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SPPA Chapter 16
Intervention
| Question | Answer |
|---|---|
| Purpose of Intervention | -To affect change in comunicative behavior to maximize an individuals potential to communicate effectively |
| Initial Assessment | -Evaluation -is there a significant concern? -description, severity, etiology -effect of concern on functioning -establish baseline -clients goal? -recommend |
| Overview of Treatment | -select target behaviors -make baselines -begin treatment -conduct on-going assessments -Promote maintenance when goals are achieved provide post-dismissal follow-up assessment -provide booster treatment |
| On-going assessment | -document progress -Modify goals -Provide justification for dismissal |
| Establishing Intervention goals | -Long-Term goals (broad changes in communicative behavior -Short-term goals(lead up t long-term goals) |
| Selection of goals may be influenced by.... | -severity -Client's communication needs -Client's prognosis(course of disorder) for improvement -Available Resources |
| Models for selecting Language Goals | -Developmental Model -Deficit Model -Functional Model -Strategy-based model -Systems Model |
| Developmental Model | -Normal language developmental sequence is used to guide the selection of intervention targets -used as guidelines rather than prescriptions |
| questioning the developmental model | -validity of language norms is limited -Norms dont reflect individual variation -children can vary in sequencing -teaching language skills do no need to follow sequence |
| Deficit Model | -Areas of deficit are targeted -Normal developmental sequence not necessarily followed -ADULTS AND AUTISTIC KIDS -What is the Main Problem? |
| Strategy-Based Model | -Compensatory approach for OLDER students -Teaching the process of learning:how to approach various tasks -audiotape -aphasic notebook |
| Systems Model | -Intervention targets both the child and the child's communicative partners and environment -ADULTS TOO -MAINLY CHILDREN -do parents exacerbate it? |
| Functional Model | -Abandon developmental sequence -Teach practical survival skills of communication -What does the person need to function? -MAINLY ADULTS -at plateau -working a job |
| which model? Adolescent with downs starting a job at McDonalds | Functional |
| which model? Preschooler with Specific Language impairment | -Developmental |
| which model? School-age child with autism | -deficit/strategy |
| which model? Adolescent with LLD | -Systems |
| Which model? School-age child recovering from a severe TBI learning to use an AAC device | -Systems |
| Evidence-Based Practice | -choose intervention that have research evidence -choose methods appropriate for client -take into account what is acceptable to the family -delay the adoption of unproven methods |
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