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Spring '14-146 (Exam 2) > 3/21- Chp 5 Hands on core skills > Flashcards

3/21- Chp 5 Hands on core skills Flashcards

1
Q

What 12 skills can we use to make a session run? (i.e. things we can do to manipulate/influence the outcome of the results)

A
  1. Communicating Expectations
  2. Motivation
  3. Enthusiasm, Animation & Volume
  4. Seating, Proximity, Touch
  5. Preparation, Pacing, & Fluency for Therapeutic Momentum
  6. Antecedents
  7. Direct teaching: learning modalities, describing/demonstrating, questioning, and wait-time
  8. Stimulus Presentations
  9. Positive reinforcers
  10. Corrective Feedback
  11. Data Collection
  12. Probing
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2
Q

What is communicating expectations when it comes to hands on skills?

A
  • Based on research of ‘teacher’ expectations.
  • Children will perform to the levels expected AND
    communicated.
  • Reducing communicative expectation will have a negative impact on students/clients:
    • Tell clients they can meet goals.
    • Stress progress relative to client’s previous performance.
    • encourage clients to achieve as much as possible by stretching their minds.
    • Stay positive!
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3
Q

KNOW FOR EXAM

What is motivation when it comes to hands on skills?

A

A stimulus or force that causes a person to act.

i.e. Speech Tx = desire to improve communication.

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4
Q

KNOW FOR EXAM

What types of motivation is there?

A

Extrinsic & Intrinsic

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5
Q

KNOW FOR EXAM

What is Extrinsic motivation?

A

external to the client i.e. tokens.

i.e. motivated by rewards, or money.

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6
Q

KNOW FOR EXAM

What is Intrinsic motivation?

A

caused by an internal force or stimulus

i.e.- desire to improve. You care about where you want to go in life. You want to make a change in the world

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7
Q

KNOW FOR EXAM

Which motivation is the strongest in terms of
impacting learning.

A

Intrinsic. Try to keep that in mind when writing goals.

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8
Q

KNOW FOR EXAM

How can you extrinsically motivate your client during a session?

A
  • candy
  • tokens
  • high fives
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9
Q

How can you intrinsically motivate your 13 year old client during a session who can’t produce /r/?

A

It comes from within and most likely wants to be there because he doesn’t want to be made fun of

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10
Q

What is enthusiasm, Animation & Volume in regards to hands on skills?

A

SHOWTIME!!

  • Vocal Manipulations
    • Dynamic, energetic speech
    • Expanded pitch ranges
    • Increased volume & pitch
    • Nonverbal: facial expression, gestures
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11
Q

Are adults intrinsically or extrinsically motivated? Children?

A

Adults- intrinsically

Children- extrinsically

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12
Q

Review the wheel/course of time from the notes on 3/21

A

.

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13
Q

KNOW FOR EXAM

What is seating, proximity, & touch in regards to hands on skills?

A

Different seating arrangements

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14
Q

KNOW FOR EXAM

What are the different seating arrangements?

A
  • Diagonal seating (used for assessments)
  • Seating across the table
  • side-by-side seating
  • kidney-shaped table
  • cluster seating–chairs/floor
  • mounted mirror seating (no table used)
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15
Q

KNOW FOR EXAM

What is diagonal seating good for?

A

Assessments and anything you want to be able to see that they are seeing

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16
Q

KNOW FOR EXAM

What is seating across the table good for?

A

It is more traditional therapy for worksheets, drawing, playing games

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17
Q

KNOW FOR EXAM

What do you lose when using side-by-side sitting?

A
  • privacy
  • eye contact
  • face to face contact (less visual information seen)
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18
Q

KNOW FOR EXAM

What is side-by-side sitting good for?

A
  • joint attention

- hand over hand prompting

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19
Q

KNOW FOR EXAM

What is kidney-shaped table seating good for?

A

Attend to more people (access to them by touch)

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20
Q

KNOW FOR EXAM

What is cluster seating–floor good for?

A

Group interaction for kids playing a game or a toy

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21
Q

KNOW FOR EXAM

What is mounted mirror seating good for?

A

articulation therapy

- they can see themselves (and the model) in the mirror

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22
Q

What are the different proximities?

