Deck 12: Intervention Procedures and Evaluation

Question 1

What are intervention procedures and how do they differ from intervention principles?

Answer 1

Intervention procedures refer to the specific techniques, strategies, and actions implemented by professionals to address a particular problem or to bring about change in a given situation. These procedures are the concrete steps taken to apply intervention principles in practice. They are often detailed and structured, providing a clear guide for practitioners on how to proceed with an intervention. Examples of intervention procedures include the steps taken in a cognitive-behavioral therapy session, the administration of a specific educational program, or the execution of a public health campaign.

Intervention principles, on the other hand, are the underlying concepts, theories, and philosophies that guide the design and implementation of intervention procedures. These principles are broader and more abstract, providing a framework for understanding what makes an intervention effective. They are derived from research, best practices, and theoretical models, and they inform the development of specific procedures. Principles might include ideas such as individualization (tailoring interventions to the individual), evidence-based practice (using interventions supported by research), or empowerment (fostering individuals' abilities to take control of their own lives).

In summary, intervention principles are the foundational ideas that guide the development of effective interventions, while intervention procedures are the specific actions taken to apply these principles in real-world situations. Principles provide the rationale for why certain procedures should work, and procedures are the practical application of these principles to achieve desired outcomes.

Question 2

Describe the concept of the teaching and learning moment and provide a hypothetical example of a teaching and learning moment for a 6-year-old child with an articulation impairment during a pre-practice phase of intervention. Use your knowledge about the principles of motor learning from

Answer 2

The concept of the teaching and learning moment refers to a specific instance in which a teacher or therapist seizes an opportunity to provide targeted instruction or intervention to a learner. This moment is characterized by the learner's readiness and receptiveness to new information, making it an ideal time to introduce or reinforce a specific skill or concept.

In the context of motor learning principles, the teaching and learning moment is crucial for facilitating skill acquisition and improvement. By capitalizing on the learner's readiness and engagement, the teacher or therapist can optimize the effectiveness of their instruction and intervention.

For a 6-year-old child with an articulation impairment, a hypothetical teaching and learning moment during the pre-practice phase of intervention could involve the therapist using a mirror to help the child visualize and self-correct their speech sounds. The child may be particularly attentive and motivated to practice their speech sounds during this moment, making it an opportune time for targeted instruction and feedback.

During this teaching and learning moment, the therapist can provide specific guidance on tongue placement and airflow for producing the correct speech sounds. By capitalizing on the child's readiness and engagement, the therapist can enhance the child's understanding and motor control of the targeted speech sounds, ultimately facilitating improved articulation skills.

Overall, the teaching and learning moment is a powerful concept for optimizing the effectiveness of instruction and intervention, particularly in the context of motor learning principles. By recognizing and capitalizing on these moments, teachers and therapists can facilitate meaningful skill acquisition and improvement for their learners.

Question 3

What is the difference between focused auditory input, and the auditory detection of a target sound characteristics?

Answer 3

Focused auditory input and the auditory detection of a target sound characteristic are two aspects of how we process and attend to sounds in our environment.

Focused auditory input refers to the intentional concentration on specific sounds or auditory information while filtering out other auditory stimuli. This is a selective attention process where an individual actively chooses to pay attention to certain sounds while ignoring others. For example, when you are having a conversation with someone in a noisy room, you focus on the person's voice and try to ignore the background noise. This requires cognitive effort and is often used in situations where you need to listen to something important, like a lecture or a safety announcement.

On the other hand, the auditory detection of a target sound characteristic involves the ability to identify and recognize a particular sound feature among other sounds without necessarily focusing on it. This can be a more passive process where the auditory system is attuned to certain sound qualities, such as pitch, tone, rhythm, or specific patterns that stand out from the auditory background. For instance, you might automatically detect the sound of your name being called in a crowded place or recognize the specific ringtone of your phone even if you are not actively listening for it.

In summary, focused auditory input is about actively directing your attention to listen to something specific, while auditory detection of a target sound characteristic is about the passive recognition of distinctive sound features that can capture your attention without deliberate effort. Both processes are important for navigating and understanding the auditory world, but they involve different levels of cognitive engagement and attentional mechanisms.

Question 4

What type of cue is the following question from a clinician during an intervention session: "Do you think that's a long sound or short sound?"

Question 5

What type of production cue is the following instruction from a clinician during an intervention session: "You say the word with me, ready, shoe"?

Question 6

What type of production cue is the following instruction from a clinician during an intervention session: "Key. See the back of my tongue is up at the back of my mouth. That's where your tongue needs to go too, when you say key".

