Principles Of Intervention

Question 1

an ambition you want to achieve, based on the assessment results, current EBP, and family preferences

Answer 1

Goal

Question 2

Example of goals (mcleod)

Answer 2

1. improving the child’s speech intelligibility
2. surgical repair of a cleft of the soft palate
3. developing the child’s emergent literacy skills to ameliorate future risk of literacy difficulties
4. developing a child and communication partner’s competence to use an AAC
5. increasing the child’s verbal interaction with peers at preschool or school
6. reducing immediate consequences of SSD
7. equipping families with strategies for revolving communication breakdown
8. increasing family members’ and relevant professionals’ \ knowledge about SSD to dispel false beliefs and myths, and
9. improving communication partners’ abilities to listen to a child with SSD so that the child’s messages are understood

Question 3

What are the 3 perspectives on how to manage SSD in children

Answer 3

● Impairment-based
● Social-based
● Biopsychosocial perspective using ICF

Question 4

consistent with the medical model

Answer 4

Impairment based

Question 5

Communication difficulty is in the child and that the difficulty can be treated by giving the child missing processing skills or knowledge

Answer 5

Imapirment-based perspective

Question 6

goal of impairment-based perspective

Answer 6

Help the child learn the missing processing skills or knowledge

Question 7

considers the impact of a child’s communication differences within society

Answer 7

Social-based perspective

Question 8

Goal of social-based perspective

Answer 8

Socialization skills

Question 9

integrates both the impairment and social perspectives

Answer 9

Biopsychosocial perspective using ICF

Question 10

Operationally defined goals proponents

Answer 10

Hedge, Klein, and Moses

Question 11

The 6 operationally defined goals are

Answer 11

1. Behavior or attitude to be learned
2. Tasks that will be used to measure
3. Who will measure
4. Setting where measurement will take place
5. Criterion
6. Total expected duration of intervention

Question 12

a hierarchically organized network of goals designed to achieve a basic or long-term goal

Answer 12

Goal Framework

Question 13

T or F number of goals within a hierarchy reflects both the nature of the problem and the impact of the problem

Answer 13

True

Question 14

Summarizes what needs to be achieved before a child and his or her family can be dismissed from intervention services

Answer 14

Long-term goals

Question 15

Describes the specific behavior or skill being targeted to achieve the LTG

Answer 15

Short-term goals

Question 16

type of data collected over the course of intervention, to evaluate intervention efficacy

Answer 16

Generalization probes

Question 17

Based on STGs.

Answer 17

Session goals

Question 18

for any child with an SSD, who has a reactive temperament, and fear of failure.

Answer 18

Traditional approach

Question 19

What do we do traditional approach?

Answer 19

Select an early, developing, stimulable speech sound from the list based on the analysis and work through that list developmentally and sound by sound

Question 20

What are the traditional developmental intervention targets?

Answer 20

1.Processes that occur frequently but are optional.
2. Processes that affect sounds that are stimulable or sounds that are within a child’s phonetic inventory.
3. Processes that affect intelligibility
4. Processes that affect early developing sounds.

Question 21

This is for any child with SSD, who has no confounding difficulties and is a confident risk-taker

Answer 21

Complexity Approach

Question 22

What do we do in the complexity approach

Answer 22

One or two complex phonological targets are worked on to induce a widespread change in a child’s phonological system

Question 23

the constituents or parts of systems, and how they interrelate with one another in organized hierarchies(

Answer 23

Complexity

Question 24

process by which children’s phonological systems change is guided by

Answer 24

Learnability

Question 25

Geirut (2001) proposed 4 categories for describing complexity targets:

Answer 25

○ complex articulatory phonetic factors ○ complex linguistic structures ○ complex clinical factors ○ complex psycholinguistic structure

Question 26

Complex intervention targets

Answer 26

Non-stimulable, phonetically more complex segments or true consonant clusters that are associated with the least productive knowledge for an individual child.

Question 27

for children with severe to profound phonological impairment.

Answer 27

Cycles Approach

Question 28

Targets of cycle approach

Answer 28

processes or patterns in the child’s speech in a predetermined order.

