hybrid approach on the continuum of naturalness.

Sentence Combining

Front: What is sentence combining?
Back: An intervention where a child combines two or more simple sentences into one more complex sentence.

Front: Who is sentence combining used for?
Back: School-aged children.

Front: Give an example of sentence combining.
Back: “The chicken is running fast. The chicken is fancy. The chicken crossed the road.” could become “The fancy chicken ran fast across the road.”

Front: What is a kernel sentence?
Back: A simple base sentence used to build a more complex sentence.

Front: Give an example of a kernel sentence.
Back: “The chicken crossed the road.”

Front: How can a kernel sentence and question be used?
Back: The child uses the question to add information to the kernel sentence.

Quick Review Flashcards

Front: Which approach follows the child’s lead?
Back: Child-led approach.

Front: Which approach uses adult-provided activities and stimuli?
Back: Adult-directed or clinician-directed approach.

Front: Which approach includes focused stimulation and milieu teaching?
Back: Hybrid approach.

Front: Which intervention targets vocabulary and meaning?
Back: Semantic intervention.

Front: Which intervention targets sentence structure?
Back: Syntactic intervention.

Front: Which intervention targets social language?
Back: Pragmatic intervention.

Front: Which technique describes what the adult is doing?
Back: Self-talk.

Front: Which technique describes what the child is doing?
Back: Parallel talk.

Front: Which technique corrects or expands the child’s utterance?
Back: Recast.

Front: Which technique adds missing grammar to a child’s utterance?
Back: Expansion.

Front: Which technique adds more related information?
Back: Extension.

Front: Which technique gradually builds toward the target behavior?
Back: Shaping.

Front: Which intervention uses communication temptations?
Back: Milieu teaching.

Front: Which intervention uses frequent sentence recasts?
Back: Conversational recast training.

Front: Which intervention helps school-aged children combine simple sentences?
Back: Sentence combining.