Question 7

What type of production cue is the following comment from a clinician during an intervention session: "I'm not sure what you mean. Do you mean shoe or Sue? Tell me again"

Question 8

List the five types of data collected by clinicians when working with children with speech sound disorders. Of the five types, which type is the most important to determine if a child is progressing towards achieving short- and long-term goals?

Question 9

Which type of data is most helpful for determining whether intervention is responsible for an improvement in a child's speech?

Question 10

List two child-, two intervention- and two clinician-factors worth considering when problem-solving slow progress.

Question 11

Discuss the range of issues to consider when problem solving slow progress in children with speech sound disorders.

Question 12

Identify six peer reviewed publications of intervention studies for children with speech sound disorders, including two intervention studies on intervention for children with phonological impairment, two intervention studies for children with inconsistent speech disorder, and two intervention studies for children with childhood dysarthria. Compare and contrast the types of cues across the studies, and across the different types of speech sound disorder.

Question 13

Discuss how you could include parents in the evaluation of intervention for children with speech sound disorders.

Question 14

Explain how you could facilitate carryover in school-aged children with an articulation impairment.

Question 15

When, why, and how could single-case experimental designs be used in routine clinical practice with children with speech sound disorders?

Question 16

How would you determine when Luke (4;3 years) (Case 1:

Question 17

Compare and contrast the four different play genres described by Shriberg and Kwiatkowski (1982a). Select one genre that you think would be suitable for Luke (4;3 years) (Case 1:

Question 18

Discuss the role of metacognitive knowledge and metacognitive control in carryover when working with children with speech sound disorders.

Question 19

Why are teaching and learning moments considered dynamic events?

Question 20

Select four different production cues. What principles of intervention underscore each cue, and how have the cues been used in interventions for children with speech sound disorders?

Question 21

Harvey (4;6 years) is a monolingual English-speaking boy. He has a moderate-severe phonological impairment. During an intervention session you say "Listen to these words and tell me if they begin with a long sound or a short sound". This auditory cue is consistent with:

A) metaphonological input task.
B) pragmatic cue.
C) verbal-phonetic cue.
D) prompted self-correction.

Question 22

Ally (4;3 years) is a monolingual English-speaking girl. She has a moderate-severe phonological impairment. During intervention with her you say "Tell me if these words sound the same or different, shoe, Sue". This auditory cue is consistent with:

A) auditory detection of a target sound in words.
B) auditory discrimination.
C) auditory judgment of correctness.
D) auditory stimulation.

Question 23

Trang (8;4 years) is multilingual-she speaks English and Vietnamese. She has an articulation impairment characterized by a lateral lisp on /s, z/. During an intervention session with Trang you say "I want to you to rate your productions of /s/ out of 10 each time you read a word containing the [s] sound in this passage. A rating of 10 would be for a clear [s]." This comment is most consistent with:

A) auditory detection of a target sound.
B) auditory stimulation.
C) auditory judgment of a target sound in your own speech.
D) auditory discrimination.

Question 24

Kaija (3;3 years) is a monolingual English-speaking girl. She has a phonological impairment. During an intervention session with Kaija, you ask her to say key /ki/ with you. This is consistent with:

A) simultaneous imitation.
B) mimed imitation.
C) immediate imitation.
D) successive repetition.

Question 25

Ricardo (5;3 years) is multilingual-he speaks English and Spanish. He has childhood apraxia of speech. During an intervention session, you instruct him to imitate your auditory model, not immediately but a few seconds after hearing your model. This is an example if:

A) asynchronous imitation.
B) successive imitation.
C) delayed imitation.
D) mimed imitation.

Question 26

Ariana (14;8 years) is a monolingual English-speaking teenager. She has persistent lateralization of /s/. During an intervention session, you direct Ariana to information on an ultrasound image and say "See how the side of the tongue is low. Try to make the sides higher". This cue is an example of a:

A) visual-prosodic cue.
B) tactile-phonetic cue.
C) verbal-phonetic cue.
D) visual-phonetic cue.

Question 27

George (7;7 years) is multilingual-he speaks English and Greek. He has childhood dysarthria. During an intervention session, you gently guide George's bottom lip to behind his top teeth, to articulate /f/. This cue is an example of a:

A) motokinesthetic cue.
B) verbal-phonetic cue.
C) gestural cue.
D) pragmatic cue.

