Treatment in the Treatment in the School-Age School-Age PopulationPopulation

Treatment in the Treatment in the School-Age School-Age PopulationPopulation

Chapter 14Chapter 14

3 Key Questions to Guide Goals &

Procedures• What does the child need to

____________________ in his environment?

• What skills is the child _________ demonstrating?

• How do I _______ the child’s use of the new skills in his natural environ.?

Eligibility for Therapy• Exclusionary Criteria:

– The SLP diagnoses of the LLD based on the fact the child difficulties are ___ related to mental _________, sensory ___________, or _____________

Eligibility for Therapy• Discrepancy Criteria:

– Refers to the ____ between the child’s _______ level of language achievement based on his overall ___________ functioning and ______________ opportunities and his _______ abilities

Models of Intervention• Traditional Model: Pull-out method

– Students assigned to _____times for therapy, and SLP takes child ________ into the speech room for therapy

– Places extra demand on _______ to provide ________ to SLP as to ___________ of skills in the classroom

Models of Intervention• Collaborative Model:

– _________ between the teacher and SLP

– Also known as _________ or ________ based intervention

– Focuses on _______ strategies and using them in _________ related to the ___________

Models of Intervention• Consultative Model:

– SLP provides _______ therapy through ________ and ________ input to teachers on appropriate methods for encouraging _______ speech and language skills

– Also may include: ________, ______, and adapting _____________ to combine language into the standard __________

Individualized Education Plans (IEP)

• Should address 4 domains:– __________________– __________________– __________________– __________________

Individualized Education Plans (IEP)

• Curriculum and Learning environments incorporates __________ (reading, writing, listening, speaking, math, and problem solving)

• Independent functioning includes ______ ___________ and ____________ (personal planning, decision making)

Individualized Education Plans (IEP)

• Social and Personal domains concentrate on ___________, focusing on _____ and ____________ relationships

• Communication domain addresses the student’s ability to participate effectively in __________________

Treatment Sequence• Step 1: Select the ___________• Step 2: Plan the _________ in which

the targets will be addressed in therapy (_______ the objectives)

• Step 3: _____ the therapy ____ (must consider maintenance & generalization)

Treatment Sequence• Step 4: Putting the plans for

________, _______, and generalization into ______– Establish the new skill in a ________

setting– Practice the skill to ensure they are

___________ and ________ when stimuli and reinforcements are changed

Group Therapy• Common in ________ therapy to

see children in a group• Try to group children based on

commonality of _______ or based on ____________

Intervention with Adolescents

• Focuses on the development of ____________ skills

• The use of _______ language enhances oral and written language

• Increased ___ and increased complexity of ________

Intervention with Adolescents

• Metalinguistic skills are a ______ target in intervention with __________– They play a role in both ____ and

_________ language– They facilitate the acquisition and

use of independent _______________ _________

Treatment of Auditory Processing Disorders

• ___________ analysis and modification through the use of devices such as personal ___ systems

• Classroom, workplace, or home ___________

• Critical because the language deficit most affected by APD is ___________ of ___________

Treatment of Auditory Processing Disorders

• Therapy should also focus on linking ________ and ________ acoustic features

• Multimodel – ________ to dictation, verbally _________ a picture while _______

Treatment of Auditory Processing Disorders

• Auditory training:– Procedures targeting ________,

________, and _______ discrimination– ______ discrimination and phoneme-

to-__________ skills– Recognition of auditory information

presented with ____________

Summary• Page 640-642