Effects of a Collaborative Intervention Process for Children with Disabilities on Parent-Therapist Interaction, Parent Empowerment, and Child Performance

2021 ◽  
Author(s):  
Mihee An
Keyword(s):  
Children With Disabilities ◽  
Parent Empowerment ◽  
Intervention Process ◽  
Collaborative Intervention ◽  
Child Performance

Effects of a Collaborative Intervention Process on Parent–Therapist Interaction: A Randomized Controlled Trial

2018 ◽  
Vol 39 (3) ◽  
pp. 259-275 ◽  
Author(s):  
Mihee An ◽  
Robert J. Palisano ◽  
Chung-hwi Yi ◽  
Lisa A. Chiarello ◽  
Carl J. Dunst ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Intervention Process ◽  
Collaborative Intervention

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

From the President: Working Early-Intervention Magic in Community Settings

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 5-7 ◽  
Author(s):  
Patty Prelock
Keyword(s):  
Early Intervention ◽  
Children With Disabilities ◽  
Community Settings ◽  
The Way

Children with disabilities benefit most when professionals let families lead the way.

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