A
  • Intimate space
  • Personal space
  • Social space
  • public space
  • optimal
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23
Q

What is the distance for intimate space?

A

0 to 1 1/2 ft

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24
Q

What is the distance for personal space?

A

1 1/2 to 4 ft

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25
Q

What is the distance for social space?

A

4 to 12 ft

26
Q

What is the distance for public space?

A

12 to 25 ft

27
Q

What is the distance for optimal space?

A

1 1/2 ft to 2 ft- arm’s length

28
Q

What am I doing when you move away from your client when you are trying to do therapy?

A

You are taking away support/ability to prompt right next to them. This increases their independence.

29
Q

What is touch when it comes to hands on skills?

A

Nonthreatening therapeutic touch:

  • Shoulders
  • Upper arms
  • Neck
  • Face
  • Torso (for respiratory exercises)

this is done to support clinical instruction

30
Q

What is preparation, pacing, & fluency for therapeutic momentum when it comes to hands on skills?

A

Therapeutic Momentum: the speed, thrust, or force of
moving between sections of the session.

Proper preparation, pacing, and fluency proceeds
through the introduction, body, and closing portions
of the session.

31
Q

How do you transition from either what you are doing into actual work or from one activity to the next?

A

MINUTES MATTER!

Be overly prepared & organize to be efficient. Know what you are going to do next.

Pacing—presentation rate; slow it down when a task is
difficult and speed it up when task is easier or for
generalization

32
Q

What is fluency when it comes to therapeutic momentum?

A

the smooth transition between various parts of therapy.

Decreases fumbling around.

Decreases the usage of fillers.

33
Q

What are antecedents in regards to hands on skills?

A

the events that occur before responses.

34
Q

What can antecedents be considered as?

A

objects, pictures, re-created or enacted events, instructions, demonstrations, modeling, prompting, manual guidance, and other special stimuli.

35
Q

What conditions can be considered as antecedents?

A
  • materials
  • environment
  • prompting
36
Q

What is alerting stimuli under antecedents??

A 
When a clinician draws attention to the upcoming 
stimuli:
  - “Watch my mouth”
  - “Here comes the next one”
  - “Are you ready”
37
Q

Is prompting and alerting stimuli the same thing?

A

No, the alerting stimuli isn’t going to aid in promoting a correct response like a prompt will.

38
Q

What is a cue/prompt under antecedents??

A

An aid to promote a correct response.

  • Auditory - verbal expressions using stress, pitch, quality, intonation and duration.
  • Visual - gestures, posture, facial expression.
  • Tactile-kinesthetic - touch to the speech mechanism.
39
Q

What is modeling under antecedents?

A

The clinician’s production of a target behavior for the
client to imitate.
- Model frequently with a new behavior.
- Ask the client to imitate as closely as possible.
- Reduce as the target behavior is assimilated or stabilized.

40
Q

What is prompting under antecedents?

A

Using special stimuli, verbal or nonverbal, to increase
the probability that the client will respond in a desired
manner.
- For example, when targeting the /n/ in “nose?, the clinician might say, “I smell with my ___” while pointing to her nose.
- Prompt quickly.
- Fade when no longer needed.
- Gestures are preferable to verbal mode.

41
Q

What is directing teaching in regards to hands on skills?

A

teaching, instruct, or train a new skill.

42
Q

What is learning modalities under direct teaching?

A

visual, auditory, and tactile (review chapter 3)

43
Q

What is describing and demonstrating under direct teaching?

A

Telling or detailing the
major features, functions, characteristics of the target
behavior—possibly explanation.

Descriptions may include:

- Attributes – primary characteristics.
    - Remote associations – distal times or location.
 	- Demonstrating/modeling – well-organized step-by-step explanations in comprehensible language.
44
Q

What is questioning under direct teaching?

A

Helps to focus attention.

  1. Intonation questions: declarative + inflection
  2. Tag questions: declarative + an interrogative tag, e.g., You can do it, can’t you?
  3. Wh-questions.
  4. Yes/No questions.

Don’t assume that the answer is in the child’s repertoire; you might need to give them the answer

Use questions thoughtfully & appropriately

45
Q

What is wait-time under direct teaching?

