Thas 201 Therapy Basics

Front 1

Basic Principles

intervention is:

Back 1

• dynamic not a static process - change in the moment (cueing or activity)
  
• designed with careful consideration - clients strengths, current
• level of abilities, and individual learning style - starts with SLP -> SLPA
  
• it is fun not work
• one step beyond - make it a little harder but not to hard
• based on
• scientific evidence
• pay attention to culture - do not judge

Front 2

Treatment format:

Individual Direct

- Benefits

Back 2

• useful skill for development
  
• lots of practice
  
• can develop a better relationship
  
• Client may be less self-conscious than when working in a group
• Easier to monitor performance
  
• Fewer distractions for client and clinician
  

Front 3

Treatment format:

Individual Direct

- Drawbacks

Back 3

• Removed from the natural, communicative environment
• Lack of opportunity for peer involvement
  
• Client may resent leaving the classroom
  
• May be contrary to the philosophy of the educational setting (e.g., daycare)
  
• Learning may feel contrived
  

Front 4

Treatment format:

Group - Benefits

Back 4

• Allows for peer interaction
  
• Facilitates carryover
  
• More opportunities for natural speaking situations
  
• Clients recognize that others have problems similar to their own
• Clients dependence on the SLP-A for feedback is reduced, thereby increasing self-monitoring
  

Front 5

Treatment format:

Group - Drawbacks

Back 5

• Removed from the natural, communicative environment
  
• Lack of opportunity for peer involvement
  
• Client may resent leaving the classroom
  
• May be contrary to the philosophy of the educational setting (e.g., daycare)
  
• might be more behaviour issues
• one client may monopolize session
• harder to record data

Front 6

Treatment format:

Classroom - Benefits

Back 6

• Intervention occurs within the typical environment
  
• Opportunities for including meaningful stimuli
  
• Opportunities for including other typical communication partners
  
• Enhances generalization
  
• Maximizes teachable moments
  
• Adheres to many current treatment models
  

Front 7

Treatment format:

Classroom - Drawbacks

Back 7

• More difficult to control opportunities for target behaviour
  
• More distractions
  
• Maybe more difficult when first beginning with a new target sound
  
• More difficult to track progress
  
• Requires more flexibility in planning/ implementing treatment
  

Front 8

Planning a treatment session

Back 8

• Review treatment plan – long term, short term, goal hierarchy
  
• Determine level for each goal client is at
  
• Consider how long session is and plan appropriately - according to time frame
  
• Ensure activity does not overshadow target goal
  
• simplify the game or activity - the simpler the better
  

Front 9

Lesson Plans should include:

Back 9

• Date, clients name.
  
• Notation of clients presence/absence.
  
• Opening, which includes review of homework.
  
• Short term goal(s) for the day.
  
• Specific plans for each goal.
  
• Specific plans for reinforcement, cues, prompts, data collection.
  
• Additional section for comments.
  
• Closing- could include a homework plan
  

Front 10

Developing Treatment Goals

Back 10

• Goals, and decisions regarding when to change goals, should be developed by the SLP.
  
• Criterion for success should be clarified with SLP
  
• Goals can be divided into:
  

1. Long term (progress aimed for over the course of the term)
   
2. Objectives(steps to achieving intermediate goal)
   

Front 11

Objectives include:

Back 11

“Do”or action statement

Condition

Criterion

Front 12

Do”or action statement

Back 12

• identifies the specific action the client is expected to perform
  

Front 13

Condition

Back 13

• identifies the situation in which the target behaviour is to be performed. It should specify one or more of the following: when, where, with whom, with what cues
  

Front 14

Criterion

Back 14

• specifies how well the target behavior must be performed for the objective to be achieved.
  

Front 15

Consider:

Back 15

1. Stimulus type
   
2. Task mode
   
3. Response level
   

Front 16

Stimulus type

Back 16

• Concrete symbols (objects, photographs, pictures)
  
• Abstract symbols (oral or written language)
  

Front 17

Task mode

Back 17

• Imitation
  
• Cued
  
• Spontaneous
  

Front 18

Response level

(degree of difficulty of target response)

Back 18

Isolation, syllable, word, carrier phrase, phrase, sentence, conversation

Front 19

Therapy Set-up

Back 19

• Materials should be prepared and ready to use before the client arrives
  
• Lesson plan is readily accessible for the SLPA
  
• Materials are placed within easy reach of the SLPA but out of view of the child until required
  
• Careful consideration should be given to seating position of SLPA and child
  
• Plan for more activities than you need!
  
• Plan to adjust activities to make them easier or more difficult, as necessary
  

Front 20

Important considerations:

Back 20

• Session should follow an easy – harder – easy format.
  
• pace session based on child’s needs
  
• Wait allow client enough time to respond
  
• Consider appropriate reinforcement
  
• Provide specific, consistent corrective feedback
  
• Remember to collect data!
  
• Be prepared for the session.
  
• Be flexible of your lesson plan
  

Front 21

Session Opening:

Establish rapport with your client

Back 21

• Treat clients with respect
  
• Show general interest in your client
  
• Incorporate likes, interests, and the clients feelings into the treatment process
  
• Give the client choices
• Avoid being overpowering
  
• reinforce rapport at the start of every session
  

Front 22

Session Opening

Back 22

• Greeting and rapport
  
• Review of previous session
  
• Establish/re-establish the goal
  
• Review any outstanding issues from previous session
  
• Review level client was previously successful at
  
• Introduction should be brief
  
• 2-5 minutes of session
  

Front 23

Session body

Back 23

• Establishment phase
  
• Elicit target productions
  
• Record data documenting clients progress
  
• Session body comprises the bulk of the session (30 – 35 minutes of a 45 minute session)
  

Front 24

Establishment phase

Back 24

• State the intended goal
  
• Model or prompt the target at the intended level of work
  
• Elicit the target to determine if this is an appropriate level
  

Front 25

Elicit target productions

Back 25

• Model the target at the beginning of this phase
  
• Reinforce correct productions according to a predetermined schedule
  
• Provide corrective feedback, inclusive of prompts/cues, shaping, etc, to allow the client to be successful
  
• Change cues/prompts as needed
  

Front 26

Session Closing

Back 26

• Provide a warning that the session is coming to an end
  
• End on a positive note
  
• Review the sessions activities
  
• Summarize clients progress
  
• Provide any homework
  
• Meet with parents/teachers to review sessions/answer questions
  

Front 27

Therapy Dynamics

Back 27

• Clinician-child relationship
  
• Work efficiency
  
• Materials
  

Front 28

Clinician-child relationship

is influenced by:

Back 28

• Clinician-child relationship is influenced by
  
• Body language
  
• Tone of voice
  
• Intonation patterns
• Level of animation
  
• Matching language to nonverbal signals
  
• Language level appropriate to client
  

Front 29

Work efficiency

Back 29

• Pacing
  
• Maximum number of opportunities to practice target
  

Front 30

Materials

Back 30

• Appropriate for clients age, stage, preferences, environment
  

Front 31

Key teaching strategies

Back 31

• Modeling (direct and indirect)
  
• Positive reinforcement (continuous, intermittent) Prompts/Cues
  
• Fading
  
• Target-specific feedback
  
• Generalization