Exam #2 study guide
What questions would I ask about the cognitive aspect of communication.
"Does the child demonstrate cognitive skills (means end, object permanence, cause and effect) that impact language development?"
What questions would I ask about the early pragmatic aspect of communication.
"Does the child have early communication behaviors (turn taking, commenting, requesting) needed for social interactions?"
What questions would I ask about the discourse aspect of communication.
"Does the child introduce topics, maintain topics, switch topics? Can the child make conversational repairs?"
What questions would I ask about the lexical aspect of communication.
"Is the child putting words into 2-3 word combinations using a variety of semantic combinations?"
what questions would I ask about accuracy and scope of information?
1) What information have I learned from screening the student? Is a more in-depth assessment needed? 2) What multicultural issues may be occurring? How are they potentially impacting the language disorder?
what questions would I ask about change and adaptability?
1.) Am I providing an environment that promotes my clients progress? 2.) Am I learning and growing as a practitioner? What have I done differently or better in the last year?"
what questions would I ask about evaluating the evidence?
1.) Is there research evidence that supports my intervention protocol? 2.) Do my findings about my client make sense?
List several types of intervention stimuli.
1.) Non linguistic stimuli- showing a picture to elicit naming, eye contact, touching child to prompt pointing 2.) Linguistic- calling child's name, asking WH- question, initiating conversation
What type of questions would an SLP ask during a routines-based interview?
1.) What does a typical day look like for your family? (Intro question) 2.) What does your family do on the Weekends? Holidays? For fun? (Routine question) 3.) What does everyone do during these routines? What does your child do? Is your child engaged during the routine? (Info about routines)
telegraphic speech
A term that describes children's early word combinations
What is backwards design? How can an SLP use this to develop an intervention plan?
Backward design is when the practitioner considers the desired results for a particular student before setting an intervention goal. An SLP can use this to develop an intervention plan by asking themselves what interventions are needed to prepare students to achieve the ultimate goal. Some of these questions are: what does the student need to understand, what does the student need to do that he/she cannot do now, what interventions will promote understanding and interest in the targeted area?
What questions would I ask about the syntactic aspect of communication.
Does the child have appropriate levels of syntax for his/her age level? Are there morphosyntax features that would improve communication if targeted?"
What protections does IDEA grant individuals with disabilities?
IDEA grants individuals with disabilities the right to a free and appropriate public education in the least restrictive environment.
Why is it important for an SLP to be culturally sensitive?
It is important for SLP's to be culturally sensitive because not all clients are the same. There will be children who are ethnically, culturally, and linguistically different from ourselves and we must be knowledgeable about these differences so we do not mistake them for disorders.
What role does motivation play in therapy/achievement? How can an SLP motivate a student?
Motivation plays a huge role in therapy and achievement of goals. If a child is not motivated then he/she is probably disengaged in the therapy sessions, which means progression may take longer or it will be minimal. An SLP can motivate a student by discussing topics he/she are interested in.
What is RTI?
Response to Intervention is a three tiered preventative approach that assesses a child's ability to respond to intervention and determines if the child has a significant impairment
What is RBI?
Routine Based Intervention is an intervention technique that poses questions to family members to assess a child's developmental and communication status, gain info about day to day life, and tune into the families feelings about their child.
Explain the three tiers of RTI
Tier 1- exposure to key literature and language targets are in the general education classroom Tier 2- more intense instruction through small groups Tier 3- even more intense instruction through small groups or one-on-one
continuum of naturalness
a continuum of behaviors describing treatment intervention ranging from a strong adult-directed approach to an approach that is child directed and takes place within the child's everyday interactions
focused stimulation
a modeling procedure in which a child is exposed to multiple examples of a linguistic target within a meaningful communication context
Assertiveness-responsiveness scheme
a scheme that profiles an individual according to levels of social participation; an assertive communicator initiates conversational turns, and a responsive communicator responds to others' communication attempts
what are the parameters of critical thinking?
accuracy and scope of information, evaluating the evidence, change and adaptability
what is the function of accuracy and scope of information?
accuracy is gathering reliable evidence to identify the communication problem and make conclusions about what is going on, while scope of information creates critical thinking questions to motivate careful documentation of a client's communication
client-directed therapy
an intervention in which the adult follows the child's lead, responds contingently to the child's responses, and waits for the child to respond before initiating another conversational sequence
adult-directed therapy
an intervention in which the adult leads the interaction by choosing the stimulus item, regulating how the child will respond, prompting particular responses through pointing and modeling
A person who does not initiate conversation, but answers questions when asked represents what quadrant of the assertive-responsive scheme a. + assertive, + responsive b. - assertive, + responsive c. + assertive, - responsive d. - assertive, - responsive
b. - assertive, + responsive
what are the 5 aspects of communication?
