COMMUNICATION INTERVENTIONbasics
THE BASICS
Think about your clients/cases Based on assessments, what does he/she
need What are the reasons for intervention (can I
fix the problem?) Eliminate underlying cause
Hearing loss or voice disorder Compensatory strategies (helping the kids/adults
cope) LD, ASD, TBI…language
Modify the disorder (teaching basic skills over time) Intelligibility, dysfluency….
CURRENT STATUS/PLEP
What the child can and cannot do This will be on your Treatment
Plan/Intervention plan…or in your IEP Draw from this statement to write your goals
GOALS & OBJECTIVES
Long term goals – broad- increasing speech intelligibility- increasing fluency- increase ability to communicate wants and needs
- decrease frustration by providing an alternative means of communication
(not a mesurable goal)
OBJECTIVES
Small, distinct ways in reaching the long-term goal
More specific Measurable
3 CRITERIA FOR OBJECTIVES
ANOTHER WAY TO REMEMBER OBJECTIVES
SMART Specific, measurable, action, realistic/relevant,
time-limited In other words, ABCDs
Audience, Behavior, Conditions, Degree of Proficiency More specific SMART –s
Specific (observable skills) Measurable (ex. Lose 25 lbs use scales)ACTIONRealistic & relevant (child’s unique needs
(not based on curricula, state/district tests, or other external standards)
Time-limited – to monitor progress
LET’S PRACTICE
OTHER EXAMPLES Need
Sara uses less than 100 words in free-write activities
Goal area Sara will use second-grade vocabulary in spoken
and written language Objectives
Sarah will use 10 new vocabulary words each week in reading and writing
ANOTHER EXAMPLES Goal:
Manuel will answer and ask ‘wh’ questions about narrative stories and about stories read in class
Benchmarks: By the first reporting period, Manuel will answer
who, what, and where questions about narrative stories told to him by his teacher or slp in 4/5 trials over 3 consecutive days
By the second reporting period, Manuel will answer who, what, where, when and how questions about stories read aloud to him in 4/5 trials over 3 consecutive days
By the third reporting period, Manuel will ask 2 clarification questions about narrative stories told to him by his teacher or slp with at least 2 stories per day/session.
CONTINUUM OF NATURALNESS
MILIEU & OPERANT CONDITIONING
Delayed imitation “This is green. It’s my favorite color. What color is it?”
Direct imitation. “tell me green” Fading – gradually withdrawing reinforcments Reinforcers
Continuous Intermittent
FACILITATIVE PLAY
Self-talk: imitating child’s behavior and describing your own behavior (monologue)
Parallel talk: talking about child’s actions Expansions: reforms child’s utterance to
make it more grammatically complex Extensions: enlarges child’s utterance Recasts: Expands child’s utterance into a
different sentence type – “kitty drink water.’…”is the kitty drinking water?”
CONVERSATIONAL GROUP TX
Attending: letting group members know you ‘heard’ them and understood their message
Facilitating questions: Negotiating goals: what do you want to
accomplish Rewarding: verbal praise Responding to feelings: Focusing – staying on topic/task Summarizing – Modeling – examples of conversational skills
5 MAIN TYPES OF HYBRID INSTRUCTION
Focused stim – environmental arrangement, frequent models, response not required – but environment set up for it
Milieu teaching – naturalistic, environment, verbal/nonverbal initiation, models, elaborates on kids response
Script therapy – teaching a script/routine Interrupted behavior chain strategy Conversational coaching
DATA COLLECTION
More to come Many different ways Depends on goals Needed to track data – note progress Effectiveness of tx
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