Medicare CheckSheet
Name: __________________________________________________Date: ___________________School/Grade/Teacher: ________________________________________________________________________________________SLP /Intervention diagnosis (description of impairment/s, can be more than one): _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________IEP Dates: Start ______________________End_____________________________Plan Date:__________________ Signature and credential of Service Provider:_________________________________ See IEP for service delivery location, frequency and duration. Intervention Approaches:Create/promoteEstablish/restoreModify/adaptPreventIntervention Types:One-on-one InteractionGroupWhole classConsultation with team membersEducation of team membersEnvironmental adaptationProgram/routine developmentOutcome Measure:Meet IEP goalsIncreased team satisfaction with performanceIncreased competence or autonomy of student Prevention of further difficultiesImproved quality of life at schoolIncreased team/team member competenceSkilled Interventions: Augmentative Communication StrategiesSign languageCommunication boardsAlphabet boardsPicture symbol boardsSymbol setsPicsymsPicture symbolsSig symbolsBlissymbolsPremackDevice use/programmingCarrier symbolsTraditional orthographyRebusesEye gazeKaufman Apraxia ProgramStructured teachingFloor timeVerbal Behavior TherapyABA TechniquesCued speechRealiaProcedural pairingCaregiver educationOften Used When Working With Autistic PatientsVisual schedulesPECSSign languageChild centered approachDiscrete trialTechniques to improve eye contactHand-over-handVerbal Behavior TherapyABA techniquesPragmaticsPragmaticsSocial storiesScriptingRole playGuided rehearsalSilent rehearsal strategiesSelf-monitoring/self-evaluation re. actual performance.Language TherapyChainingBackward chainingClose proceduresConfrontational namingRapid naming ExpansionExtensionMand-model approachIncidental teaching modelSilent rehearsalActivities of Daily Living Tasks (ADL)Joint reading/routines interactionsMilleu language teaching proceduresSensory integrative techniquesDescriptive/prescriptive grammarGrammatical morphemesTopic maintenanceSemantic tasksSequencing activitiesProblem solving strategiesWritten language tasksAttention/concentration tasksInductive/deductive reasoningCaregiver educationObject identification/object namingExpressive mean length of utteranceSpatial organizationActivating prior knowledgeGraphic organizersBuilding circumlocution skillsCarrier phrasesRecastingNonverbal visual feedbackIncreasing meta-awarenessCommunication temptationsExpressive LanguageConfrontational namingModeling of wordSentence completionSyllable or initial sound cueSilent phonetic gestureStudent selected personal experiencesFunctional descriptionsDescriptions with demonstrationsUse/name (It’s a pen… I write with it)Generative namingPrinted word cuesOral spelling cuesSpelling /Written cuesAssociated smell, taste or sound as cueSynonym or antonym cueAssociated word cueSuper inordinate as cueRhyming cue Fade time repetitive cueSelf-cueingAutomatic SpeechVerbal ScaffoldingParaphrasing Using ‘Think Alouds’Reinforcing contextual definitionsDeveloping questions from Bloom’s taxonomyWriting prompts Following oral text with written textElaboration and expansion of student responseUse of cognatesPurposefully using synonyms and antonymsEffective use of wait timeTeaching familiar chunks/phrases “May I go to the restroom?” “Excuse me.”Clear enunciation and articulation by the teacher, slowed rate when necessaryCorrective feedback techniques, especially elicitation, clarification requests and metalinguistic cluesSongs, rap, jazz chants, rhythm and rhymeBuilding circumlocution skillsHierarchy for Auditory ComprehensionSingle wordsSpoken sentencesSpoken questionsSpoken directionsSpoken paragraphsDiscourseFluency TherapyFluency shaping techniquesStuttering modification techniquesContinuous phonationPause and talkAirflow managementProsodic approachMonterey Fluency Approach Fluency reinforcement TechniquesDemands/capacity modelPacing boardDelayed Auditory Feedback Training, DAFModified prosodic featuresRate control techniquesSelf-monitoringRespond to listener request for clarification and repetitionGentle phonation onsetMaintenance programsCorrective feedbackNonverbal corrective feedbackNegative practiceCounselingArticulation/Phonological TechniquesPhonetic ApproachPhonological ApproachPhonemic ApproachPhonetic placement trainingPacing boardExtra-classroom setting –generalize to other settingsManual guidance to place articulatorsSound evoking techniquesMoto-kinestheticMultiple phoneme approachContrast approachMinimal pairs contrastMaximal pairs contrastMinimal pairs oppositionMaximal pairs opposition Cycles approachContrastive stress drills Paired stimuli approachKaufman approachDistinctive features approachSensory motor ApproachSemantically potent wordCo-articulationMultimodality cueingTongue based retraction exercisesTactile-kinesthetic cueingLabial strengthening exercisesBackward chaining contrastArticulation trainingAuditory bombardmentAuditory discriminationPROMPT (prompts for restructuring oral muscular targets)Self monitoring strategiesAuditory discrimination trainingCarry over/generalizationContrastive stress drillsControlled practice Guided practiceTransfer and carryoverFree practice with a communication partnerVoice TherapyChewing techniquesChant talkVocal hygieneDigital manipulationEffortful closure techniquesMelodic intonation Whisper phonationYawn sighCueing TechniquesPragmatic cueingEnvironmental cueingTactile cueingPhonemic cueingVerbal cueingGestural cueingMultimodality cueingMultimodality cueingTactile kinetic cueing Written cueingVisual and use of visual schedulesMaximum cueingModerate cueingMinimal cueingIndependentPlan: (priorities, details, etc.) _________Discharge (Transition) Planning:__________________________________________________________________________________________________________Collaboration with: campus, community, agencies, medical, home, etc. ___________________ ................
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