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3 "cyclical Process"
- Assessment (evaluation)
- Plan (goals and objectives)
- intervention (treatment and therapy)
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Multicultural
"helpful hints"
- Formal titles (Mrs/Mr)
- learn correct pronunciation of name
- modify items to as appropriate
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Parents and the "cyclical" greaving process
- 1.denial
- 2.anger
- 3.barganing
- 4.depression
- 5.acceptance
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Preassessment info
& examples
- 1.Written case history (med/ed records)
- 2.interview w/parent (info getting & giving,councling)
- 3.info from other professionals (med/ed/OT/PT)
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Assessment Process
- obtain historical info
- interview clients fam
- sample and evlauate speech/lang use
- screen hearing
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Screening vs Assesment
- S: informal-further evlauation
- A:formal-diagnose & identify what is needed to help
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Role and Scope of SLPA
- Role: write daily notes/data
- follow treatment plan from SLP
- assist in assessment
- celerical duties, equiptment checks, feeding
- Scope: do NOT...
- do evaluations
- interpret data
- sign documents
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2 normal patterns of 2nd lang acqusition
- code switching
- language loss
- interlanguage
- scilent period
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Componants of Language
Form:
Content:
Use:
- Form: Phonology, morphology, syntax
- Content: semantics
- Use: pragmatics
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Authentic Assessment
- Realistic situations
- observations
- lang sampling
- symbolic play
- video & audio
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Westby..."Symbolic play is an essential prerequsite for true language"
- play skills
- cognition
- language
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Elicting a language sample
- ask open ended questions
- toys to help facilitate language
- model a topic
- narrative
- monologue (re tell story)
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Type-token ratio measures what?
(TTR)
- functional vocabulary skills
- (Number of diff words divided by total number of words = TTR)
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Main componants of IDEA (Individuals w/ Disabilities Ed Act)
- FAPE (free appropriate public ed)
- LRE (least restrictive enviorment)
- "people first" & "child first" movement
- established special ed program
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SOAP
- S-subjective (your opinion, summary)
- O-objective (measurable findings)
- A-assesment (current diagnosis, ststus)
- P-plan (plan of action...coninute w treatment 2x/week)
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5 building blocks of effective instruction
- programing
- data collection
- behavior modification
- key teaching stratiges
- session design
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Sequencing therapy targets
- Stimulus Type (what is used to elict target response)
- Task Mode (amount of clinition support)
- Response Level (degree of diff of target response)
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Goals (objective)
*1
- Do (action)
- Condition (situation)
- Criteria (measurement)
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Establishing Therapy (normative and client specific targets)
*1
- Norm: order in which they emerage developmentally
- CS: specific needs of client
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Branching
*1
recognizing when a task is too easy or hard and immediatly modefying it
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Targeting generlazation/carry-over in therapy
*1
- Homework (not new learning, something they have mastered)
- Vary Stimuli (change out pictures w diff ones)
- Vary Pysical Enviorment (home, class, playground)
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Data Collection
*2
- accuracy level of what you are working on
- Reinforcement tokens can be used to track data
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Behavior modification (ABC)
*3
- Antedent
- Childs Behavior
- Consequence
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Types of reinforcement
*3
- Positive:
- Primary: food, fave toy
- Secondary: token
- Negative: escape, avoidance
- Punishment: verbal no, frown, time out
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Schedules of reinforcrment
*3
- Continuous: after every response
- Intermittent: only some responces recieved it
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Key Teaching Strategies (8)
*4
- 1. Direct Modeling (hand over theirs)
- 2. Inderect Modeling(its blue, what is it?)
- 3. Shaping by Successive Aproximation(breaking it down into easy steps)
- 4. Prompts(something you do to reminds them)
- 5. Fading(fade from direct to indirect)
- 6. Expansion(take what child says and complete the sentance)
- 7. Negitive Practice(say it correctly and old error pattern)
- 8. Target Specific Feedback(correct or incorrect)
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Session Design (5)
*5
- 1. Lesson Structure (guidelines for effective instruction)
- 2. Tainging Protocol (present stimuli, wait for responce...)
- 3. Task Order (easy-hard-easy pattern)
- 4. Dynamics of Therapy (clinition/client relationship, pace, materials, proxemics, enviorment)
- 5. Group Therapy(by age, gender, disorder type, 2-6 members)
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Service Delivery Models in Ed Setting
- Pull out model (from class to speech)
- Collaberative (other professionals)
- Team Teaching (acts as extra teacher in class)
- Self Contained (SLP lead teacher in Lang Class)
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Specific Language Imparements (SLI)
language maluration is 12 months behind cronological age w/o evidance of sensory or intelectual defects, developmental disorders and there is social and emotional coditions.
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Cognitive-Communication Disorders (characteristics)
- attention
- perceptionmemory
- orginization
- daily living
- learning
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Concomitant or casual conditions related to comm dis in children
- ADD
- ADHD
- LD
- Autism
- TBI
- Hearing/visual imparement
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3 Different learning styles (and examples)
- Visual: See it like a picture of an object
- Auditory: listening, through music or a recorder
- Tactile/Kenistetic: hands on, puzzle
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- Axons: Carry information away from the cell body
- Dendrites: Carry information to the cell body
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Synapse: Information flows between neurons across the synapse
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Developmental Plasticity
- Sensory information floods newborn’s brain
- “Experience builds brains” – G. R. Buckendorf
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Enviormental influances on brain development
- Trauma: emotional, physical, neiglet
- Stimulation/experance:over stimuli or deprivation
- Child/Parent interaction: saftey and stability, oppurtunities for interaction
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