Treatment in the School-Age Population

1. Treatment in the School-Age Population Chapter 14

2. 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.?

3. Eligibility for Therapy • Exclusionary Criteria: • The SLP diagnoses of the LLD based on the fact the child difficulties are ___ related to mental _________, sensory ___________, or _____________

4. 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

5. 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

6. 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 ___________

7. 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 __________

8. Individualized Education Plans (IEP) • Should address 4 domains: • __________________ • __________________ • __________________ • __________________

9. 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)

10. 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 __________________

11. 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)

12. 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

13. Group Therapy • Common in ________ therapy to see children in a group • Try to group children based on commonality of _______ or based on ____________

14. Intervention with Adolescents • Focuses on the development of ____________ skills • The use of _______ language enhances oral and written language • Increased ___ and increased complexity of ________

15. 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 _______________ _________

16. 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 ___________

17. Treatment of Auditory Processing Disorders • Therapy should also focus on linking ________ and ________ acoustic features • Multimodel – ________ to dictation, verbally _________ a picture while _______

18. Treatment of Auditory Processing Disorders • Auditory training: • Procedures targeting ________, ________, and _______ discrimination • ______ discrimination and phoneme-to-__________ skills • Recognition of auditory information presented with ____________

19. Summary • Page 640-642