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Birth To Six > Week 1-2 > Flashcards

Week 1-2 Flashcards

(46 cards)

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1
Q

Define IFSP

A

Individualized Family Service Plan

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2
Q

Define IDEA

A

Individuals with Disabilities Education Act
Part B: Services for School-age children (3-21)
-Goal: reduce the impact of disabilities so that child can succeed in their education
Part C: Services for Toddlers and Infants (birth-36 months)
-Eligibility is determined by state guidelines
-Goal is to reduce the impact of disability so that infant/toddler can increase participation in life activities

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3
Q

SLP roles in early intervention

A

Three levels
-Primary
-Secondary
-Tertiary

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4
Q

SLP roles in early intervention

A

Screening
-Identify individual in need of further assessment

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5
Q

SLP roles in early intervention

A

Assessment
-ongoing procedures conducted by qualified personnel to identify the unique strengths and areas of needs of a child, and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility

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6
Q

SLP roles in early intervention

A

Evaluation
-procedures carried out by qualified personnel to determine a child’s initial and continuing eligibility

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7
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

-Intervention leads to a change in behavior that may not have occurred without the intervention

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8
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

Consultation/Education of others
-Provide all team members, families and other professionals with necessary information

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9
Q

SLP roles in early intervention
Planning, implementation, and monitoring intervention

A

Service coordination
-Ensuring that communication is happening between collaborating professionals and families involved
-Might involve securing referrals for the child
-Can be primary service

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10
Q

SLP roles in early intervention

A

Transition Planning

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11
Q

SLP roles in early intervention

A

Advocacy

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12
Q

SLP roles in early intervention

A

Advancing knowledge base in EI

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13
Q

Be able to approximate prevalence of top 3 childhood disabilities

A

ASD (1 in 54)
Developmental Language Disorder (1 in 12)
Late talkers (1 in 7)
Developmental Delay (1 in 6)

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14
Q

Be able to list and define types of services models

A

Direct
-clinician directly works with the child
Indirect
-Family-centered services - training the family to provide services

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15
Q

Child-centered

A

-clinician arranges activities so that opportunities for client to provide target responses occur as a natural part of play and interaction

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16
Q

Child-centered

Who is it beneficial for?

A

-Advantages for obstinate and uncommunicative children because language is built into our everyday world, and they are exposed to helpful language models of the clinician in a way that is easy to absorb

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17
Q

Child-centered

A

-No prompts or fixing incorrect responses

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18
Q

Child-centered

A

Language facilitation/Indirect language stimulation/facilitative play
-attempts to provide an accessible model of the mapping between child’s actions and the language that describes them; tempts the child to talk. Responsivity is key; providing more mature models in the child’s zone of proximal development
-imitate the child

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19
Q

child-centered
Self-talk and parallel talk

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A

“I’m digging a hole”
“You’re digging a hole”

20
Q

Child-centered
Expansions

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A

take the child’s utterance and add semantic info to make it acceptable
-i.e. “doggy’s house” “the doggy’s in the house”

21
Q

Child-centered
Extension

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A

Comments that add semantic information in response to what the child has said
-i.e. Doggy house - “He went inside the house. He’s cold”

22
Q

Child-centered
Recasts

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A

expand the child’s utterance into a more elaborate or different type of sentence
-Doggy house. “Is the doggy in the house?”

23
Q

Child-centered
Build-up and breakdown

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A

First, expand to a grammatically complete utterance. Then, breakdown and build up
-i.e. “The doggy is in the house. In the house. The doggy. The doggy is in the house”

24
Q

Clinician-directed

Who chooses the material?

