Deck 11: Intervention Principles and Plans

Question 1

Define principles, plans and procedures, and explain how principles of intervention influence plans and procedures.

Answer 1

Principles, plans, and procedures are essential components of any intervention strategy.

Principles are the fundamental beliefs or values that guide the development and implementation of intervention programs. These principles often include concepts such as respect for individual autonomy, the promotion of social justice, and the importance of evidence-based practices.

Plans are the specific strategies and goals that are developed to address a particular issue or problem. These plans are often based on the principles of intervention and are designed to achieve specific outcomes.

Procedures are the specific steps and actions that are taken to implement the intervention plan. These procedures are often based on the principles and plans and are designed to ensure that the intervention is carried out effectively and efficiently.

The principles of intervention influence plans and procedures in several ways. For example, if the principle of respect for individual autonomy is a guiding principle, then the plans and procedures developed will likely prioritize the involvement of individuals in decision-making processes and ensure that their rights and preferences are respected. Similarly, if the principle of evidence-based practices is a guiding principle, then the plans and procedures developed will likely prioritize the use of interventions that have been shown to be effective through research and evaluation.

In summary, principles, plans, and procedures are all important components of intervention strategies, and the principles of intervention play a critical role in shaping the development and implementation of plans and procedures. By ensuring that plans and procedures are aligned with the principles of intervention, intervention programs can be more effective and have a greater impact on the issues and problems they are designed to address.

Question 2

What are the phonological principles of intervention?

Answer 2

The phonological principles of intervention refer to the strategies and techniques used to address speech sound disorders, particularly those related to the organization and production of speech sounds. These principles include:

1. Phonological awareness: Intervention should focus on developing the child's awareness of the sound structure of language, including the ability to recognize and manipulate individual sounds (phonemes) within words.

2. Phonological processing: Intervention should target the child's ability to process and manipulate speech sounds, including the ability to blend, segment, and manipulate phonemes within words.

3. Phonological patterns: Intervention should address common phonological patterns and processes that are causing errors in the child's speech production, such as final consonant deletion, cluster reduction, and fronting.

4. Contrastive approach: Intervention should emphasize the contrast between target sounds and error sounds, helping the child to differentiate and produce the correct sounds in various word positions.

5. Systematic and hierarchical approach: Intervention should follow a systematic and hierarchical progression, targeting specific phonological patterns and processes in a logical sequence to facilitate generalization and carryover of skills.

6. Multiple opportunities for practice: Intervention should provide the child with multiple opportunities to practice and produce target sounds in various contexts, including structured activities, games, and naturalistic conversation.

7. Feedback and reinforcement: Intervention should include clear and consistent feedback to help the child monitor and correct their speech production, as well as positive reinforcement to motivate and encourage progress.

Overall, the phonological principles of intervention aim to improve the child's phonological processing abilities and speech sound production through targeted and systematic intervention strategies.

Question 3

Summarize the speech perception principles of intervention.

Answer 3

Speech perception principles of intervention involve understanding how individuals process and interpret speech sounds. This includes the ability to discriminate between different speech sounds, recognize speech patterns, and understand the meaning of spoken language. Intervention strategies for speech perception may include auditory training, speechreading, and the use of assistive listening devices. These interventions aim to improve an individual's ability to understand and interpret speech, ultimately enhancing their communication skills and overall quality of life. Additionally, speech perception intervention may also involve addressing underlying auditory processing deficits and providing support for individuals with hearing loss or other communication disorders. Overall, the principles of intervention for speech perception focus on improving an individual's ability to accurately perceive and understand spoken language.

Question 4

What is the challenge point framework?

Question 5

List the typical components of intervention management plans and session plans for children with speech sound disorders.

Question 6

What are the three phases of Fitt's (1964) view of motor learning?

Question 7

What is the difference between pre-practice and practice?

Question 8

What type of attentional focus is considered better for facilitating generalization: internal or external?

Question 9

What is considered acceptable and what is considered unacceptable when engaging in part practice?

Question 10

What is the difference between knowledge of results and knowledge of performance?

Question 11

Are some service delivery models more effective and efficient than others for children with speech sound disorders? As part of your response include evidence-based insights from review peer reviewed published intervention research examining one or more of the following topics: group versus individual intervention; in-person versus telepractice delivery; clinician versus parent-delivered intervention; pull-out versus push-in; block versus continuous mode.