Question 28

Stella (6;3 years) is a monolingual English-speaking girl. She has an interdental lisp. She is in the pre-practice phase of intervention and is figuring out how to accurately produce /s/. You say to Stella, "I want you to make a long [t] sound". This cue is an example of:

A) shaping.
B) visual-phonetic cue.
C) tactile-phonetic cue.
D) auditory cue.

Question 29

Chester (4;1 years) is a monolingual English-speaking boy. He has a moderate-severe phonological impairment. You have just asked Chester which picture you should pick up, a fan or a pan. Chester has said [pæn] but meant fan. You reply with a pragmatic cue only. The comment consistent with a pragmatic cue is:

A) "You need a windy sound when you say [f] in fan."
B) "I'm not sure what you mean, do you mean pan or fan?"
C) "Bite your bottom lip and blow."
D) "Listen and tell me if these two words sound the same or different, fan, pan."

Question 30

Lacey (4;11 years) is a monolingual English-speaking girl. She has a phonological impairment. During an intervention session with Lacey she says "I can [gu] I mean [glu] that one on." Lacey's comment reflects:

A) use of metaphor.
B) self-correction.
C) phonological awareness.
D) imitation of speech.

Question 31

When a clinician decides to step up from one teaching moment to the next, this means:

A) eliminating reinforcement in the next trial.
B) changing from one short-term goal to another short-term goal.
C) changing and/or increasing cues so that a task becomes easier for a child.
D) changing and/or reducing cues so that a task becomes more challenging for a child.

Question 32

Aariz (4;9 years) is multilingual-he speaks English and Arabic. He has a moderate-severe phonological impairment. During an intervention session with Aariz, you use drill play rather than structured play. This means that that you are using:

A) a high dose of practice with relatively minimal play.
B) a relatively high dose or rate of practice during a simple game or activity directed by you.
C) a moderate rate of practice during which an activity is played or craft activity is completed.
D) pretend tools during a play activity with Ethan.

Question 33

The type of data best for answering the following question: "Is Aariz responding positively to teaching and learning moments?" is:

A) treatment data.
B) baseline data.
C) generalization probe data.
D) control data.

Question 34

The type of data best for answering the following question: "Is improvement evident in Aariz's short- and long-term goals?" is:

A) treatment data.
B) baseline data.
C) generalization probe data.
D) control data.

Question 35

If visual inspection of baseline and generalization data indicated an improvement in a child's percentage of consonants correct, you would see:

A) stability in baseline and generalization data.
B) an increasing trend and change in level of performance between baseline and generalization data.
C) at least five baseline data points and three generalization data points.
D) a statistically significant improvement from baseline to generalization.

Question 36

Within clinic generalization probe data is best gathered:

A) by the parent at home.
B) at the beginning of an intervention session.
C) between intervention activities.
D) at a different clinic by someone other than the speech-language pathologist.

Question 37

Kevin (4;7 years) is a monolingual English-speaking boy. He has velar fronting of /k, g/ across all word positions in singleton and consonant cluster contexts. In preparation for evaluating Kevin's progress on the short-term goal of eliminating velar fronting, you need to:

A) sample /k/ and /g/ in word-initial position in 20 non-treatment words, as any change in word-initial position should generalize to other word positions.
B) administer a standardized phonology assessment every fortnight.
C) compile an informal picture-naming task comprising 32 non-treatment words (four of /k/ and four of /g/ in word-initial, within word, and word-final positions, and four word-initial consonant clusters and four word-final consonant clusters).
D) compile an informal picture-naming task comprising eight non-treatment words (one of /k/ and one of /g/ in word-initial, within word, and word-final positions, one word-initial consonant cluster and one word-final consonant cluster).

Question 38

Cooper (5;1 years) is a monolingual English-speaking boy. He has velar fronting of /k, I/ in word-initial position only. A strategy to help Cooper could be to have him repeat the syllable [k], so as to copy word-final /k/ into word-initial position. This is an example of:

A) using a facilitating phonetic context.
B) using reduplication to eliminate velar fronting.
C) a prosodic cue.
D) a tactile-phonetic cue.

Question 39

You are preparing a session for Cooper (5;1 years). As part of your preparation, you compile stimuli and resources. Another name for stimuli is:

A) exemplars.
B) activities.
C) games.
D) picture cards.

Question 40

During an intervention session with Huang (6;3 years), he verbally segments the phonemes in the word plant /plænt/. This is an example of a:

A) phonological awareness input task.
B) metaphonological comment.
C) metalinguistic comment.
D) phonological awareness output task.