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Clinical Methods > 1.06 - Exam 1 Review > Flashcards

1.06 - Exam 1 Review Flashcards

1
Q

A four year old who is unintelligible to novel listeners usually has a _______.

A

Phologicial Problem

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2
Q

Intervention (therapy) is a ______ process. This means the clinician must ______ the patient’s progress towards the set goals and _______.

A

Dynamic

Continuously assess

Modify them if necessary

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3
Q

Any speech/language therapy must be designed with careful consideration of a client’s _______.

A

Verbal and nonverbal plus cognitive abilities

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4
Q

Knowledge of a client’s level of cognitive function is critical in making decisions about _______ and selecting ________.

A

Eligibility for treatment

Appropriate therapy objectives

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5
Q

The ultimate goal of speech/language therapy is the teach strategies that _________ rather than teaching isolated skills.

A

Facilitate the communication process

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6
Q

Skills are required to _________ in given situations.

A

Achieve specific outcomes

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7
Q

Strategies enable the individual to know when and how to ______.

A

Use their skills in new and varied learning contexts

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8
Q

When possible, teach in ________ to provide opportunities to engage in ______ communicative contexts.

A

Realistic contexts

Meaningful

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9
Q

Intervention strategies should be specific to the client’s _____ and individual _____.

A

Deficits

Learning style

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10
Q

We should ensure that the client experiences _____ throughout all stages of therapy.

A

Success

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11
Q

Therapy goals are tailored to promote a clients knowledge ______ the current level.

A

One step beyond

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12
Q

When should therapy be terminated?

2

A

Once the client has achieved all goals

If the client is no longer demonstrating progress

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13
Q

Who decides when therapy should be terminated?

A

It is a team decision (even if the team is just the client and the clinician)

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14
Q

Therapy should be based on _______.

A

Scientific Evidence

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15
Q

Therapy should be sensitive to a client’s ________ background.

A

Cultural & Linguistic

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16
Q

What is programming?

3

A

Selecting therapy targets

Sequencing therapy targets

Generalizing therapy targets

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17
Q

How do we find the level that we need to begin the Therapy Targets?

A

Assessments

Client request/concerns

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18
Q

What is Behavior Modification?

A

The systematic use of specific Stimulus-Response-Consequence procedures

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19
Q

What are Key Teaching Strategies?

A

Using basic training techniques to facilitate learning

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20
Q

What is Session Design?

A

Organizing and implementing therapy sessions

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21
Q

What does Session Design include?

A

Interpersonal dynamics

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22
Q

What is data collection?

A

The systematic measurement of client performance and treatment efficacy

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23
Q

What four factors influence the selection of Therapy Targets?

A

Establish goals

Take pretreatment baselines

Where do baselines fit into Developmental/Normative development

What issues most concern the client

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24
Q

What is a Developmental/Normative Strategy?

A

Targets are taught in the same general order as they emerge in a typically developing individual

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25
Q

What is a Client Specific Strategy?

A

Targets are based on the the individual’s specific needs and concerns

(Sounds in important words like own name, common communication environments, etc.)

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26
Q

Is it better to use a Developmental or a Client Specific strategy?

A

It’s better to use both and focus on whichever one fits the particular client’s need

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27
Q

What are the three parts to Therapy Targets?

Also referred to as “Sequencing of Therapy Targets”

A

Stimulus Type

Task Mode

Response Level

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28
Q

What are Stimulus Types?

A

The input that is used to elicit a response in therapy

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29
Q

What are the three kinds of Stimulus Types?

A

Direct physical manipulation

Concrete symbols

Abstract symbols

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30
Q

What are concrete symbols?

3

A

Objects

Photographs

Drawings

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31
Q

What are abstract symbols?

2

A

Oral language

Written language

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32
Q

What is the Task Mode?

2

A

The support/scaffolding that the clinician uses

This guides the client to the desired response

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33
Q

What are the three kinds of Task Modes?

A

Imitation

Cue/Prompt

Spontaneous

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34
Q

What is the Response Level?

A

The degree of difficulty required in the client’s response

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35
Q

What are the two ways of increasing the Response Level?

A

Increasing the complexity of the response (length, syntax, maturity, etc.)

Decreasing the latency (response time) between when the stimulus is present and when the client responds.

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36
Q

What is Branching?

A

Increase (or decreasing) the difficulty of a task when it becomes apparent that the task is too easy (or hard) for the client

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37
Q

When is Branching used?