Question 12

Discuss the role of a request for clarification (RQCL) in intervention for children with phonological impairment.

Question 13

Is discharging children with speech sound disorders from speech-language pathology services satisfying, stressful or sad?

Question 14

Discuss why it could be valuable to include input from varied speakers during intervention targeting speech perception.

Question 15

Review experimental investigations of the principles of motor learning in involving children with CAS, childhood dysarthria, and/or articulation impairment. In light of your review of the evidence, summarize clinical recommendations for intervention based on principles of motor learning.

Question 16

Observe an intervention session for a child with a speech sound disorder and comment on the main principles of intervention underscoring the clinician's dialogue (instructions, feedback).

Question 17

Behavioral principles of intervention are outdated and not relevant in the 21^st century. What do you think and why?

Question 18

The neural plasticity of children's brains is amazing. What do you think and why? Support your answer with reference to peer reviewed published cases focused on children's speech.

Question 19

Discuss how parents could be given the competence and confidence to complete home practice activities for their children with speech sound disorders.

Question 20

When providing intervention to children with motor speech disorders, is it better to have longer sessions once a week or shorter sessions three times a week? Review peer reviewed published research to support your answer.

Question 21

A phonological principle of intervention is that intervention focus on:

A) children learning phonological systems rather than just the articulation of individual phonemes.
B) sub-lexical features through the use of nonwords.
C) the perception of phonemes in syllables.
D) children learning the articulation of individual phonemes rather than phonological systems.

Question 22

The following feedback comment to a child during phonological intervention ("I'm not sure what you mean. Do you mean Sue or shoe?") best typifies the phonological principle that intervention:

A) include conversational repair sequences to facilitate improved speech intelligibility.
B) should incorporate opportunities for children to listen to spoken language.
C) targeting speech perception should exploit varied speakers and contexts.
D) utilize children's meta-awareness abilities to facilitate learning.

Question 23

The following feedback comment to a child during intervention targeting an articulation impairment ("How would you rate your [s] that time, when you said spaghetti?") best typifies the principle that you:

A) consider the specificity of practice and focus on speech rather than non-speech oromotor mouth exercises.
B) incorporate opportunities for children to listen to spoken language.
C) provide a child with an optimal amount of information to challenge a child to learn.
D) utilize children's meta-awareness abilities to facilitate learning.

Question 24

A motor learning principle of intervention is that an optimal amount of information should be provided to challenge a child to learn. This principle is based on:

A) the phenomenon of speaker variance.
B) Guadagnoli and Lee's (2004) challenge point framework.
C) Fitts' (1964) three phase view of motor learning.
D) Schmidt's (1975) schema theory.

Question 25

The following statement is not a speech perception principle of intervention:

A) exploit varied speakers and contexts.
B) facilitate children's abilities to perceive differences between phonemes in words.
C) include opportunities for children to make judgments about the accuracy of the speech sounds they hear in words.
D) incorporate opportunities for children to listen to speech sounds from different languages.

Question 26

Based on the literature on the principles of motor learning, skill acquisition reflects:

A) what a learner can do after the completion of practice.
B) a learner's performance of a skill during practice.
C) permanent retention of a motor skill.
D) the phenomenon of naturally acquiring a skill, rather than needing to be taught a skill.

Question 27

Practice distribution is about how an amount of intervention is dispersed over time. The term used to refer to less time between practice sessions is:

A) massed practice.
B) distributed practice.
C) blocked practice.
D) constant practice.

Question 28

If the focus of intervention is long term retention and transfer, then the type of practice distribution thought to be better is:

A) massed practice.
B) distributed practice.
C) blocked practice.
D) constant practice.

Question 29

Jacinta (6;8 years) is a monolingual English-speaking girl. She has an articulation impairment characterized by dentalized /s, z/. Intervention will be based on the principles of motor learning. What would happen during the pre-practice phase of intervention?

A) Jacinta would be given information about /s/, what constitutes a correct response, and how to articulate a correct /s/.
B) Jacinta would be given information about her session times and dates, prior to starting intervention sessions.
C) Jacinta would become familiar with the outline of the intervention program.
D) Jacinta and the SLP would work out a feasible home practice schedule.

