Have you ever been handed a document or treatment plan and felt completely overwhelmed by the terminology used? As a parent of a child with an Individualized Education Plan (IEP), it can be frustrating and confusing to try and decipher all the technical language that is used in these documents.
As providers, it's important for us to remember that not everyone understands the terminology that we learned in grad school. We need to take the time to explain or reword ourselves so that our clients and their families can fully understand what is being discussed.
One example of confusing language in treatment plans is the use of cues and prompts. These terms are often used interchangeably, but they have different meanings and purposes. Cues are used to help clients recall information or skills they have previously learned, while prompts are used to help clients learn new information.
As a parent of a child receiving speech therapy, you may have heard your child's therapist talk about the prompting hierarchy. This hierarchy is used to help children learn new skills or behaviors by providing different levels of support and guidance. The ultimate goal is for the child to become independent and perform the skill on their own. Here's a breakdown of the prompting hierarchy commonly used in speech therapy:
Physical Prompt: This is the most intrusive type of prompt, and involves physically guiding the child's movements to complete the task. For example, the therapist may physically guide the child's hand to produce a specific sound.
Tactile Prompt: This type of prompt involves using touch or pressure to guide the child's movements. For example, the therapist may gently touch the child's jaw to encourage correct tongue placement during speech production.
Model: A model prompt involves demonstrating the skill or behavior for the child. For example, the therapist may model correct pronunciation of a word and then ask the child to imitate them.
Gestural Prompt: This type of prompt involves using nonverbal cues to guide the child's behavior. For example, the therapist may point to their mouth to encourage the child to watch their mouth movements during speech production.
Verbal Prompt: A verbal prompt involves providing verbal cues or hints to guide the child's behavior. For example, the therapist may say "Remember to use your lips" to encourage correct lip placement during speech production.
Visual Prompt: This type of prompt involves providing visual aids or cues to guide the child's behavior. For example, the therapist may use pictures or a chart to help the child understand new vocabulary words.
Independent: This is the ultimate goal of prompting. Once the child has mastered the skill or behavior, they can perform it on their own without any prompts or support.
It's important to note that the prompting hierarchy may differ depending on the specific skill or behavior being targeted in therapy. Your child's SLP will use their clinical judgment to determine which type of prompt to use and when to fade the prompts to promote independence. As a parent, you can support your child's progress by practicing the skills at home and reinforcing the use of prompts during therapy sessions.
As providers, our goal is to help our clients succeed, and we do this by breaking down complex skills into manageable steps and providing multiple sessions to ensure that the new skill is fully learned. So, if you're feeling overwhelmed by the terminology used in your child's treatment plan, don't be afraid to ask your provider for clarification or explanation. Or, send me an email! I am more than happy to help out!
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