SHS 431 1st EditionExam 1 Study GuideMcCauley & Fey, Ch 1Theoretical basis: Hypothesis-driven based on data from related sources. Often products of basic and/or applied research. Empirical basis: Based on data from intervention studies. Often designed for a specific population. Often conducted under ideal conditions. Provides evidence-based support for treatment recommendations.Exploratory vs Efficacy vs Effectiveness studies Efficacy: Most of the published treatment studies investigating the use of focused stimulation consist of this. Investigate the effects of a treatment under ideal, controlled conditions and typically focus on specific, short term language outcomes. Focus on impairment issues.Exploratory: Also known and inductive or theory building. We don't begin with a theory. Insteadwe collect data that, after analysis, we will use to develop a theory.Effectiveness : Identifies the usefulness of treatment under the conditions of everyday practice and usually includes broader measures of language gains and functional outcome measures in related areas such as social skills, school readiness, or perceptions of quality of life. Intervention agents : Individuals who interact with the child for the purpose of realizing treatment goals. Clinicians, parents, other caregivers, teachers, paraprofessionals, and less frequently, peers. These areas are selected because they represent areas of the greatest importance from the standpoint of functionality or severity of deficit. Intervention setting: In what physical and social environment will the intervention take place Treatment goals (basic, intermediate, specific, subgoals)Basic: Most general type of goals. Identify the areas of a child's communication systemor related domains on which the treatment will center. Intermediate : Provide greater specification of areas within one or more basic goals that will be addressed during treatment. Can be seen as representing choices about the clinician's theoretical view of how information can be organized within the domain represented in the basic goal. Often, there are numerous levels associated with a single basic goal. May include increased use of words and multiword combinations that serve to request objects and services and/or protest.Specific : target specific exemplars of the language forms (words, story structure, grammatical forms), content (semantic relations, elements of story plot), or use(communication acts, aspects of topic management) that have been identified as intermediate goals.Subgoals: A carefully constructed set of measurable steps by which specific goals are achieved. Often incorporate operational measures of achievement that relate more to the activities used Goal attack strategies: Offer methods for managing multiple specific goals within a child's intervention. Cyclical : Involve clinical focus on one set of goals for a period of time, followed by movement to another set of goals without reference to progress made on thefirst set of goals.Horizontal: Involve simultaneous to multiple specific goals, often within a single session. Within this strategy, goals and, therefore, progress on goals are viewed independently so that progress on one goal does not influence decision making about another. Vertical: Involve a progression from one goal to another, and advancement to the next goal is based on the child's attainment of a predetermined level of performance on an outcome variable.Dosage: The frequency with which treatment sessions are held as well as to the frequency with which targeted goals are addressed within a given treatment session. Learning based on trials that are spaced over time is better, in the sense of more lasting and more likely to generalize, than learning that occurs with massed trials. Timing: Child's development readiness Duration: Children can learn better when therapy is spaced over time as opposed to clumped into one time period. +ntensity of intervention: Look at DosageASHA (2004)Evidence-based practice: Interventions and supports that have empirical research documenting their effectiveness. Practices that are considered evidence-based are ones that have been demonstrated as effective across multiple experimental studies by multiple investigators Expert opinion: Opinion that SLP brings to the process. More experience will give you more expertise.Week 2 Lectures & Chapters from Reed Language disorder (DSM-5 criteria): Persistent difficulties in the acquisition and use of languageacross modalities (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include the following: Reduced vocabulary (word knowledge and use). Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology). Impairments in discourse (ability to use vocabulary and connect sentences to explain or describe a topic or series of events or have a conversation).-Language abilities are substantially and quantifiably below those expected for age, resulting infunctional limitations in effective communication, social participation, academic achievement, or occupational performance, individually or in any combination.-Deviation from the usual sequence of language development across componentsAutism Spectrum Disorders (DSM-5 criteria): Persistent deficits in social communication and social interaction across multiple contexts. Deficits in social reciprocity, positive social affect/facial expressions, nonverbal communication/gestures, interest/awareness social relationships, etc. Restricted, repetitive patterns of behavior, interests, or activities. Chronological age referencing : Child’s language abilities as compared to expectations for children of the same age (average/SD)Chronological age: age of the child at the time of the assessment. Mental age/cognitive referencing: Scores on measures of language development are referenced to scores on measures of cognitive development for the purpose of determining who is eligible for language intervention services Age equivalencies approach: determine what age group this child’s abilities resembleMental age -- mental age equivalent of the child is established; skills are like children who are approximately XX years old. Compare child’s language abilities to children of thesame mental ageDiscrepancy approach: Standard scores used to determine how different the child’s abilities are from peers.