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Intro To Clinical Methods > Chapter 1-2 > Flashcards

Chapter 1-2 Flashcards

0
Q

Systematic use of specific stimulus-response-consequence procedures

A

Behavior modification

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1
Q

The selection, sequencing and generalization of therapy targets

A

Programming

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2
Q

Use of basic training techniques to facilitate learning

A

Key teaching strategies

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3
Q

Organization and implementation of therapy sessions, including interpersonal dynamics

A

Session design

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4
Q

Systematic measurement of client performance and treatment efficiacy

A

Data collection

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5
Q

Behaviors to be acquired over the course of the treatment program (these therapy targets are refused to as)

A

Long-term goals

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6
Q

Another term for long term goals

A

Therapy targets

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7
Q

Clinician designed measures that provide multiple opportunities for a client to demonstrate a given communicative behavior

A

Pretreatment baselines

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8
Q

Strategy based on known normative sequences of communicative behaviors in typically achieving individuals.

A

Developmental/normative strategy

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9
Q

Strategy in which herapy targets are chosen on an individual’s specific needs rather than according to developmental norms

A

Client-specific strategy

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10
Q

Logical sequence of steps that will be implemented to accomplish each objective, 3 major factors ( stimulus type, task mode, response level)

A

Sequencing of the therapy targets

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11
Q

First sequence of therapy targets, nature of input used to elicit target responses

A

Stimulus type

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12
Q

Second sequence in therapy sequencing,type of clinician support/scaffolding provided to obtain desired responses

A

Task mode

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13
Q

Third level of they targeting sequence, degree of diffulcity or target responses

A

Response level

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14
Q

Clients ability to transfer newly mastered communicative behaviors from the clinical setting to the everyday environment

A

Generalization / carryover

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15
Q

A statement that describes a specific target behavior in observable and measurable terms.
Three main components (“do”, condition, criterion)

A

Behavioral objectives

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16
Q

Identifies the specific action the client is expected to perform.

A

“do statement”

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17
Q

Identifies the situation in which the target behavior is to be performed (who, what, when, where)

A

“Condition” (behavioral objective)

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18
Q

Specifies how well the target behavior must be preformed for the objective to be achieved (measurement off success)

A

“Criterion” (behavioral objective)

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19
Q

An event that precedes and elicits a response

A

Stimulus

20
Q

The behavior exhibited by an individual on presentation of the stimulus

A

Response

21
Q

An event that is contingent on and immediately follows the response

A

Consequence

22
Q

Consequences that increase the probability that a particular behavior will reoccur

A

Reinforcement

23
Q

Designed to decrease the frequency of a behavior

A

Punishment

24
Q

A rewarding event or condition that is presented depending on the performance of a desired behavior

A

Positive reinforcement

25
Q

An unpleasant event/condition is removed depending on the performance of a desired behavior

A

Negative reinforcement

26
Q

Reduces the risk that a client’s production of a target behavior will fade from the intended response. Reinforcement after EVERY correct response.

A

Continuous reinforcement

27
Q

Effective in strengthening responses that have been previously established. Less reinforcement

A

Intermittent reinforcement

28
Q

Clinician demonstrates a specific behavior to provide an example for the client to imitate

A

Direct modeling

29
Q

Clinician demonstrates a specific behavior frequently to expose a client to numerous well-formed examples of the target behavior

A

Indirect Modeling

30
Q

A target behavior is broken down into small components and taught it in an ascending sequence of difficulty

A

Shaping by successive approximation

31
Q

Clinician provides additional verbal or nonverbal cues to facilitate a client’s production of a correct response

A

Prompts

32
Q

Stimulus or consequence manipulation (prompting/reinforcement) are reduced in gradual steps while maintaining the target response

A

Fading

33
Q

Clinician reformulates a clients utterance into a more mature or complete version

A

Expansion

34
Q

The client is required to intentionally produce a target behavior using a habitual error pattern. This procedure is generally employed to facilitate learning by highlighting the contrast between the error pattern and the desired response

A

Negative practice

35
Q

The clinician provides info regarding the accuracy or inaccuracy of a clients response relative to the specific target behavior. This type of feedback contrasts with generalized feedback or consequences

A

Target-specific feedback

36
Q

Contribute significantly to session design and include factors such as the clinician-client relationship, work efficiency/pace, materials and proxemics.

A

Dynamics of therapy

37
Q

Involves the spatial arrangements or relationships between the clinician and clients within the therapy setting.

A

Proxemics

38
Q

Instruments administered periodically throughout treatment to measure a clients progress

A

Probes

39
Q

Sanctioned as an approach for identifying students with learning disabilities and determining their eligibility for services.

A

Response to intervention

40
Q

Encompasses three basic factors, effectiveness,efficiency, and effects

A

Treatment efficacy

41
Q

Approach to intervention best conceptualized as integration of scientific evidence, clinician expertise, and client values

A

Evidence based practice

42
Q

Specifies long-term goals and short term goals objectives based on diagnostic findings and pretreatment baseline results.

A

Initial therapy plan

43
Q

Clients progress physically documented, enable clinician to monitor the treatment program on a continual basis

A

Progress notes

44
Q

Purpose of the plan is to identify specific areas for remediation each eligible child must have

A

Individualized Education Plan

45
Q

Identify specific areas of remediation solely for families

A

Individualized family service plan

46
Q

Specify accommodations that allow students to complete the same assignments as their peers without altering the content of tasks or tests

A

504 Plan

47
Q

HIPAA-privacy of protected health information

A

Health insurance portability accountability act

Intro To Clinical Methods (3 decks)

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