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