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15 Cards in this Set
- Front
- Back
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The purpose of intervention
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1. change/ eliminate underlying problem (normal language learner),
2. change the disorder (improve, make a better communicator), 3. compensatory strategies (teach tools for better functioning), 4. modifying the environment (maximizing communicating potential) |
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How to identify purpose
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1. age of child,
2. intervention history, 3. nature of the disorder, 4. environment child must communicate in |
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Ways to change language behaviour
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1. facilitation, 2. maintenance, 3. induction
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Facilitation
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Bring the child up to “normal” language learner status in faster time—rate of learning is accelerated but final outcome remains. Ex. phonological awareness facilitating literacy.
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Maintenance
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Maintaining a behaviour that would otherwise be lost. Ex. babbling in infants who have had cleft palate surgery.
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Induction
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Intervention completely determines if endpoint is reached (wouldn’t have happened at all otherwise). Ex. teaching sign language to child with hearing impairment.
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Three principles to EBP
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1. clinician expertise,
2. client’s preferences and values, 3. best research evidence |
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Steps to developing intervention plans
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1. using available scientific evidence,
2. setting goals (based on Ax), 3. prioritizing goals (ZPD, Ax) |
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Priority scale based on current level (ZPD)
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highest: forms and fxs used in 10-50% of all contexts,
high: forms and fxs used 1-10% in all contexts, but understood, low: forms and fxs used 50-90% of all contexts, OR forms not used and not understood. |
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Continuum of naturalness (intervention approaches)
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MOST to LEAST natural: child-centred, hybrid, clinician-directed. Also parent-based (fairly natural)
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Types of clinician-directed approaches
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drill, drill play, modelling
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Types of child-centred approaches
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self talk/parallel talk, imitation, recasting, build-ups/breakdowns, expansions, extensions
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Types of hybrid approaches
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vertical structuring, milieu training, script therapy, focused stimulation, interactive book reading
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Service delivery models
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clinical (1:1, group training, child’s home/ room at school), consultant, language-based classroom, collaborative
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Ways to naturalize intervention
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1. make language informative,
2. increase motivation to communicate within a task, 3. use cohesive texts (semantically and syntactically related), 4. move from here and now to there and then |
