1. Introduction to Intervention An Overview

2. Is there “gold standard” intervention? Kamhi (2006) stated that it’s troubling to clinicians searching for a “gold standard” approach that works for all children –But a number of approaches have been shown to “work” Problem is they are theoretically incompatible with each other Some approaches provide transitional methods to other approaches

3. Goal of Intervention Goal is to align clinical characteristics of SSD to approach that has a strong evidence base that best meets the client’s needs.

4. Continuum of Intervention Emerging – Developing - Elaborating

5. Book Organization Template for each chapter (Table 1.2) 1.Target populations 2.Assessment methods 3.Theoretical basis 4.Empirical basis 5.Practical requirements 6.Key components 7.Evaluation/Progress monitoring 8.CLD populations 9.Case study 10.Study questions 11.Future directions 12.Suggested readings

6. Theoretical Basis: Level of Consequences Being Addressed World Health Organization (WHO): created a common language for comparisons of data across countries, health care disciplines, services, and time ICF-CY (International Classification of Functioning, Disability, and Health for Children and Youth) –Provides a systematic coding scheme for health information systems –Provides a scientific basis for consequences of health conditions –Endorsed by number of professions, including ASHA in 2007

7. ICF-CY Components (Table 1.3) Body Functions Body Structures Activities and Participation Environmental Factors Personal Factors

8. Empirical Basis: Stages of Research 3 stages of programmatic research that fall along a continuum of research –Exploratory studies Consists of observation or feasibility studies –Efficacy studies Conditions of greater experimental control –Effectiveness studies Conditions that reflect more everyday practices

9. EBP Clinical services improve when practitioners become “data seekers, data integrators, and critical evaluators” of the application of new knowledge to clinical cases

10. Levels of Evidence

11. Clinical Decision-Making 1.Examine client’s needs –Assessment and analysis results Severity, intelligibility, consistency, stimulability Differential diagnosis (PI ~ AI ~ MSD) Breadth of problem (language, literacy, etc) –Case history –Other information (child’s previous tx experiences, communication experiences, academic settings)

12. Clinical Decision-Making (con’t) 2.EBP Strongest available evidence given your client’s needs, your clinical abilities, and the support available to you to implement the approach 3.PBE (Practice-Based Evidence) What probe data, standardized testing, and other methods will you use to document child’s progress?

13. Overview of 23 Intervention Approaches (Table 1.5) Developmental LevelTargeted Stage of Production Targeted Outcomes Emerging Sound Systems PlanningProduction Developing Sound Systems ProgrammingPerception Elaborating Sound Systems ExecutionPhonological Awareness Oral Language Literacy

14. Overview of Intervention Approaches (con’t) In addition to the 3 descriptors for each approach in previous table, each approach is summarized according to their: –Key Components –Technology/Materials required to implement the approach –Populations for whom the approach is designed

15. Structural Framework for Intervention (Figure 1.1)