1. C OMMUNICATION I NTERVENTION basics

2. T HE BASICS Think about your clients/cases Based on assessments, what does he/she need What are the reasons for intervention (can I fix the problem?) Eliminate underlying cause Hearing loss or voice disorder Compensatory strategies (helping the kids/adults cope) LD, ASD, TBI…language Modify the disorder (teaching basic skills over time) Intelligibility, dysfluency….

3. C URRENT S TATUS /PLEP What the child can and cannot do This will be on your Treatment Plan/Intervention plan…or in your IEP Draw from this statement to write your goals

4. G OALS & O BJECTIVES Long term goals – broad - increasing speech intelligibility - increasing fluency - increase ability to communicate wants and needs - decrease frustration by providing an alternative means of communication (not a mesurable goal)

5. O BJECTIVES Small, distinct ways in reaching the long-term goal More specific Measurable

6. 3 C RITERIA FOR O BJECTIVES “do” statement observable Condition - when the target behavior will occur Criterion – measurable 9/10, 80%, 3 consecutive sessions, 10 minutes

7. A NOTHER WAY TO REMEMBER OBJECTIVES SMART Specific, measurable, action, realistic/relevant, time- limited In other words, ABCDs Audience, Behavior, Conditions, Degree of Proficiency More specific SMART –s Specific (observable skills) Measurable (ex. Lose 25 lbs use scales) ACTION Realistic & relevant (child’s unique needs (not based on curricula, state/district tests, or other external standards) Time-limited – to monitor progress

8. L ET ’ S PRACTICE DO J will produce initial /k/ Condition spontaneously Criterion With 80% accuracy

9. O THER EXAMPLES Need Sara uses less than 100 words in free-write activities Goal area Sara will use second-grade vocabulary in spoken and written language Objectives Sarah will use 10 new vocabulary words each week in reading and writing

10. A NOTHER EXAMPLES Goal: Manuel will answer and ask ‘wh’ questions about narrative stories and about stories read in class Benchmarks: By the first reporting period, Manuel will answer who, what, and where questions about narrative stories told to him by his teacher or slp in 4/5 trials over 3 consecutive days By the second reporting period, Manuel will answer who, what, where, when and how questions about stories read aloud to him in 4/5 trials over 3 consecutive days By the third reporting period, Manuel will ask 2 clarification questions about narrative stories told to him by his teacher or slp with at least 2 stories per day/session.

11. C ONTINUUM OF N ATURALNESS Hybrid Milieu; script tx, role playing Pivotal response, organized activities Client Centered Facilitated play;routinesDaily activities Clinican Directed Drill – drill playmodeling

12. M ILIEU & O PERANT C ONDITIONING Delayed imitation “This is green. It’s my favorite color. What color is it?” Direct imitation. “tell me green” Fading – gradually withdrawing reinforcments Reinforcers Continuous Intermittent

13. F ACILITATIVE P LAY Self-talk: imitating child’s behavior and describing your own behavior (monologue) Parallel talk: talking about child’s actions Expansions: reforms child’s utterance to make it more grammatically complex Extensions: enlarges child’s utterance Recasts: Expands child’s utterance into a different sentence type – “kitty drink water.’…”is the kitty drinking water?”

14. C ONVERSATIONAL G ROUP TX Attending: letting group members know you ‘heard’ them and understood their message Facilitating questions: Negotiating goals: what do you want to accomplish Rewarding: verbal praise Responding to feelings: Focusing – staying on topic/task Summarizing – Modeling – examples of conversational skills

15. 5 MAIN TYPES OF HYBRID INSTRUCTION Focused stim – environmental arrangement, frequent models, response not required – but environment set up for it Milieu teaching – naturalistic, environment, verbal/nonverbal initiation, models, elaborates on kids response Script therapy – teaching a script/routine Interrupted behavior chain strategy Conversational coaching

16. D ATA COLLECTION More to come Many different ways Depends on goals Needed to track data – note progress Effectiveness of tx