Question 29

CYCLES APPROACH is suited for children who have SSD characterized by:

Answer 29

○ primary target patterns ○ secondary target patterns ○ advanced target patterns

Question 30

developed by Willams (2003) following the development of Systemic Phonological Analysis of Child’s Speech (SPACS)

Answer 30

Systemic (Functional) Approach

Question 31

Systemic (functional) Approach considers

Answer 31

considers the functions of words within the child’s phonological system.

Question 32

Systemic approach target selction

Answer 32

The selection of targets is based on the phoneme collapses.

Question 33

recommended for children with large collapses of contrast in their phonological system.

Answer 33

Systemic approach

Question 34

developed by Bernhardt & Stemberger in 2000. They used nonlinear phonological theories to guide the analysis of a child’s speech

Answer 34

Constraint-based nonlinear approach

Question 35

We use nonlinear phonological theories to guide the analysis of a child’s speech to identify:

Answer 35

A. What a child knows about the phonological system: i. segmental tier (i.e., sound segments and features) ii. prosodic tier (i.e., phrase stress and intonation, word length, word stress, word shape/sequences) b. how a child’s knowledge of each tier interacts between tiers c. what phonological knowledge is missing that a child still needs to learn.

Question 36

Bernhardt & Stemberger (2000) suggest that you organize the results of your analysis into a framework of goal types

Answer 36

New words and phrase structures ○ New segments involving new feautures ○ New combinations of existing features ○ New sequences of structures and segments

Question 37

GUIDING PRINCIPLES in CONSTRAINT-BASED NONLINEAR Target Selection

Answer 37

○ New features or segments should be targeted using established word structures, and new word structures should be targeted using established segments. ○ Selection of a goal or target from each of the four categories is recommended within intervention blocks that use a cyclical-goal attack strategy. ○ Cognitive-linguistic, personal-social, perceptual, and articulatory abilities should be considered even though non-default marked goals are preferred. Consider selecting targets that would improve the intelligibility. Consider selecting more than one exemplar for each goal type.

Question 38

recommended for any children who have SSD, who have e segmental or prosodic difficulties.

Answer 38

Constraint-Based Nonlinear Approach

Question 39

based on Norris and Hoffman’s (2005) constellation model of language processing.

Answer 39

Neuro-Network Approach

Question 40

General goals are identified in

Answer 40

Neuro-network approach

Question 41

recommended for children with concomitant speech and language difficulties.

Answer 41

Neuronetwork Approach

Question 42

Goals identified for children with articulation impairment typically involve:

Answer 42

target sounds activities and participation

Question 43

Gordon-Brannand & Weiss (2007) suggested that the selected sounds should be:

Answer 43

● correctly produced in one or more phonetic contexts ● most stimulable ● developed early

Question 44

Goal Attack Strategies for articulation impairment

Answer 44

● Vertical Structure ● Horizontal Structure ● Cyclical Structure

Question 45

Therapy Framework

Answer 45

● Antecedent ● Response ● Consequence Events

Question 46

What does the Vertical Structure target

Answer 46

1 or 2 speech target (phoneme, PP, word structure, etc.)

Question 47

Tasked is worked on until a predetermined criteria is met

Answer 47

Vertical structure

Question 48

Suitable for articulation impairment and phonological impairment

Answer 48

Vertical structure

Question 49

We provide multiple strategies for the child to learn 1 or 2 targets over a period of time

Answer 49

Vertical Structuring

Question 50

Considered by Elbert and Geirut as training deep

Answer 50

Vertical structure

Question 51

Considered as training wide by elbert and geirut

Answer 51

Horizontal structure

Question 52

What does the horizontal structure target?

