1.02 - Book - Ch. 1-B Flashcards
What is training by Indirect Modeling?
2
The clinician demonstrates a specific behavior frequently
This exposes the client to many examples of the target behavior
What is training by Direct Modeling?
2
Clinician demonstrates a specific behavior
This provides a model for the client to imititate
What is training by Shaping by Successive Approximation?
A target behavior is broken into smaller components
These are taught in an ascending sequence according to difficulty
What is training by prompts?
The clinician provides verbal or non-verbal cues
This facilitates a client’s production of the correct response
What is training by fading?
2
The stimulus or consequence are reduced in gradual steps while maintaining the target response
Usually done after the client can produce at least 5 consecutive correct responses
What is training by expansion?
The clinician reformulates a client’s utterance into a more mature or complete one
What is training by negative practice? When is this normally done?
(3)
Intended to enhance the client’s awareness of their error pattern
Illustrates differences between “old” response and intended target
Usually only used AFTER a client can demonstrate the ability to produce the intended target successfully
What is training by Target Specific Feedback?
The clinician provides information regarding the accuracy of a client’s response
What does Target Specific Feedback contrast with?
Generalized feedback or consequences
“Good! I didn’t see your tongue peeking out when you said ‘Soup’”
What are Attentional Cues?
Ones that help focus a client’s attention on the task
Look at me, are you ready?, etc.
What are Instructional Cues?
2
They provide information directly related to the target behavior being attempted
Can be verbal or non-verbal
What is the benefit of giving a client homework?
2
It can strengthen the response
It can facilitate generalization
What is the purpose of homework?
To practice an EXISTING skill
What are some guidelines to assigning homework?
4
It needs to be a manageable amount
It should be given regularly
Instructions should be written
It should be reviewed at next session
What are the 5 steps to basic training protocol?
Clinician produces stimulus
Clinician waits for client response
Clinician presents appropriate consequence
Clinician records response
Clinician removes stimulus (if appropriate)
What should be the flow of difficulty during a therapy session?
(3)
Easy Tasks
Hard Tasks
Easy Tasks
Instructions should be as _____ and _____ as possible. Why?
Clear
Concise
Long, complex explanations can prevent client from understanding the intended task
Instructions should be stated _______. Directions in the form of ______ can be confusing.
Declaratively
Requests
Be sure to give clients ________ to respond before repeating the instructions. Resist the temptation to repeat the instructions ______ because individuals with communication difficulties often need _______. _______ may facilitate more consistent correct responses.
Sufficient time
Too quickly
More processing time
Waiting
If it becomes necessary to readminister the instruction, try to avoid significant _______. This is particularly important with clients who have ________.
Rewording
Language disorders
The main emphasis of the instructions should be on the ______ rather than on the details of the ________ being used to elicit the behavior.
Targeted behavior
Activity or game
What are proxemics?
Spacial arrangements/relationships between the client & clinician within the therapy setting
What are probes?
3
Novel but equivalent stimuli
They are designed to measure progress
Usually about 20 stimuli
What is a mixed probe?
A combination of familiar and unfamiliar stimuli
What is Treatment Efficacy?
3
Does the treatment work?
Does one treatment work better or faster than another?
In what ways does the treatment alter behavior?
What is a multiple baseline?
2
It uses a selection of at least 3 target behaviors of similar complexity that need remediation
Do not choose a set of targets where skills in one are directly applicable to another (All sounds that differ in voicing)
What is the benefit of multiple baselines?
The clinician can latter access other speech/language impairments with similar problems to see if the therapy has helped or if it occurred for different reasons
(The client can now distinguish /p/ from /b/. Can they do the same for /k/ and /g/?)
