Public Law 99-457

-establishes an early intervention program for infants and toddlers and their families

IFSP

-multi-disciplinary team of professionals and the parents

The IFSP contains:

1. Present levels of performance

2. Family needs and strengths related to assissting the child

3. Intervention goals and the way progress will be measured

4. Types of services the child will receive

5. Initiation and duration of services

6. Name of case manager

The IFSP is reviewed every       1.          months.

1. six

Two Types of Goals:

1. Long- Range (long term)

2. Short-Range (short term)

Three definitions of Short-Term Goals:

1. Short-term goals are concerned w/ small units of behavior and should be attainable in a short time.

2. Short-term goals should identify appropriate activities through which client will progress toward expectancies in long-term plan.

3. Short-term goals specify abilities that clients must acquire before they can achieve long-term goals.

Three Components of a Behavioral Objective:

1. Performance: "DO" statement- behavior you will be observing

2. Condition: "ADJECTIVE or HOW" performance will be completed (giving cues to client)

3. Criterion: measurement of how well the performance is completed. "TO WHAT DEGREE" performance is done.

Weekly Goal:

1. Provide goals for individual sessions allowing you to think about what you want your client to accomplish in coming session.

2. Relate directly to your short-term goals on your treatment plan.

3. Should sytematically reflect steps from where the client is in regard to performance of a skill when therapy begins to the level they need to be to meet STG.

S.O.A.P. Note

S. - Subjective

O. - Objective

A. - Assessment

P. - Plan

Subjective

-Describe your impressions of client's behavior in session. Can be client's, clinician's, or family's. Use direct quotes or examples to support statements whenever possible.

Objective

-contains your actual results in relation to your set goals. Also include any data in this session.

Examples:

• /r/ in isolation- 6/10 for 60% success
• Oral Motor Exercises-    Tongue Curls 7/10 for 70% success rate

Assessment

-provide any summarization of progress and explain diagnosis.

Plan

-where you state your plan for future sessions.

Examples: 

• Continue current plan of treatment.
• Recommend discharge from therapy due to plateau in progress.

Two Approaches to target behavior selection:

1. Normative: select targets that are appropriate for the client in view of gender- specific age norms.

2. Client-Specific: select targets that make an immediate and significant difference in the client's communication are selected regardless of norms.

Guidelines on selecting target behaviors:

1. Select behaviors that will make an immediate and socially significant difference in communicative skills of the client.

2. Select the most useful behaviors that may be produced and reinforced @ home and in other natural settings.

3. Select behaviors that help expand communicative skills.

The final selection of target behaviors depends on the individual's      1.      ,      2.       ,&      3.       .

1. environment

2. communicative level before starting treatment

3. communicative needs

Two ways of selecting artic. or phonological behaviors:

1. Selection of Individual Sounds

2. Selection of Sound Patterns

At your first therapy session, you will have four main tasks:

1. Conduct an interview of client/ parent

2. Build rapport with client

3. Complete testing recommended from eval.

4. Take baseline measures of behaviors you plan to target.

Skills of a Student Clinician:

1. Scheduling

2. Evaluating communicative skills

3. developing and implementing treatment reports

4. writing a variety of reports

5. maintaining records

6.working w/ families

7. coordinating services w/ other professionals

Factors that Influence Scheduling:

1. student clinician schedule

2. supervisor schedule

3. student clinician's experience

4. Type, frequency, duration of service

5. population served

6. client's culture

7. clinical site

8. financial resources

Clients are usually seen     1.        per week.

1. 2x (2 times)

Types of School Schedules:

1. Block: services provided 4 to 5 days a week for a set # of weeks.

2. Intermittent: all students served each week.

Treatment plans describe      1.      &      2.        objectives.

1. short-term

2. long-term

ASHA requirements for lesson plans:

1. Prognostic Statement

2. Written long and short term objectives based on conclusions and recommendations of an eval.

3. Type, frequency, and duration of treatment.

The main difference between a treatment plan and a lesson plan is that.....

-Treatment Plan: gives next steps in therapy if they meet that goal.

- Lesson Plan: tell specifically that moment in time.

IEP is written for    1.        unless child is meeting or significantly     2.       goal.

1. one year

2. below

Contents of IEP

1. Give identifying info.

2. Describe child's present level of performance.

3. Describe objectives.

4. Describe special education services required.

5. Describe amount of time in regular education program.

6. Describe when services begin and end.

7. Specify rationale for special ed. services.

8. List professionals providing services.

9. Get signatures of all attending IEP.

10. Additional IEP info...