<p> Plan for Skilled Intervention/Plan of Care Caswell County</p><p>Name: ______DOB: ______Age: ______Exceptionality: </p><p>School: ______Grade: ______Teacher: ______</p><p>IEP Dates: Start ______End______3-Year Re-Eval Date: ______Plan Date: ______</p><p>Signature and credentials of Service Provider: ______</p><p>See IEP for service delivery location, frequency and duration. </p><p>Skilled Interventions:</p><p>Augmentative Communication Strategies Language Therapy Verbal Scaffolding Articulation/Phonological Techniques  Sign Language  Chaining  Paraphrasing  Phonetic Approach  Communication Boards  Backward Chaining  Using ‘Think Aloud’  Phonological Approach  Alphabet Boards  Close Procedures  Reinforcing contextual definitions  Phonemic Approach  Picture Symbol Boards  Confrontational Naming  Developing questions with Bloom’s taxonomy in mind  Phonetic placement training  Symbol Sets  Rapid naming  Writing Prompts  Manual guidance to place articulators  Picsyms  Expansion  Following oral text with written text  Sound evoking techniques  Picture Symbols  Extension  Elaboration and expansion of student response  Moto-Kinesthetic  Sig Symbols  Mand-model Approach  Use of Cognates  Multiple phoneme approach  Blissymbols  Incidental Teaching Model  Purposefully using synonyms and antonyms  Contrast approach  Premack  Silent Rehearsal  Effective use of wait time  Minimal pairs contrast  Carrier Symbols  Activities of Daily Living Tasks (ADL)  Teaching Familiar Chunks “May I go to the restroom?” “Excuse  Maximal pairs contrast  Traditional Orthography  Joint Reading/Routines Interactions me.”  Minimal pairs opposition  Rebuses  Milleu Language Teaching Procedures  Clear enunciation and articulation by the teacher, slow when  Maximal pairs opposition  Eye Gaze Sensory Integrative Techniques necessary  Cycles approach  Kaufman Apraxia Program  Corrective feedback techniques, especially elicitation,  Paired stimuli approach  Structured Teaching Expressive Language clarification requests and meta-linguistic clues  Kaufman  Floor time  Confrontational naming  Songs, Jazz chants, Rhythm and Rhyme  Distinctive features approach  Verbal Behavior Therapy  Modeling of word  Building Circumlocution Skills  Sensory Motor Approach  ABA Techniques  Sentence completion  Semantically Potent Word  Cued Speech  Syllable or initial sound cue  Co-articulation  Realia  Silent phonetic gesture Fluency Therapy  PROMPT (prompts for restructuring oral muscular targets)  Procedural Learning  Client selected personal experiences  Fluency Shaping Techniques  Self Monitoring Strategies  Caregiver Education  Functional descriptions  Continuous phonation  Auditory Discrimination Training  Descriptions with demonstrations  Pause and talk  Carry over/Generalization Often Used When Working With Autistic  Use/name (It’s a pen… I write with it)  Airflow management  Contrastive Stress Drills Patients  Printed word cues  DAF  Controlled Practice  Visual Schedules  Oral Spelling cues  Prosodic Approach  Guided Practice  PECS  Spelling /Written cues  Monterey Fluency Approach  Transfer and carryover  Sign Language  Associated Smell or Sound as cue  Fluency Reinforcement Techniques  Free practice with a communication partner  Child Centered Approach  Synonym or Antonym cue  Demands/Capacity Model  Discrete Trial  Associated word cue  Pacing Board  Techniques to improve eye contact  Super inordinate as cue  Delayed Auditory Feedback Training Voice Therapy  Rhyming cue  Modified Prosodic Features  Chewing Techniques Hierarchy for Auditory Comprehension  Fade time repetitive cue  Rate control techniques  Chant Talk  Single words  Self-cueing  Self-monitoring  Vocal Hygiene  Spoken sentences  Automatic Speech  Respond to listener request for clarification and repetition  Digital Manipulation  Spoken questions  Gentle phonation onset  Effortful Closure Techniques  Spoken directions  Maintenance programs  Melodic Intonation  Spoken paragraphs  Whisper phonation  Discourse  Yawn Sigh</p><p>Outcome Measure:  Meet IEP Goals  Increased Team Satisfaction with Performance</p><p> Increased Competence or Autonomy in Student Role  Prevention of Further Difficulties</p><p> Improved Quality of life at School  Increased Team/Team Member Competence</p>