Language Disorders For Infancy Through Adolescence

Front 1

What are the three basic purposes of intervention? Give an example of a client for whom each would be used.

Back 1

-to change or eliminate the underlying problem
-to change the disorder
-to teach compensatory strategies

Front 2

What are three way that intervention can change language behavior?

Back 2

Facilitation-helping to achieve language milestone sooner that if left alone.
Maintenance-to help preserve the behavior that would otherwise disappear.
Induction-completely determines whether some endpoint will be reached and is the most dramatic for and the one we may take credit for.

Front 3

Discuss the difference between short and long term goals.

Back 3

Long term goals are used if alleviating the deficit is the purpose.
Short term goals are used to modify the disorder.

Front 4

Define and give examples of the zone of proximal development.

Back 4

ZPD is the distance between a child's current level of independent functioning and potential level of performance.

Front 5

What criteria are used to decide which goals identified in the assessment will be targeted in the intervention program?

Back 5

-1 easily demonstrated or pictured
2 taught through stimulus materials that are easly accessed and organized
3 used frequently in naturally occurring
Developmental and communicative considerations take priority

Front 6

Name the three basic approaches to intervention discussed in this chapter. Give an example activity for teaching "is(verb)ing" as it might be done in each approach.

Back 6

Clinician-directed approach- least natural, includes drill drill play CD modeling
Child-centered approach-most natural includes daily activities, facilitated play
Hybrid approach- combines both, Milieu therapy, focused stimulation, script therapy

Front 7

Why is it suggested that intervention focus on selecting production as a target response rather than comprehension?

Back 7

this deals with the phonological abilities of clients. If a child has not aquired the acquistion of a sound then tx should not concentrate on this .

Front 8

Discuss the role of perceptual (notice ability) salience and pragmatic appropriateness in determining the linguistic stimuli to be used in intervention.

Back 8

Both are ways of deciding how to manage the input to a child in an intervention program.
the use of perceptual salience brings the client's attention to the desired target form the same with pragmatic appropriateness, if we want to elicit a target form in a pragmatically appropriate context then we must be careful of our selection of linguistic stimuli

Front 9

What is meant by the continuum of naturalness in intervention? Give examples of three activities and setting at different points along this continuum.

Back 9

This continuum represents the extent to which the setting and activities in intervention resemble real life or the world outside the clinic room.
child-centered - facilitated play
hybrid- milieu therapy
clinician-directed- drill

Front 10

Discuss the considerations involved in determining the modality of language for the client to use.

Back 10

This deals with how we must decide how we will require a child to respond by choosing the modality of the child's communication.
-comprehension vs production, we work towards the childs ability to show that a target was understood or whether we require that the child use the target in his own speech.
-augmentative and altenative modalities

Front 11

Describe and give examples of both extrinsic and intrinsic reinforcement.

Back 11

a extrinsic reinforcement uses social reinforcers like a praise or tangible like a cookie.
intrinsic reinforcement is not tangible more naturalistic

Front 12

Describe five activities for promoting generalization of plural forms.

Back 12

generalization when a client uses communication in a structured, formal situations to using the same forms and functions in real life.
peer models
self-monitoring

Front 13

Discuss the uses of computers in language intervention.

Back 13

Computers provide enjoyment for children and when programs are available that target a clients goals it can be used along as the interpersonal communication which is the goal of intervention is not over shadowed.

Front 14

Name and define the four service delivery models of contexts for language intervention. Give situations in which each one would be the best choice for teaching use of the conjunctions "because", "unless", "although".

Back 14

-Pull-out model- in speech room with clinician
-Consultant model, clinician determines intervention targets,procedures and context but does not deliver service.
-Language-Based Classroom model,delivery as teacher in classroom
-Collaborative model, delivery in classroom with teacher

Front 15

Define termination criteria and discuss the guidelines suggested in the text.

Back 15

-Communication is within normal limits
-all goals and objectives have been met
- client's communication is comparable to peers
speech/lang no longer adversely affect client
-AAC user has achieved optimal communication across partners and setting
-client has attained the desired level of communication skills

Front 16

Why is it important to evaluate the effectiveness of intervention?

Back 16

so you can verify that the intervention is effective. RTI response to intervention.

Front 17

How can functional use of communication be evaluated?

Back 17

ASHA provides developed measures for children by using salient contexts like role playing task, narrative tasks, structured pee interactions and natural observation in real settings.

Front 18

Define and discuss levels of prevention identified by ASHA

Back 18

primary pervention-
the elimination of the onset and development of a disorder
secondary prevention -
early detection and treatment
tertiary prevention-
intervention

Front 19

Compare and contrast the meaning of the terms incidence and prevalence.

Back 19

Incidence, is the rate of new occurrences of a condition in a population free of the disorder within a specified time period
Prevalence, is the total rate of proportion of cases in a population at, or during a specified period of time

Front 20

What kinds of primary prevention efforts are appropriate for SLP's

Back 20

proper health and medical care, wellness promotion

Front 21

What is the role of the SLP in secondary prevention of communicative disorders?

Back 21

Early identification and treatments (screening,reseach for IDing risk factors