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12 Cards in this Set
- Front
- Back
Ways to modify your linguistic signal
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slow rate,
increase repetition, use prosody and word order, control complexity, create pragmatically appropriate contexts |
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Providing consequences
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Extrinsic reinforcement (token, social, tangible), Intrinsic (social reward—get crayon when asking for it),
Feedback |
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Generalizing
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1. use many and varied exemplars,
2. sequential modification (change environments), 3. use material that occurs in natural environment, 4. teach self-monitoring skills, 5. use distractor items |
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Discharge criteria (ASHA)
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1. communication w/in normal limits,
2. communication comparable to their peers, 3. uses AAC device to communicate optimally across partners and setting, 4. all goals and objectives of intervention have been met, 5. speech and language skills no longer adversely affect their social, emotional, or educational status, 6. desired level of communication skills have been attained. |
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Evaluating effectiveness of intervention
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Target: achieved since baseline;
Generalization: achieved since baseline; Control: no change since baseline, achieved with further intervention |
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Intervention flow chart
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Write down chart and check with slide 13, lecture 2
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Influence of behaviourism in intervention
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Planning goals and evaluating (observable behaviour), language learning (behaviour shaped by consequences), reinforcements/ punishers
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Influence of developmental psycholinguistics in intervention
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Bloom, Chomsky, Piaget: language as a sequentially developing skill (goal planning and prioritization), compare to typically developing children, child centred, focus on production
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Influence of info-processing models on intervention
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SLI as a language processing problem (theory of causes; goal identification); choosing linguistic complexity of materials
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Influence of constructivist theories
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Child choosing goals and being an active participant in therapy, intervention is optimal at developmental level, innate problem-solvers helps with learning, language and cognition linked
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Influence of social learning theories
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ZPD (setting/ prioritizing goals), children learn best in social interaction context, adult modeling, verbal guidance, and peer interaction
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Influence of pragmatics movement
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Form and content, but also USE, child-clinician relationship is important, intervention planned through lens of social interaction
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