principles of language intervention - exam 1

Question 1

intervention

Answer 1

after assessment

training/education

rehab lost skills

compensatory strats

development of new skills

Question 2

intervention components

Answer 2

setting

format

data

intensity

structure

Question 3

who is part of the intervention team

Answer 3

client

parents / caregivers

teachers

really anyone the client interacts w/ frequently

Question 4

ending intervention

Answer 4

payer source

qualifying for continued services

caregiver / client preferences

if client has met all of their goals or plateau

Question 5

who is eligible for intervention (what does it depend on)

Answer 5

where intervention is taking place

policies in place

pay source (insurance, self-pay, etc)

Question 6

how do we approach intervention

Answer 6

evidence based practice

Question 7

goals

Answer 7

intervention should always start w/ goals (long & short term)

Question 8

SMART goals

Answer 8

Specific

Measurable –> make sure it’s development & not memorization

Attainable –> zone of proximal development

Relevant

Time bound

Question 9

principles of neurodiversity affirming intervention

Answer 9

presume competence

respect & recognize sensory needs

treat all communication methods =

strength based

honor interests

foster positive neurodivergent identity

give bodily autonomy

see students as complete, unique, & individual humans

Question 10

masking

Answer 10

harmful

reduced communication

takes up cognitive effort

linked to burnout & suicide

correlated to higher levels of stress

Question 11

intervention purposes

Answer 11

prevention

eliminate underlying cause (not many cases)

skill development

compensate

shape/change environment

Question 12

implicit learning

Answer 12

less aware / passive

natural

indirect

Question 13

explicit learning

Answer 13

more aware / active

structured

direct

Question 14

intervention w/ behaviorism

Answer 14

use behaviorism to select stimuli, elicit communication, & reinforce positive behaviors

Question 15

eliciting responses

Answer 15

instructions &/or stimuli to help the child produce correct response

Question 16

shaping

Answer 16

use easy, small steps to gradually achieve goal behavior

ex - pair verbalizations w/ motor actions

Question 17

modeling

Answer 17

demonstrating correct language

Question 18

intervention w/ behavioral therapy

Answer 18

fading –> prompting reduced

continuous reinforcement –> intermittent reinforcement

Question 19

intervention w/ social interaction

Answer 19

goal - increase freq of talk, vocab richness, & sentence length

Question 20

methods for language facilitation

Answer 20

self talk & parallel talk

Question 21

self talk

Answer 21

does not require child repsonse

“I”

ex - I’m putting baby to sleep, I’m making dinner

helpful for children who are reluctant to talk

adult narrates their own actions

observe child play & build on that

Question 22

parallel talk

Answer 22

does not require child response

language describing what child is doing

Question 23

language expansions

Answer 23

add grammar to child’s speech

child - daddy go outside?

adult - yes, daddy went outside

Question 24

language extensions

Answer 24

add grammar & semantics

similar to expansion BUT adds info related to event

child - baby night night

adult - the baby is going night night. the baby is tired. night night baby

Question 25

buildup breakdown

Answer 25

deconstruct sentence: noun phrase, verb phrase child - house adult - I'm building a tall house w/ my blocks. a tall house! building a tall house. I'm building a tall house. I'm building a tall house w/ my blocks. child - build house

Question 26

sentence recasts

Answer 26

similar to expansion but change modality adult - the pig is eating his dinner. Is the pig eating dinner? child - pig is eating adult - yes! I like how you used "is"

Question 27

intervention w/ cognitive theory

Answer 27

using perception, memory, & problem solving imitation & practice metacognition, metalinguistic --> children use these skills to monitor comprehension during reading or evaluate personal progress in academics

Question 28

metacognition

Answer 28

recognition & application of abstract concepts

Question 29

metalinguistic

Answer 29

student's ability to focus & talk about language

Question 30

family centered practice

Answer 30

best practice for all clients (esp w/ littles) respecting family's wishes on how they want to be involved

Question 31

clinician directed approach

Answer 31

clinician specifies: materials how they will be used reinforcement correct responses order of activities

Question 32

clinician directed approach advantages

Answer 32

can get in a lot of reps

Question 33

clinician directed approach disadvantages

Answer 33

not very representative of natural world usually based on extrinsic motivation

Question 34

popular CD approaches

Answer 34

drill drill play structured modeling --> child listens instead of imitating

Question 35

child centered approach

Answer 35

natural seen by child as play intrinsic motivation --> activity itself is engaging ex - child centered language stimulation (self talk, expansions, etc)

Question 36

child centered language stimulation pros

Answer 36

very low pressure for the child no requirements caregivers can do it all the time

Question 37

hybrid approach

Answer 37

mixture of approaches often use toys, books, or play routines targets specific goals while keeping the interactions natural

Question 38

clinical model

Answer 38

going to a clinic for therapy useful for people w/ short attention span higher cost

Question 39

collaborative model

Answer 39

meet w/ all caregivers (teachers, parents, etc) Collab on how to effectively implement strategies across all contexts

Question 40

consultant model

Answer 40

SLP consults on IEP/treatment w/ teachers, parents, etc

Question 41

4 levels to goals

Answer 41

basic intermediate specific subgoals

Question 42

basic goals

Answer 42

most general identifies areas of need that will be central to therapy

Question 43

intermediate goals

Answer 43

provides greater specification of areas of need within 1 or more basically goals more specific but still broad

Question 44

specific goals

Answer 44

target specific exemplars of the language form, content, &/or use that were defined at intermediate level

Question 45

subgoals

Answer 45

carefully constructed set of measurable steps by which specific goals are achieved

Question 46

vertical strategies

Answer 46

progression of 1 goal to another 1 at a time

Question 47

horizontal strategies

Answer 47

simultaneous attention to multiple specific goals

Question 48

cyclical strategies

Answer 48

focus on 1 set of goals for a set period of time before moving onto another goals for a set period of time