Question 30

Jacinta (6;8 years) is engaged in the practice phase of intervention targeting her dentalization of /s, z/. You offer Jacinta knowledge of results (KR), which means that Jacinta is:

A) receiving feedback about response accuracy (i.e., correct or incorrect).
B) receiving feedback about why her responses are either correct or incorrect.
C) receiving feedback about her tongue placement.
D) being asked to reflect on her tongue placement during her articulation of /s/ and /z/.

Question 31

Using your knowledge of the principles of motor learning, if Jacinta (6;8 years) engaged in constant practice to address dentalization of /s/, this could mean that she is practicing /s/ in:

A) word-initial, within word, and word-final positions in words without a break.
B) isolation throughout the day.
C) practicing /s/ in word-initial position in the word sun with the same rate, pitch and intensity.
D) practicing /s/ in conversational speech throughout the day with different conversational partners in different speaking contexts.

Question 32

If the SLP says to Jacinta (6;8 years), "listen to what [s] sounds like when you say the word see", during the practice phase of articulation intervention, Jacinta's attentional focus would be:

A) internal.
B) external.
C) introspective.
D) distracted from the need to focus on lateral bracing.

Question 33

Quintin (7;5 years) is a monolingual English-speaking boy and has an articulation impairment characterized by // distortion. During the practice phase of intervention, he is practicing /11ee98bd_6f93_eb92_a6de_236699ee0eb7_TB9704_11/ in different response modes (imitation and spontaneous production) and response lengths, including syllables, words, two-word phrases and conversation. This type of practice is consistent with:

A) variable practice.
B) constant practice.
C) massed practice.
D) blocked practice.

Question 34

During the practice phase of intervention with Quintin (7;5 years) targeting his distortion of //, the frequency and timing of feedback should be:

A) high and immediate.
B) low and delayed.
C) unsystematic but immediate.
D) constant but delayed.

Question 35

Yosef (8;1 years) is multilingual-he speaks English and German. He has childhood apraxia of speech and is learning to produce words of increasing length and words with a variety of stress patterns. Yosef's SLP is encouraging him to produce polysyllables by gradually adding on syllables (e.g., but, butter, butterfly). This reflects:

A) simplification.
B) additive segmentation.
C) fractionation.
D) isolated movement practice.

Question 36

Yosef (8;1 years) has childhood apraxia of speech and is learning how to produce polysyllables. During intervention, you offer him the following feedback "That was smooth and connected, but you said it a little too slow". This meta-awareness comment focusing specifically on:

A) phonetic awareness.
B) semantic awareness.
C) prosodic awareness.
D) morphological awareness.

Question 37

Yosef (8;1 years) has childhood apraxia of speech. He has been trying really hard during intervention sessions targeting his production of polysyllables. To maintain Yosef's motivation to practice, you talk with Yosef about his interests, and together you come up with a salient reinforcement plan. The plan involves Yosef having a turn of his favorite electronic game every 20 responses. This reflects:

A) an activity reinforcer with a fixed ratio.
B) a tangible reinforcer with a fixed interval.
C) social reinforcer with a fixed ratio.
D) an informative reinforcer with a continuous schedule.

Question 38

Paulo (5;3 years) is multilingual-he speaks English and Brazilian Portuguese. He has a phonological impairment and is learning to produce anterior-posterior contrasts. During intervention he is practicing word-initial /k/ words in an errorless manner, because:

A) errors do not give a learner the chance to develop more precise error detection and correction skills.
B) practice without error is thought to encourage and strengthen accurate acquisition of a motor skill.
C) it is not helpful for a child to hear errored productions involving [t] when trying to acquire [k].
D) fewer errors will increase Paulo's motivation to complete regular accurate practice.

Question 39

In family-centered practice, families:

A) have input in intervention planning, but clinicians are still the primary decision makers.
B) are the primary decision makers rather than clinicians.
C) are trained to provide intervention, as directed by and based on SLPs' decisions.
D) provide intervention but are not involving in intervention planning.

Question 40

The type of reinforcement schedule thought to decrease the likelihood of a behavior generalizing is:

A) fixed interval.
B) variable interval.
C) continuous.
D) intermittent.