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SPPA Chapter 16


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
Created by: o123runner321o



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