cognitive, lexical, early pragmatic, syntactic, discourse
metacognition
conscious awareness of the thinking process
The Individuals with Disabilities Education Act requires all of the following EXCEPT: a) the development of an individualized education plan b) a free, appropriate public education c) a formal evaluation administered by an SLP d) placement in the regular education classroom with age appropriate peers e) All our required by IDEA
d) placement in the regular education classroom with age appropriate peers
An individual with very severe pragmatic disorders is most likely to be: a. + assertive, + responsive b. - assertive, + responsive c. + assertive, - responsive d. - assertive, - responsive
d. - assertive, - responsive
Intervention stimuli used to encourage a child to talk can be... a. Pictures, objects, or computers. b. Nonlinguistic or linguistic. c. Making eye contact. d. All of the above. e. None of the above.
d. all of the above
A good routines-based question would be a) What time does your child go to bed? b) Describe what happens during dinnertime c) Did your child have delayed language as a toddler? d) A and C e) All of the above
describe what happens during dinner time
The extent to which a specific intervention results in a positive outcome when it is used in routine practice is known as...
effectiveness
The extent to which a specific intervention, procedure, or service produces beneficial results under ideal conditions is known as...
efficacy
The extent to which a specific intervention is a cost effective means to rehabilitate a communication disorder is known as...
efficiency
Dosage refers to... a. The amount of sessions approved by the child's insurance carrier b. The number of times the target was introduced each session c. How frequently the intervention occurred over a period of time d. The number of times the SLP reinforces the child for a correct response e. B and C f. All of the above
f. all of the above
In adult-directed intervention, the adult a. Chooses the stimulus items. b. Regulates how the child responds. c. Prompts responses through pointing, modeling, or use of questions. d. Provides direct feedback. e. A and B f. All of the above.
f. all of the above
True or False: An effective communicator is - assertive and + responsive.
false
True or False: I give the child a marble to drop in a coffee can each time she uses the correct pronoun (e.g., "She is a girl"). It can be said that this is a child-directed activity.
false
True or False: If a child has errors in form, the professional uses strategies to make certain child learns to initiate interactions and stay on topic.
false
True or False: Linguistic stimuli are better than nonlinguistic stimuli in intervention.
false
True or False: Self-talk is when the adult describes the child's actions.
false
True or False: The assertiveness-responsiveness scheme is a diagnostic process used to qualify an individual for services.
false
True or False: The child says, "Rock baby!" the adult says "Rock baby!" back to the child: this is an example of language extensions.
false
True or False: The words, "bed, jump, arm" are examples of Tier 3 vocabulary.
false
inclusion
federal law that mandates that children with disabilities are educated in the same exact context as non disabled peers to the best degree possible
prompts
instructions or stimuli used to ensure a child responds correctly
A technique used to teach increasingly complex behaviors
shaping
language extension
the adult adds additional information related to the child's sentence.
self-talk
the adult describes what he is thinking, feeling, or seeing.
language expansion
the adult repeats the child's verbalization but adds morphemes or words to make the sentence an acceptable adult sentence.
build up/breakdown
the adult says a sentence, repeats smaller segments of the sentence, and then finally repeats the entire sentence.
parallel-talk
the adult uses language to describe what the child is thinking, feeling, and doing
secondary prevention
the early detection and treatment of communication disorders
primary prevention
the elimination of the onset and development of a communication disorder by altering susceptibility or the environment for susceptible persons
efficiency
the extent to which a specific intervention is a cost effective means to rehabilitate a communication disorder
dosage
the frequency, intensity, and duration of services required to achieve optimal intervention outcomes
what is function of evaluating the evidence?
the function of this is to remind the practitioner that it is important to evaluate the internal and external evidence supporting the assessment tools and intervention protocol
at-risk
the potential to develop a disorder, based on specific biological, environmental, or behavioral factors
tertiary prevention
the reduction of a disability by attempting to restore effective functioning
what is the function of change and adaptability?
this parameter requires the SLP to develop critical thinking questions so they can look for real change in real life settings
Response to intervention (RTI) is based on scientific, research-based evidence using a tiered approach. Classroom-based intervention on a daily basis provided to all children is an example of...
tier 1
In RTI, small group or individualized intervention for children who are not progressing through classroom-based intervention is an example of...
tier 2
True or False: Intervention that occurs in the child's home or classroom is judged as more natural on the continuum of naturalness.
true
True or False: Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation.
true
fading
used to reduce dependency and generalize a new behavior into other communication contexts
