Treatment in the School-Age Population Chapter 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 ____________

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