Chapter 1-2 Flashcards
Systematic use of specific stimulus-response-consequence procedures
Behavior modification
The selection, sequencing and generalization of therapy targets
Programming
Use of basic training techniques to facilitate learning
Key teaching strategies
Organization and implementation of therapy sessions, including interpersonal dynamics
Session design
Systematic measurement of client performance and treatment efficiacy
Data collection
Behaviors to be acquired over the course of the treatment program (these therapy targets are refused to as)
Long-term goals
Another term for long term goals
Therapy targets
Clinician designed measures that provide multiple opportunities for a client to demonstrate a given communicative behavior
Pretreatment baselines
Strategy based on known normative sequences of communicative behaviors in typically achieving individuals.
Developmental/normative strategy
Strategy in which herapy targets are chosen on an individual’s specific needs rather than according to developmental norms
Client-specific strategy
Logical sequence of steps that will be implemented to accomplish each objective, 3 major factors ( stimulus type, task mode, response level)
Sequencing of the therapy targets
First sequence of therapy targets, nature of input used to elicit target responses
Stimulus type
Second sequence in therapy sequencing,type of clinician support/scaffolding provided to obtain desired responses
Task mode
Third level of they targeting sequence, degree of diffulcity or target responses
Response level
Clients ability to transfer newly mastered communicative behaviors from the clinical setting to the everyday environment
Generalization / carryover
A statement that describes a specific target behavior in observable and measurable terms.
Three main components (“do”, condition, criterion)
Behavioral objectives
Identifies the specific action the client is expected to perform.
“do statement”
Identifies the situation in which the target behavior is to be performed (who, what, when, where)
“Condition” (behavioral objective)
Specifies how well the target behavior must be preformed for the objective to be achieved (measurement off success)
“Criterion” (behavioral objective)
An event that precedes and elicits a response
Stimulus
The behavior exhibited by an individual on presentation of the stimulus
Response
An event that is contingent on and immediately follows the response
Consequence
Consequences that increase the probability that a particular behavior will reoccur
Reinforcement
Designed to decrease the frequency of a behavior
Punishment
A rewarding event or condition that is presented depending on the performance of a desired behavior
Positive reinforcement
An unpleasant event/condition is removed depending on the performance of a desired behavior
Negative reinforcement
Reduces the risk that a client’s production of a target behavior will fade from the intended response. Reinforcement after EVERY correct response.
Continuous reinforcement
Effective in strengthening responses that have been previously established. Less reinforcement
Intermittent reinforcement
Clinician demonstrates a specific behavior to provide an example for the client to imitate
Direct modeling
Clinician demonstrates a specific behavior frequently to expose a client to numerous well-formed examples of the target behavior
Indirect Modeling
A target behavior is broken down into small components and taught it in an ascending sequence of difficulty
Shaping by successive approximation
Clinician provides additional verbal or nonverbal cues to facilitate a client’s production of a correct response
Prompts
Stimulus or consequence manipulation (prompting/reinforcement) are reduced in gradual steps while maintaining the target response
Fading
Clinician reformulates a clients utterance into a more mature or complete version
Expansion
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
Negative practice
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
Target-specific feedback
Contribute significantly to session design and include factors such as the clinician-client relationship, work efficiency/pace, materials and proxemics.
Dynamics of therapy
Involves the spatial arrangements or relationships between the clinician and clients within the therapy setting.
Proxemics
Instruments administered periodically throughout treatment to measure a clients progress
Probes
Sanctioned as an approach for identifying students with learning disabilities and determining their eligibility for services.
Response to intervention
Encompasses three basic factors, effectiveness,efficiency, and effects
Treatment efficacy
Approach to intervention best conceptualized as integration of scientific evidence, clinician expertise, and client values
Evidence based practice
Specifies long-term goals and short term goals objectives based on diagnostic findings and pretreatment baseline results.
Initial therapy plan
Clients progress physically documented, enable clinician to monitor the treatment program on a continual basis
Progress notes
Purpose of the plan is to identify specific areas for remediation each eligible child must have
Individualized Education Plan
Identify specific areas of remediation solely for families
Individualized family service plan
Specify accommodations that allow students to complete the same assignments as their peers without altering the content of tasks or tests
504 Plan
HIPAA-privacy of protected health information
Health insurance portability accountability act
