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Spring '14 SPHP 146 > Chapter 5 Hands-On Core Skills > Flashcards

Chapter 5 Hands-On Core Skills Flashcards

1
Q

What are the 12 core skills?

A
  1. Communicating Expectations
  2. Motivation
  3. Enthusiasm, Animation, & Volume
  4. Seating, Proximity, Touch
  5. Preparation, Pacing, & Fluency for Therapeutic momentum
  6. Antecedents: alerting stimuli, cueing, modeling, and prompting
  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

Explain core skills: 1.Communicating expectations

A

-Based on research of ‘teacher’ expectations.
-Children will perform to the levels expected AND
communicated.

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3
Q

What are some suggested ways in which educators may reduce communicate expectations that have negative
impacts on students/clients:

A

+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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4
Q

Explain core skills:

2. Motivation

A

A stimulus or force that causes a person to act.

S-L Tx = desire to improve communication.

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5
Q

What are the two forms of motivation?

A

Extrinsic: external to the client i.e. tokens.

Intrinsic: caused by an internal force or stimulus i.e.
desire to improve.

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6
Q

T/F Intrinsic motivation is the strongest in terms of

impacting learning.

A

True

One of the most important intrinsic motivators was the need to feel competent

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7
Q

Explain core skill:

3-Enthusiasm, Animation & Volume

A

SHOWTIME!!–the significance of therapy takes precedence over the SLPs personal preferences for expressions of emotions, affect, and enthusiasm

Vocal Manipulations

  • Dynamic, energetic speech
  • Expanded pitch ranges
  • Increased volume & pitch
  • Nonverbal: facial expression, gestures
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8
Q

3-Enthusiasm, Animation & Volume

What are SLPs encourage to work toward manipulation and controls of ?

A

both verbal (vocal, pitch, and volume range manipulations) and nonverbal (facial expressions) stimuli in the provision of speech-language servies

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9
Q

Name the types of seating arrangements possible

A 
Diagonal seating
Seating across the table
Side-By-Side Seating
Kidney-Shaped Table
Cluster Seating—chairs/floor
Mounted Mirror Seating
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10
Q

Explain Diagonal seating

A

This is good when giving protocol

+gives proximity, privacy of protocol while allowing you to still see what the client sees

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11
Q

Explain seating across the table

A

This is good for worksheets, playing games, drawing

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12
Q

Explain side-by-side seating

A

you lose–eye contact, face to face, & privacy

-good for joint attention and hand over hand

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13
Q

Explain kidney table seating

A
  • attend to more people
  • gives you access to client(s) by touch
    ex. Latino, Native Americans, African American families tended to prefer seating arrangements that allowed for group interaction
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14
Q

Explain cluster seating

A

better for young group interactions with toys/games

SLP chooses a semicircle for interactive purposes, but removes the table to achieve better proximity and increased ease in creating opportunities to facilitate interaction among clients

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15
Q

Explain mounted mirror seating

A

The SLP seats clients facing a large mirror that is mounted on the wall

  • works well for clients who require a lot of visual feedback for artic but still have SLP as a model
  • Highly visual seating arrangement
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16
Q

List and explain the various types of proximity

A
  1. Intimate space: 0 to 1 ½ ft.
    -the zone reserved for close relationships, sharing, protecting, and comforting
  2. Personal Space: 1 ½ to 4 ft.
    -informal conversations between friends
  3. Social Space: 4 to 12 ft.
    -generally accepted for interactions among strangers, business acquaintances
  4. Public Space: 12 to 25 ft.
    one-way communication as exhibited by lecturers
  5. Optimal: 1 ½ ft. to 2 ft – arm’s length.
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17
Q

Explain what is included in a nontherapeutic touch

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

To support clinical instruction

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18
Q

Explain the core skill: therapeutic momentum

A

Therapeutic Momentum: the speed, thrust, or force of
moving between sections of the session (introduction, body, and clothing).

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

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19
Q

What is important to remember in therapeutic momentum?

A

MINUTES MATTER!

non productive time = time that is wasted during therapy

Prepare & organize to be efficient.

