Deck 4: Principles of Intervention

Question 1

The facilitation of easy, small steps gradually approximately the goal behavior is known as

A) Prompts.
B) Shaping.
C) Fading.
D) All of the above.
E) None of the above.

Answer 1

B

Question 2

Intervention stimuli used to encourage a child to talk can be

A) Pictures, objects, or computers.
B) Nonlinguistic or linguistic.
C) Making eye contact.
D) All of the above.
E) None of the above.

Answer 2

D

Question 3

The purpose of collecting intervention data is to

A) Track the child's behavior from one session to another.
B) Document the efficacy of the intervention.
C) Maximize the professional's effectiveness.
D) All of the above.
E) None of the above.

Answer 3

D

Question 4

An example of a correctly written intervention goal is

A) Bill will edit his written school work correctly on a regular basis.
B) Madison will use appropriate language to ask for things she wants.
C) Jane will initiate conversations with her peers during recess every day.
D) All of the above.
E) None of the above.

Question 5

A goal attack strategy in which one goal at a time is targeted until a predetermined level of accuracy is achieved is known as a

A) Cyclic strategy.
B) Horizontal strategy.
C) Vertical strategy.
D) All of the above.
E) None of the above.

Question 6

A hierarchy of research quality is used to rank the scientific merit of a particular intervention with respect to evidence-based practice EBP). The highest quality evidence resulting from randomized experimental research is

A) Level I.
B) Level II.
C) Level III.
D) Level IV.
E) All of the above.

Question 7

Intervention that focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children relates to

A) Form.
B) Content.
C) Use.
D) All of the above.
E) None of the above.

Question 8

The goal attainment scale GAS)

A) Is a sophisticated use of a rubric.
B) Uses videotapes of the intervention sessions.
C) Is a computer generated graph of data.
D) All of the above.
E) None of the above.

Question 9

A way for the interventionist to profile an individual's ability to initiate conversation turns and respond to others' communication attempts is known as

A) Focused stimulation.
B) Assertiveness-responsiveness scheme.
C) Continuum of naturalness.
D) All of the above.
E) None of the above.

Question 10

Instructions or stimuli used to ensure a child responds correctly are known as

A) Prompts
B) Shaping.
C) Fading.
D) All of the above.
E) None of the above

Question 11

A description of the activities, location, and social aspects of intervention is known as

A) Focused stimulation.
B) Assertiveness-responsiveness scheme.
C) Continuum of naturalness.
D) All of the above.
E) None of the above.

Question 12

A language facilitation technique in which the adult describes the child's actions is known as

A) Self talk.
B) Parallel talk.
C) Telegraphic talk.
D) Baby talk.
E) None of the above.

Question 13

A facilitation technique in which the adult deconstructs a sentence into its separate components in known as

A) Language expansions.
B) Languages extensions.
C) Buildup/breakdown.
D) None of the above.
E) All of the above.

Question 14

The reduction of stimuli with the goal of having the behavior produced independently by the child is known as

A) Prompts.
B) Shaping.
C) Fading.
D) All of the above.
E) None of the above.

Question 15

A facilitation technique in which the adult modifies a child's simple sentences into more sophisticated sentence constructions is known as

A) Language expansions.
B) Languages extensions.
C) Buildup/breakdown.
D) None of the above.
E) All of the above.

Question 16

A language facilitation technique in which the adult describes what he is thinking, feeling, or seeing is known as

A) Self talk.
B) Parallel talk.
C) Telegraphic talk.
D) Baby talk.
E) None of the above.

Question 17

When writing intervention goals the professional describes what the child's communication behavior will look like when the skill is mastered. Each goal includes the following

A) a do statement.
B) a condition statement.
C) a criterion statement.
D) all of the above.
E) none of the above.

Question 18

In adult-directed intervention, the adult

A) Chooses the stimulus items.
B) Regulates how the child responds.
C) Prompts responses through pointing, modeling, or use of questions.
D) Provides direct feedback.
E) All of the above.

Question 19

Intervention that focuses on a child's ability to take conversational turns and initiate conversation relates to

A) Form.
B) Content.
C) Use.
D) All of the above.
E) None of the above.

Question 20

When SLPs and special educators select an intervention they consider if

A) the intervention is an evidence-based practice.
B) the intervention is expected to work.
C) the intervention aligns with the internal evidence.
D) All of the above.
E) None of the above.

Question 21

Describe intervention techniques for each of the domains of language; form, content, and use.

Question 22

If a child has errors in form, the professional uses strategies to make certain the discourse facilitates the child's production of the required form, makes certain that targeted features are easily detected, notes a child's errors and absence of linguistic features, and chooses intermediate-level targets.

Question 23

Intervention varies from highly unnatural
e.g., adult directed, drill activities) versus highly natural child directed, in the child's home or classroom, with the child's family or peers).

Question 24

Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation. Pragmatic intervention with young children often includes parent training; parents learn to facilitate optimal parent-child conversations.

Question 25

An effective communicator is less assertive and more responsive.

Question 26

The assertiveness-responsiveness scheme is a way for the interventionist to profile an individual's ability to initiate conversational turns and respond to others' communication attempts.

Question 27

The adult uses expansions and extensions to modify a child's simple sentences into more sophisticated sentence constructions and to add related information.

Question 28

Language facilitators use modeling techniques that are contingent on child interests and behaviors to facilitate children's language production.

Question 29

Intervention goals describe what the professional will do, the materials that will be used, and how the child will respond.

Question 30

Explain the purpose and importance of fading.

Question 31

Self talk is when the adult describes the child's actions.

Question 32

In focused stimulation a child is exposed to multiple examples of a linguistic target within a meaningful communication context.

Question 33

Intervention stimuli can either be nonlinguistic or linguistic and can be presented via pictures, objects, or computers.

Question 34

Identify 4 different types of intervention stimuli and explain how they are used and the age appropriateness of each.

Question 35

Intervention related to content focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children.