2

A

In the middle of a therapy session

When the client’s performance does not match what was expected

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38
Q

When Branching, a good rule of thumb is to modify the difficulty level by _____ according the the therapy sequence hierarchy.

A

One step

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39
Q

Where do you learn the specific rules of Branching?

A

You can’t. You have to be creative in the moment.

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40
Q

Whose job is it to set the difficulty level of a therapy session?

A

The clinician

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41
Q

What is generalization?

A

When the client is able to transfer newly mastered behaviors into new or everyday environments

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42
Q

What is a synonym for generalization?

A

Carryover

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43
Q

What are three factors that can be modified to increase the probability that a skill will become generalized?

A

Stimuli

Physical Environment (Location)

Audience (Communication partners)

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44
Q

Should we keep working with a client after they have attained communication skills that correspond with the client’s chronological and/or developmental age?

A

No. This a a good discharge guideline.

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45
Q

Should we keep working with a client after they have obtained communication skills that correspond with their premorbid status (based on disease or disorder)?

A

No. This a a good discharge guideline.

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46
Q

Should we continue working with a client who has obtained functional communication skills allowing them to naviagate their daily life without significant handicap?

A

No. This a a good discharge guideline.

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47
Q

Should we continue working with a client who is continually not making progress?

A

No. This a a good discharge guideline.

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48
Q

What does “programming” mean in regards to therapy?

5

A

Selecting therapy targets

Designing therapy sessions

Formulating behavioral objectives

Designing behavior modification (if needed)

Choosing teaching strategies

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49
Q

What is a Behavioral Objective?

A

ONE SENTENCE that descrives one short term goal

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50
Q

A Behavioral Objective must describe a _________, it must be ______, and it must be ______.

A

Specific target behavior

Observable

Measurable

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51
Q

What are the three components of a Behavioral Objective?

A

Do Statement

Condition

Criteria

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52
Q

What is the Do Statement (in a Behavioral Objective)?

A

An specific action (action verb) that states what the client will do

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53
Q

What is the Condition (in a Behavioral Objective)?

A

The situation where the target behavior will be performed

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54
Q

What is the Criteria (in a Behavioral Objective)?

A

How well the target behavior must be performed

The level that determines success

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55
Q

How is the Criteria (in a Behavioral Objective) usually measure?

(4)

A

By percent correct

By response time

By maximum number of errors

By minimum number correct

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56
Q

What theory is Behavior Modification based on?

A

Theory of Operant Conditioning

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57
Q

What are the three components of Behavior Modification?

A

Stimulus

Response

Consequence

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58
Q

What is a Stimulus?

A

The antecedent event

What precedes and elicits a response from the client

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59
Q

What is a Response?

A

The behavior that resuls directly from the stimulus

60
Q

What is a Consequence?

3

A

The event that follows the response

It must be contingent to the response and follow it immediately

(In therapy, the consequence is given by the clinician)

61
Q

What are the two types of Consequences?

A

Reinforcements

Punishments

62
Q

What is a Reinforcement?

A

Something given or performed that increase the likelihood that a behavior will be repeated

Encourages a behavior

63
Q

What is a Punishment?

A

Something that is given, performed, or removed that decreased the chances that a behavior will be repeated

Stops a behavior

64
Q

What are the two types of Reinforcement?

A

Primary Positive Reinforcement

Secondary Positive Reinforcement

65
Q

What is Primary Positive Reinforcement?

A

Something is given to the client that they already see as rewarding

(Candy, toy, sticker, etc.)

66
Q

What are the downsides to Primary Positive Reinforcement?

A

It is susceptible to satiation (the reward is no longer “rewarding” - need bigger “prize”)

It makes skills hard to generalize outside of the therapy environment (why do it when there is not reward)

It is difficult to reinforce immediately (it should ideally follow the response by milliseconds)

67
Q

What is Secondary Positive Reinforcement?

A

Something that the client is taught to see as rewarding

68
Q

What are three kinds of Secondary Positive Reinforcement?

A

Social

Token

Performance Feedback

69
Q

What is Social Reinforcement?

A

Verbal praise, smiling, eye contact, etc.

70
Q

What is Token Secondary Reinforcement?

2

A

Symbols or objects

Often these can be traded in for a reward if enough are collected

71
Q

What is Performance Feedback?

A

Giving the client honest feedback on their performance

This can be accompanied by biofeedback, graphs, rating scales, etc.

72
Q

Is Performance Feedback given as praise?

A

No.

It let’s the client find intrinsic encouragement

73
Q

What are the two types of Punishment?