Answer 52

3 or more targets that help with phonological impairment

Question 53

Enhances motor learning for MSD

Answer 53

Horizontal structure

Question 54

Speech production target over a specified time independent of accuracy

Answer 54

Cyclical Structure

Question 55

Similarities of CS to VS and HS

Answer 55

Like vs because 1 speech target pattern is targeted per session Like hs because targets are worked on for a period of time

Question 56

delineation of stimulus events designed to elicit a response

Answer 56

Antecedent

Question 57

An antecedent could be

Answer 57

a verbal model, picture, printed material, or verbal instruction

Question 58

behavior targeted by the clinician

Answer 58

Response

Question 59

Response ranges from

Answer 59

It ranges from approximation of the desired behavior to production of the behavior in connected speech

Question 60

stabilized at one level of complexity before proceeding to the next level

Answer 60

Response

Question 61

Can be a reinforcement/punishment or feedback that follows the response

Answer 61

Consequence Events

Question 62

Tokens, points, chips

Answer 62

Tangible consequents

Question 63

smile or verbal feedback

Answer 63

Informal reinforcers

Question 64

Treatment schedule is determined by the following:

Answer 64

○ client’s age ○ attention span ○ severity of the disorder ○ financial resources availability of instructional services size of the clinician’s caseload treatment models (pull out vs classroom-based instruction)

Question 65

refers to two or three sessions each week over an extended period of time

Answer 65

Intermittent scheduling

Question 66

refers to daily sessions for a shorter temporal span (such as an eight-week block)

Answer 66

Block scheduling

Question 67

T or F Block scheduling was more efficient in achieving articulatory/phonological progress than was intermittent scheduling

Answer 67

TRUE

Question 68

the client is instructed in a treatment room

Answer 68

Pull out model

Question 69

the client is instructed in a classroom setting

Answer 69

Inclusion Model

Question 70

a. The clinician presents antecedent instructional events followed by client responses. b. The client has little control over the rate and presentation of training stimuli.

Answer 70

Drill

Question 71

This differs from drill by including an antecedent motivational event

Answer 71

DRILL PLAY

Question 72

similar to drill play, but training stimuli are presented as activities

Answer 72

Structured Play

Question 73

Clinician arranges activities so that the target responses occur as a natural component of the activity and they may also use modeling self-talk and other techniques to elicit responses from the child,

Answer 73

Play

Question 74

process by which desired change in behavior in an intervention context facilitates change in the same behavior and/or different but related behaviors in non-intervention contexts.

Answer 74

Generalization

Question 75

This is the most important outcome of intervention.

Answer 75

Generalization

Question 76

2 types of generalization:

Answer 76

1. Stimulus generalization 2. Response generalization

Question 77

It occurs when a trained behavior is evoked with different stimuli

Answer 77

Stimulus generalization

Question 78

process in which responses that have been taught carry over to other behaviors that are not taugh

Answer 78

Response generalization

Question 79

various types of generalization that are expected in the articulation process:

Answer 79

across word position/context generalization across linguistic unit generalization across sound and across features generalization across situations generalization

Question 80

■ generalization from a word position that is not taught ■ contextual generalization (also called phonetic context transfer)

Answer 80

across word position/context generalization

Question 81

shifting correct sound productions from one level of linguistic complexity to another (e.g., from syllables to words)

Answer 81

Across linguistic unit generalization

Question 82

■ the correct production of the target sound generalizes from one sound to another ■ It occurs most often with sound classes and/or between phonetically similar sounds

Answer 82

across sound and across features generalization

Question 83

also known as situational generalization transfer of behaviors taught in the clinical setting to other situations and locations, such as school, work, or home.

Answer 83

across situations generalization

Question 84

STEPS in FACILITATING SELF-MONITORING

Answer 84

1. The clinician monitors and provides verbal feedback 2. The clinician monitors and provides nonverbal cueing (raises finder, head nod) 3. The client “corrects“ themselves when they hear errors 4. The client anticipates the errors and self-corrects. 5. The correct productions are automatic.

Question 85

Important concepts in discharge

Answer 85

● maintenance phase ● automatization ● retention ● intersession retention ● habitual retention

Question 86

Elbert (1967) suggested dismissal might be based on 2 questions:

Answer 86

○ Has the maximum change in this individual’s speech behavior been attained? ○ Can this individual maintain this level of speech behavior and continue to improve with additional speech instruction?