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A

Clinician chooses specific material, how to use the material, the frequency and type of reinforcement, the form of responses that are accepted as correct, and the order of activities

25
Clinician-directed Advantages and disadvantages Highly controlled
HIGHLY CONTROLLED but allows child to extended practice with a new form or function of a word; maximizes opportunities for practice
26
Clinician-directed
DRILL is the most efficient because it provides the highest rate of stimulus production and client responses per unit time
27
Clinician-directed
Child is not expected to imitate the target. Clinician uses target amply and expects child to produce the target over a period of time.
28
Indirect Intervention
1. Parent training/intervention 2. Consultation 3. Hybrid
29
Hybrid
Target a specific language goal or set of goals. The clinician still chooses the material and activities BUT the main goal is to get the child to produce the language goal that is the target.
30
Hybrid Focused Stimulation
SLP provides high density input of the target and arranged the environment so the child is tempted to make the target utterance
31
Hybrid Vertical Structuring
-child makes utterance -SLP responds with a question -child makes another utterance -SLP combines the two utterances to make a complete sentence
32
Hybrid Milieu Communication Training
environmental arrangement, responsive interaction, conversation-based context that uses the child's interests and initiation as opportunities for modeling and prompting communication in everyday settings
33
Hybrid Script Therapy
Use a routine the child knows and violate the routine in order to tempt the child to say something I.e. At snack time pass out cookies but without a plate
34
Continuum of Naturalness
Extent to which intervention settings and activities resemble "real life" or life outside the therapy room or clinic
35
Continuum of Naturalness
Most natural (The best) --> child-centered (Daily activities and Play) Hybrid --> MIDDLE -->Milieu Therapy, Focused stimulation, Script Therapy Least Natural-->Clinician-directed (Drill, Drill Play, CD modeling)
36
Three Aspects
-Make Language Informative - Instead of having child imitate, elicit the responses NATURALLY -Increase motivation that is inherently in the communication task. The goal is to have the child imitate communication because they WANT to communicate -Use cohesive texts in regular conversation. Don't jump around topics and maintain grammatical form
37
Therapy Dosage
refers to the number of instances or trials provided during therapy session
38
Dosage frequency
refers to number of therapy doses in a week
39
Levels of Intervention Planning
Primary - Monitoring at-risk children and supporting parents while providing indirect therapies Secondary - Implement EBP practices, monitor progress, adjust as needed based on data Tertiary - More frequent and intensive direct interventions
40
The philosophy of broad purpose of an intervention
Change or eliminate the problem -Get the child to a level of a typical language learner -ID and address the underlying deficit Change the disorder -improve specific language skills by teaching compensatory strategies -improve communication of child but they may need further intervention
41
The Intervention Approach Premilieu Teaching
How is it done? -Arrange the environment for communication -Follow the child's attentional lead -Build social routines for communication
42
The Intervention Approach Premilieu Teaching Who is it for?
Who is it for? -Children who have fewer than 5-10 words in their expressive language and less than 75 words in the receptive language -Young prelinguistic children with developmental delays and their families -Appropriate for children functioning developmentally around 9-15 months of age who have not shown adequate acquisition of prelinguistic skills -Not appropriate for children with sufficient canonical babble or at least 1-2 vocalizations per minute
43
The Intervention Approach Premilieu Teaching Advantage
Helps children transition into the intentional stage Accelerates growth in frequency of child initiated comments, requests and lexical density
44
The Intervention Approach Premilieu Teaching
PMT first involves rearranging the environment; -putting things that the child wants in the child's view but out of their reach -violating the order of events that the child has come to expect
45
The Intervention Approach Premilieu Teaching
-For children who do not initiate: Two contigent strategies: Contingent Motor Imitation: is an exact, reduced of slightly expanded imitation of a child's motor act performed by an adult immediately after the child does it. Contingent Vocal Imitation: occurs when the adult follows a child's vocalization with partial, modified or exact vocal imitation
46
The Intervention Approach Premilieu Teaching
Once a child has established communication, the therapist can use additional techniques to increase frequency of initiation: Prompts: Time Delay - when a turn-taking activity or routine is interrupted and withheld so that the child has to make a request to resume Verbal - open-ended questions Gaze Intersection - when an adult tries to get in the gaze of a child when a child does not want to make eye contact Modeling - used to increase the child's use of vocal and gestural communication Natural consequences - Child communication is rewarded with its intended goal

Birth To Six (2 decks)

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