A

Negative Reinforcement

Punishment

74
Q

What is Negative Reinforcement?

A

Something unpleasant is removed once the desired behavior is presented

(Think in terms of math not emotion. Negative=subtraction, Positive=addition)

75
Q

What is Punishment?

A

A undesired behavior is immediately followed by a unpleasant event (loud noise, time-out, scolding, etc.)

76
Q

What are Positive Behavioral Supports?

A

A way to minimize opportunities for problemative behavior

A way to encourage more socially useful/acceptible behaviors

77
Q

Positive Behavioral Supports is a ______ approach that uses ______ and ______ strategies.

A

Proactive

Interpersonal

Environmental

78
Q

Positive Behavioral Supports are more _____ and _____ in nature.

A

Preventative

Positive

79
Q

SLPs can prevent problematic behaviors if materials are ______ and ______ and our sessions are ______.

A

Creative

Interesting

Paced well`

80
Q

What are the two types of reinforcement schedules?

A

Continuous

Intermittent

81
Q

What is Continuous Reinforcement?

A

You reinforce after every correct response

82
Q

What is Intermittent Reinforcement?

A

Reinforcements are only given after some correct responses

83
Q

What are the four kinds of Intermittent Reinforcement?

A

Fixed Ratio

Fixed Interval

Variable Ratio

Variable Interval

84
Q

What is a Fixed Ratio?

A

A reinforcement is given after _____ correct responses

85
Q

What are Fixed Intervals?

A

A reinforcement is given for the first correct response after a set window of time

(The first correct response every 30 seconds, etc.)

86
Q

What are Variable Ratios?

A

The number of correct responses required for a reinforcement changes each time.

This is preset by the clinician

(7 correct - reward - 3 correct - reward - 9 correct - reward, etc.)

87
Q

What are Variable Intervals?

A

The window of time changes after each reinforcement is given

This is preset by the clinician

(30 sec - reward - 15 sec - reward - 25 sec - reward, etc.)

88
Q

What is direct modeling?

A

You perform the behavior

The client copies

89
Q

What is indirect modeling?

A

The client is exposed to the target behavior repeatedly but not asked to repeat

90
Q

What is shaping?

A

Breaking a target behavior into smaller components

These are taught in increasing levels of difficulty

91
Q

What are prompts?

A

Verbal or nonverbal cues to facilitate the client’s production of the correct response

(“What do we say?” “Thank you”)
( “Oh it’s my turn”)

92
Q

What is fading?

A

Teaching strategies are gradually reduced while maintaining the target behavior

Goal is independence

93
Q

What is expansion?

A

Reformulating the clients utterance into a more mature or complete one

(“bye bye” -> “good bye”)

(“doggie go bye” -> “the dog went away”)

94
Q

What is negative practice?

A

Drawing the client’s awareness to errors

You said “Captain American and Four”

95
Q

When should negative practice be used?

A

ONLY once a client has mastered a skill

96
Q

What is Target Specific Feedback?

A

Providing specific information to the client about the accuracy/inaccuracy of the target behavior

(When you said “Thor” you didn’t put your tongue between your teeth so it sounded like “Four”)

97
Q

What is homework? What is it’s purpose?

A

Activities to be done at home

To improve and generalize the skill

98
Q

Tasks given as homework should be ______.

A

Ones that have been previously mastered

99
Q

What are the five Training Protocol Steps?

A

Present stimulus

Client responds

Present consequence

Record client response

Remove stimulus

100
Q

What should tasks be ordered in a therapy session?

A

Easy - Hard - Easy

101
Q

What four things affect the Dynamics of Therapy?

A

Clinician-Client relationship

Pace of Session

Materials

Proxemics (placement of client and clinician)

102
Q

What four things affect Group Therapy Design?

A

Size

Composition

Clinician Role (Directive or non-directive)

Procedures

103
Q

What are advantages to group therapy?

A

Interaction

Generalization

Relationships/Support

104
Q

What are disadvantages to group therapy?

A

Less attention

May not fit all clients

105
Q

What are the four Service Delivery Models?

A

Collaborative Partnership

Response to Intervention

Treatment Efficacy

Evidence Based Practice

106
Q

What are Collaborative Partnerships?

3

A

Consultative

Team Teaching

Self Contained

107
Q

What is Response to Intervention?

A

A category to place kids who are struggling but who do not have IEPs

108
Q

What is Treatment Efficacy?

A

How effective your treatment is

109
Q

What is Evidence Based Practice?

