Intervention 30 cards

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Evidence Based Practice

1. Research 2. Clinical expertise (experience) 3. Family wishes, culture, etc.


Tips to incorporate EBP for SLP's

-don’t jump on bandwagons -be guided by theory - therapists matter more than therapies - go to peer reviewed literature - don’t rely on EBP treatments alone -clinical experience and knowledge is important.


Potential pitfalls of using “because it works”

• No documented success • Outside factors: listener bias (getting used to their speech) • Generalizing? Tests show generalization • Clinical experience and knowledge is also important • Cannot rely on what we learn in school to last through prof



term used to describe approaches used by school districts to optimize student success, prevent reading failure, and improve the accuracy of ID of students who have learning disabilities


Tier 1

classroom instruction for all children with frequent progress monitoring implemented by classroom teachers with adaptations provided by the SLP for children at risk. Progress is monitored by regular in-class evaluation. Children who show difficulties


Tier 2

instruction designed to address children who struggle with tier 1, this intervention supplements regular instruction, is delivered in small groups by paraprofessionals or in consultation with the SLP and special educators; monitoring continues. Child


Tier 3

students who continue to struggle in tier II instruction are in need of pull out. SLP collaborates to determine this eligibility. An individualized instructional plan is made once identification of special educational need is made.


Children in tier 2

• Children who are struggling in tier I will be put it tier II. You can expect to see ESL students, children who were not exposed to literature as a small child or children who have RD and need further intervention. Catching children at this level ca


How SLP's can help in RTI

• students must receive exemplary reading instruction in the general education setting. •SLPs can help consult with general education teachers about instruction and screening. They can also help with progress monitoring, leading small group instr



-Task analysis: take a task apart and see all skills needed to complete task. (work through a task with a child) -self directed shift to independence -ZPD: zone of proximal development: the difference between actual development (independently) and


Vygotsky II

Zone of Actual Development: What they can do without support. An old ZPD becomes the new ZAD and you make a new ZPD.


Vygotsky - Therapy

-Scaffolding and supports -stress social interaction -think alouds -graphic organizers -mnemonics -look back -task analysis -self directed shift to independence


Analogical Reasoning

-Occurs when existing knowledge from one situation is applied to novel situations. -may be at risk when classroom instruction involves use of analogies -Need to teach a skill that can be generalized. (rhyming, synonyms, sounds, morphosyntax (-s,


Cirrin's levels of langauge

-Child language: child internal (ability to process language) -Classroom language: Language used by teachers. How teacher instructs; routines of the classroom; how teacher presents info; how teacher reads stories; -Curriculum language: Language in


Go Meta

think about thinking, talk about talking. Talking about language forms and functions and they verbally discuss rules and principles. Makes the student consciously think and speak about language and the cognitive skills they use in the classroom. Brin



The number of oppertunities in a session a child has to performa task.



Number of sessions a week. Mass and distributed are related to frequency. By learning theory distributed is better


Dose vs Frequency

Depends on the client and needs. (e.g. low cognitive, and low language learners need high both.) Kids with SLI need the extra input. Kids learn a different piece of the information every time it's presented. Learning takes place on the cusp of



One goal at a time is focused on until some predetermined level of accuracy is achieved.



Several goals are repeatedly targeted within every session. Play based intervention (take advantage of teachable moments)



Several goals are targeted; each for a specified time period independent of accuracy and the sequence is repeated.


Shared Storybook Reading

-A technique -stopping along the way to have a conversation. -You can work on artic, phono, langauge, and narrative (inferencing).


Literature based intervention (Frank Cirin)

The goal is not to teach students to read but to improve the aspects of language (vocabulary knowledge, grammatical elements) -Make sure the book has problem/solution, good pictures, is rich in language and has repetitive sentence structure.


Benefits of Literature based intervention

-It is slow so you can go in-depth. -helps to make connections (inferencing) -there are more opportunities for kids to comprehend. -mental verbs (think, know, feel) -focus on inferencing, comprehension, scaffold to expand utterances.


Parts of Literature based intervention

Pre-story semantic organizers pre-story discussion (draw from prior knowledge) picture discussion book reading (check for comprehension semantics activity (vocabulary) syntax activity (complex sentences) Narrative activity (sequence events) P


Adolescent Language Intervention

-High school teachers focus on content and subject matter rather than skills. -Need to provide rationale (let them set their own goals to motivate) -Higher level language -Meta (need to be able to monitor comprehension and thought process) -ab


Facilitating Expository Text Comprehension

-To comprehend students must: -Build on their world knowledge -Use strategies -Comprehension monitoring: recheck and adjust before, during, and after reading.


Facilitating Expository Text Comprehension SLPs must:

-Find/develop good expository text materials -Make adaptations that will assist children in identifying expository text structure -Scaffold children to become good information readers -They can also modify texts: cut and paste (get pictures and c


Facilitating Expository Text Comprehension intervention techniques

o Activate skills and knowledge and motivate -Work on things ahead of time -Use real world examples (and lots of them) -Use graphic organizers -Hands on -Use choral reading “reading at the same time” -rewrite material that is difficult so they


Written language

-Focusing on meta-cognition skills -Abstract thinking -Jointly talk through -Explain rational -Model through thinkalouds