Misc
-returned signed consent form by parents
-IEP planning meeting
In a traditional articulation approach, after sound isolation, what is the next level of target?
Syllable
A child scores a standard score of 85 on a Core Language Assessment.
What is their severity and diagnosis?
Mild Mixed-Receptive/Expressive Language Disorder
In this intervention, the SLP uses visual cues such as photographs or flashcards that depict a specific linguistic target. The client verbalizes the target in short, rapid, multiple trials.
Van Riper is the founding Father of this therapeutic intervention.
Traditional Motor Approach/Traditional Articulation Approach
You have a bilingual child with an expressive language disorder. How should you provide interventions?
-Confer with a bilingual SLP
-Utilize an interpreter
-Target English forms that support other language forms as well
Write a goal targeting FCD with a minimal pairs approach at the first level.
Discrimination (point to in a field of _____)
A bilingual child (Spanish + English) is administered the GFTA-3 and has a SS of 62. Their sounds in error included: /ŋ/, /v/, /ð/, /θ/, /z/.
Are they disordered or is it a dialectal difference?
Dialectal Difference
In this intervention, the SLP uses ongoing activities for intervention and incorporates the operant principles of imitation, modeling and reinforcement.
Milieu Teaching
This approach uses pairs of words that differ by only one phoneme or single feature.
Minimal Oppositions (Minimal Pairs) Approach
During evaluation, you notice that your child is walking on their toes and appears to like to run and crash. Parents are noticing similar behaviors at home.
Who should you make a referral to?
OT
Write a goal for "WHO" questions targeting receptive language skills.
When assessing a 15-year-old student you put in the PWN that you would like to administer the following assessments: hearing screening, Oral Mech, classroom observation, 2-conversation samples, parent/teacher questionnaires, 2 formal language assessments, and the GFTA-3.
What are you missing?
In this intervention, the SLP teaches target behaviors within a familiar routine that has a specific sequence (i.e., ordering a pizza, washing dishes).
Script
This type of approach focuses on motor speech skills by utilizing multi-syllabic nonsense words with various stress patterns in a high number of trials (e.g., 100 or more).
ReST Rapid Syllable Transition Approach
You were using a phonological approach for your client's significant errors and noticed increase. However, you start to notice a plateau of skills and inconsistent error productions (e.g., t/k, d/k, g/k) impacted by nearby sounds. What type of approach could you shift to base upon these findings?
Motor Planning Approach, Nuffield Dyspraxia, or ReST
Your student can produce /r/ at sentence level in all positions with 90% acc. However, they have a hard time generalizing the /r/ sound in conversation.
Name one adjustment you could make to your student's goal to help with generalization.
-paragraph read
-5-minute artic (Burst Therapy Approach)
-generalized conversation settings
-What else?
Your student has decreased descriptive language and has limited variability based upon the Type Toke Ratio you have used to evaluate their language variety. What area of language should you target (i.e., Form, Content, Use)?
Content: your student needs support with semantics
In this approach, the SLP controls all aspects of the intervention.
SLP-Directed Approach
Hodson created this cyclical based form of speech intervention.
Cycles Approach
You currently use models and max cues to support your client. How could you scaffold your cueing level to slightly decrease the amount of support provided?
Models and moderate cues
Within a story recall, the student will utilize noun-verb agreement of is/are in 90% of opportunities across 3 consecutive sessions.
What area of language does the student have a deficit in?
Form
Initial Evaluation Findings:
GFTA-3: SS 67
KLPA-3: SS <50
DEMMS: "Significant Evidence of CAS"
What is the child's diagnosis?
Severe to Profound Speech Sound Disorder with characteristics of CAS
This intervention can be targeted with spoken language or AAC. Within play, the clinician will reformulate what the child says into an expanded grammatically complete sentence.
Indirect Language Stimulation/Expansion
This approach uses complex linguistic input to promote the greatest change in a child's overall sound system; targets difficult sounds first to better generalize production to untreated sounds.
Complexity Approach