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

quick paced lessons = refers to the presentation rate used in teaching, not the number of minutes or total amount of time spent in teaching a skill

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20
Q

Explain fluency in therapeutic momentum

A

Fluency: the smooth transition between various parts of
therapy.

Decreases fumbling around.

Decreases the usage of nonsemantic fillers.

scope refers to the range or depth of activities of the session; sequence refers to the order in which the activities occur within the session

21
Q

explain core skill: antecedent

A

Antecedent: the events that occur before responses.

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

includes: alerting stimuli, cueing, modeling, and prompting

22
Q

In antecedent explain alerting stimuli

A

“the various means of drawing the client’s attention to the coming treatment stimuli”

When a clinician draws attention to the upcoming 
stimuli:
“Watch my mouth”
“Here comes the next one”
“Are you ready”
23
Q

Explain cueing in 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.

24
Q

Explain modeling in 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.

25
Q

What are several possible problems that SLPs may face in modeling?

A

a. unnatural productions
b. ungrammatical utterances
c. the “OK” syndrome (as a filler, provide feedback, as a tag questions)

26
Q

Explain prompting in 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.

27
Q

Explain core skills:

7-Direct Teaching

A

Direct Teaching: teaching, instruct, or train a new skill.

includes : Learning Modalities, Describing /Demonstrating, Questioning, and Wait-time

28
Q

What are the various types of Learning Modalities?

A

visual, auditory, and tactile.

29
Q

Explain describing/demonstrating from Learning Modalities

A

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

Descriptions may include:

  1. Attributes – primary characteristics.
  2. Remote associations – distal times or location.
  3. Demonstrating/modeling – well-organized step-by-step explanations in comprehensible language.
30
Q

Explain questioning from Learning Modalities

A

Questioning: 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.
31
Q

In questioning what shouldn’t you assume?

A

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

Use questions thoughtfully & appropriately

32
Q

Explain Wait Time in Direct Teaching

A

Wait Time: 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.

33
Q

Explain 8-Stimulus Presentations

A

Stimulus presentations: methods used for presenting
stimuli during therapy.
-Verbal model (ex. verbal model given to help the client understand how the /s/ phoneme should sound)
-Teaching.

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

34
Q

List the following steps to take in using successive approximations

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.
35
Q

explain the core skill: 9-positive reinforcers

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.

two types: primary and secondary

36
Q

Explain the first major type of positive reinforcement

A

Primary reinforcers: 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
37
Q

Explain the second major type of positive reinforcement

A

Secondary reinforcers:

  • Social reinforcers
  • Toys, games, etc.
  • Intrinsic (e.g., the need to be successful)
38
Q

Explain reinforcement schedules

A

Continuous:
1:1 ratio of correct response to reinforcer.
Works best when a new target behavior is being taught.
***Continuous is when they first start

Intermitten:
Ratio.
Variable.
Works best for intermediate & advanced work.

39
Q

Explain core skills: 10-corrective feedback

A

Defined: 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.
**Talk through corrective feedback

40
Q

How can you increase accuracy of assessment of client responses ?

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.
41
Q

Explain core skill: 11-Data Collection

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.

42
Q

Why should you take data?

A
  • 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.
43
Q

Explain core skill: 12-Probing

A

Investigating the client’s skills in producing nontargeted responses on the basis of generalization.

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

Probes: 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.

44
Q

What is behavior management?

A

a system that the SLP uses to establish and maintain appropriate client behavior for therapeutic intervention

45
Q

What are low-intensity behavioral management techniques ?

A

include establishing class rules, using specific praise, and ignoring behaviors

46
Q

What are medium intensity behavioral management techniques?

A

include contingency contracting, token economy systems, and self-management strategies

ex. self monitoring, self eval, and self reinforcement

47
Q

What are high-intensity behavioral management techniques?

A

highly structured behavioral programs and classrooms involving multiple individuals

48
Q

What is trouble shooting?

A

the concept of constant mental scanning, whereby the SLP constantly looks for indicators of difficulty when therapy is not proceeding well

Spring '14 SPHP 146 (15 decks)

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