A

The amount of time a clinician waits for a response.
- 3 to 5 seconds is recommended as optimal

Optimal wait-time can depend on:

  • Client’s processing time.
  • The speed at which the environment (classroom) requires a child to process.
  • How new the information/skill is to the client.
46
Q

What is stimulus presentation in regards to hands on skills?

A

Stimulus presentations: methods used for presenting
stimuli during therapy.
- Verbal model.
- Teaching.

A systematic bridge between the client not being able to
produce the target and being able to produce it.

47
Q

What is successive approximations (shaping) under stimulus presentations?

A
  1. Select a terminal target.
  2. Identify an initial component of the target that the client CAN imitate.
  3. Identify intermediate responses.
  4. Teach initial response by modeling an immediate positive reinforcement.
  5. In successive stages, teach intermediate responses.
  6. Continue until the terminal response is taught.
48
Q

KNOW FOR EXAM

What is positive reinforcers in regards to hands on skills?

A

Anything, following a client response, which increases
the frequency of that (correct) response.

Must, in some way, be meaningful to the client.

  • Verbal Praise: “good job.”
  • Tokens: chips, tickets, etc.
49
Q

KNOW FOR EXAM

What are the two major types of reinforcers?

A

Primary

Secondary

50
Q

KNOW FOR EXAM

What are primary reinforcers? And what are the concerns?

A

those that satisfy a biological need, e.g., food, warmth.

Concerns:

  • Client must be hungry
  • The food must be a preferred food
  • Weight gain
  • Allergies
  • Medical conditions
  • Swallowing issues
51
Q

KNOW FOR EXAM

What are secondary reinforcers?

A

Secondary reinforcers:

  • Social reinforcers
  • Toys, games, etc.
  • Intrinsic (e.g., the need to be successful)
52
Q

KNOW FOR EXAM

What are reinforcement schedules?

A

Continuous
Or
Intermittent

53
Q

KNOW FOR THE EXAM

What is a continuous reinforcement schedule?

A

1:1 ratio of correct response to reinforcer.

Works best when a new target behavior is being taught.

54
Q

KNOW FOR THE EXAM

What is a intermittent reinforcement schedule?

A

Ratio.- when you are going to reinforce after a set amount of prompts, then you back off.

Variable./ Random- it changes (i.e. after ever 3 prompts, then after every successful response, etc.) Best when the client can predict the reinforcer.
Works best for intermediate & advanced work.

55
Q

What is corrective feedback in regards to hands on skills?

A

the information that the clinician gives the client regarding the quality, feature or correctness of a preceding response.

It’s important to think critically and systematically about this feedback.

56
Q

What does the clinician learn when giving corrective feedback?

A
  1. Increases your own knowledge of the behaviors
    leading up to the target behavior.
  2. Compares the client’s response to the target—is it
    correct?
  3. Task analyzes what was correct/incorrect about the
    production/response.
  4. Explains to the client what was correct.
  5. Addresses the incorrect portion of the response and
    teach it.
57
Q

What is data collection in regards to hands on skills?

A

Develop your own system, preferably with a base of 10.

Most helpful is a system that counts AND reinforces.

Run clinical trials: structured opportunities to produce
a response.

58
Q

What take data?

A

Why take data?

  • To determine whether or not the target behavior is advancing.
  • To make dismissal decisions.
  • To determine if the target work has generalized to similar targets.
  • To analyze successes & barriers.
  • To help with treatment modifications.
59
Q

DIDN’T GO INTO IT. PROBABLY NOT ON THE EXAM

What is probing in regards to hands on skills?

A
  • Investigating the client’s skills in producing nontargeted responses on the basis of generalization.
60
Q

DIDN’T GO INTO IT. PROBABLY NOT ON THE EXAM

what is a baseline?

A

a client’s pretreatment response accuracy or on previous session’s goals.

61
Q

DIDN’T GO INTO IT. PROBABLY NOT ON THE EXAM

What are probes?

A

How well have the trained behaviors generalized to other environments—from one phoneme to another, from one difficulty level to another, from one physical environment to another.

62
Q

Review seating diagrams

A

.

Spring '14-146 (Exam 2) (7 decks)

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