4

A

Best scientific evidence

Clinician expertise in condition

Meeting client values, beliefs, preference, etc.

Being sensitive to cultural and linguisitc factors

110
Q

The data collection formation should be chosen _______.

A

Prior to the session

111
Q

The data collection notation system should provide the _____.

A

Most relevant information

112
Q

Your data collection should distinguish between __________ responses.

(4)

A

Imitative

Cued/Prompted

Self-Corrected

Spontaneous responses

113
Q

You should use the ______ data collection method for the client’s current level of function.

A

Most efficient

114
Q

You can use _______ to help keep track of response.

A

Tokens or stimulus items

115
Q

When taking data, you should record every response because even a ________ is a response.

A

Lack of a response

116
Q

What are probe?

A

Mini assessments

They look at the clients growth/progress

117
Q

How often should probes be administered?

A

Throughout treatment

118
Q

What are seven types of reports an SLP may have to write?

A

SOAP Note

IEP

IFSP

ISP

Treatment/Therapy Plan

Diagnostic Report

Treatment/Discharge Report

119
Q

What is a SOAP Note?

A

Subjective (Client’s affect)

Objective (What was done)

Assessment (What worked or didn’t work)

Plan (What to focus on next time)

120
Q

What is an IEP?

A

Education Plan

Ages: 3-21

121
Q

What is an IFSP?

A

Short Term Care/Services Plan

Ages: Birth-3

122
Q

What is an ISP?

A

Long Term Care Plan

Ages: 3-Death

123
Q

What is a Treatment/Therapy Plan?

4

A

Description of problem

Long term goals - short term objectives

Methods you will be using

Why the above is EBP

124
Q

What is a Diagnostic Report?

A

A summary of a diagnostic evaluation

125
Q

What is a Treatment/Discharge Report?

A

Summary of the treatment you provided

Not always a discharge - sometimes an review or annual report

126
Q

What is the best predictor of cognitive-communicative behaviors?

A

Socio-economic status (SES)

127
Q

What are three kinds of linguistic differences?

A

Nonverbal

Paralinguistic (nonlexical communication)

Verbal

128
Q

What are three kinds of bilinguals?

A

Ambilingual

Equilingual

Semilingual

129
Q

What does Ambilingual mean?

A

Speaks both languages as well as a native speaker

130
Q

What does Equilingual mean?

A

Is an effective communicator in both languages

131
Q

What does Semilingual mean?

A

Mastery of both languages is poor

132
Q

What are the two scales that we can use to gage someone’s mastery of a language?

A

Basic Interpersonal Communication Skills

Cognitive-Academic Language Proficiency Skills

133
Q

How do L1 and L2 influence each other?

A

Language Interference/Transfer (L1 syntax used in L2)

Language Loss (Loss of skill in L1)

134
Q

What is a Simultaneous Bilingual?

A

Both languages learned from birth

135
Q

What is a Sequential/Successive Bilingual?

A

L2 learned later in childhood usually after 3 yrs

Significant portion of Basic Interpersonal Communication Skills already learned in L1

136
Q

What is interference/transfer

A

When an aspect of L1 (syntax, vocabulary etc.) is generalized to L2

137
Q

What is interlanguage?

A

The speaker develops a personal linguistic system while attempting to produce the target language

138
Q

What is the Silent Period?

A

When there is more observation and less speaking in L2

139
Q

What is code switching?

A

Easily alternating between two languages or dialects

140
Q

What is language loss?

A

When skills in L1 decline while L2 is being learned

141
Q

Are dialects a inferior to the standard language?

A

No

142
Q

Do all individuals speak with a dialect and/or and accent?

A

Yes

143
Q

What are ideals when working with an interpreter?

4

A

Interpreter is….

Proficient in both languages

Trained in cross cultural communication

Knowledgable of issues relating to SLP

Is not the client or a family member
144
Q

What are the five Key Traits of Counseling?

A

Appropriate Sharing

Being nonjudgemental

Being tolerant of crying and emotional responses

Being Client/Family Centered

Not solving client issues

145
Q

What six things should you do when counseling?

A

Listen

Give purposeful silence

Asking open ended questions

Give attentive nonverbal signals

Paraphrase content

Be respectful of client and client’s culture/beliefs towards communicative disorders

146
Q

What are eight emotional reactions to communication disorders?

A

Grief

Anger

Depression

Guilt

Shame

Anxiety

Inadequacy

Isolatioin

Clinical Methods (11 decks)

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