Intervention and Rehabilitation Methods
Frameworks
Understand evidence-based practice (EBP): best research evidence, clinical expertise, and client values. Know the distinction between impairment-based, functional, and participation-based goals. Understand SMART goal writing (specific, measurable, achievable, relevant, time-bound). Know models of service delivery: individual, group, consultative, and classroom-based.
Methods by population
For children: play-based, parent-implemented, phonological, and naturalistic interventions. For aphasia: constraint-induced language therapy, melodic intonation therapy, and semantic/phonological cueing. For motor speech: PROMPT, LSVT LOUD (for Parkinson's), and articulatory-kinematic approaches. For fluency: Lidcombe, fluency shaping, stuttering modification. For voice: resonant voice therapy and vocal function exercises. For dysphagia: compensatory and rehabilitative strategies.
Traps in questions
A common trap is choosing a technique without matching it to the diagnosis-LSVT LOUD is for hypokinetic dysarthria in Parkinson's, not for aphasia. Another is writing vague goals ("improve communication") instead of measurable ones. Do not assume more intensity is always better; dosage must fit the client. Also avoid recommending a method solely because it is popular-EBP requires evidence.
Rule of thumb
Match the method to the disorder, the goal to function, and the dosage to the client. Write goals that can be measured.
Worked example: A patient with Parkinson's and quiet, monotone speech → LSVT LOUD (targets loudness and amplitude), not melodic intonation therapy (which targets aphasia).