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CS&D 315 > chapter 8 > Flashcards

chapter 8 Flashcards

1
Q

treatment sequence principles

A

antecedent event

response

consequent events

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2
Q

antecedent event

A

stimuli designed to elicit a response

verbal model, pictures, instructions

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3
Q

response

A

targeted behaviors ranging from approximatioins to correct productions in complex contexts

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4
Q

consequent events

A

feedback following a response

reinforcement like praise –> positive reinforcement crucial

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5
Q

goal attack strategies

A

vertical
horizontal
cyclical

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6
Q

vertical

A

1-2 goals until mastery

good for persistent / residual errors

useful for clients w/ limited goals
mass practice promotes generalization

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7
Q

horizontal

A

multiple goals at the same time

exposes clients to wide range of examples –
facilitating broader phonological development

good for clients w/ multiple errors

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8
Q

cyclical

A

combines veritcal & horizontal

1 target for a fixed amount of time before moving to another

variety in sessions
effective for clients w/ multiple errors

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9
Q

child level factors for scheduling

A

age

severity of disorder

attention span

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10
Q

environmental level factors for scheduling

A

pull out vs classroom based intervention style

clinician caseload

parent preference

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11
Q

intense scheduling

A

4-5 sessions / week for 8-10 weeks

higher initial gains & dismissal rates

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12
Q

intermittent scheduling

A

2-3 sessions / week over extended periods

better for sever disorders

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13
Q

what kind of sessions yield better results

A

shorter, more frequent sessions

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14
Q

what may be more effective than intermittent scheudling

A

block scheduling (daily sessions)

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15
Q

what else may be effective for children in therapy regarding scheduling

A

breaks (10 weeks on, 10 weeks off)

w/ added parent education

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16
Q

pull out therapy

A

client leaves the classroom for individual or small group therapy

traditionally used for articulation / Phonological disorders

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17
Q

classroom based instruction

A

therapy integrated into daily routines
leveraging academic or social contexts

can be really effective if done well – seeing classmates learn

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18
Q

individual instruction

A

targeted, 1-on-1 intervention

often used for severe disorders or specific motor-based training

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19
Q

group sessions

A

groups of 3-4 w/ similar age (within 3 years) & target behaviors

comparable effectiveness to individual sessions when session duration & frequency are controlled

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20
Q

potential downside to group sessions

A

sessions may limit individual focus / variability

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21
Q

common intervention styles

A

drill - repeat over & over again

drill play - repeat so many times to get to play the game

structured play - toys revolve around target

play - spontaneous speech?

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22
Q

generalization

A

ultimate goal of therapy

producing the target sound correctly in all contexts

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23
Q

stimulus generalization

A

generalization of a learned skill w/ & w/out presence of a particular stimuli

child can produce the sound correctly w/ different stimuli or no stimuli

24
Q

response generalization

A

responses taught transfer to untrained behaviors

teaching /s/ results in correct production of /z/ because they share features

25
across word position generalization
gen of correct productions from one word position to another
26
sound/feature generalization
correct productions of 1 sound generalizes to another within the same class or w/ similar features teaching /f/ may generalize to other fricatives may initially overgeneralize
27
contextual generalization
transfer of sounds across phonetic contexts /s/ in "ask" to /s/ in "biscuit" success depends on stabilizing correct productions in facilitating contexts
28
across linguistic unit generalization
Shifting sound production across linguistic levels (syllables, words, sentences)
29
across situation generalization
critical for dismissal from therapy correct productions of all sounds in places outside of therapy (classroom, playtime, at home, etc)
30
how to support across situation generalization
Collab w/ parents & teachers teach child self-monitoring techniques
31
across linguistic unit generalization
shifting sound productions across linguistic levels syllables --> words --> sentences
32
across linguistic unit generalization approaches
begin at client's highest level of competence teach sounds in nonsense syllables or words to reduce interference from error
33
benefits for targeting non-stimulable sounds
may lead to more system wide change facilitates generalization
34
benefits of targeting stimulable sounds
builds confidence w/ faster progress enhances motivation which enhances long term retention developmentally / linguistically they may not be ready to hit their non-stimulable sounds
35
who can help in the generalization process
parents - if able to provide appropriate feedback & discriminate differences in sound productions correctly paraprofessionals teachers special education
36
factors influencing generalization
individual variability training strategies role of contexts -- facilitative error patterns -- type & severity influence time & success
37
maintenance phase
final phase of therapy involves habituation of new target behaviors & client self-monitoring automization
38
automization
automatic production of correct articulation in spontaneous speech mastery of linguistic rules & phonemic contrasts mastery of motor behaviors consistent use of target behaviors in everyday speech
39
self-monitoring
encouraged during maintenance phase to consolidate learning ability to correct themselves
40
factors influencing retention
meaningfulness of material degree of learning freq & distribution of practice motivation
41
meaningfulness of material
use familiar & relevant words for better long term retention nonsense syllables may be useful in early stages
42
degree of learning
greater number of trials/challenges during learning = improved retention
43
freq & distribution of practice
short, frequent sessions are more effective
44
motivation
higher motivation can enhance retention
45
dismissal criteria vary depending on
client's age nature & severity of speech issues external factors -- policy constraints or caseload
46
dismissal criteria preschool
often improve w/out stringent criteria after learning new sounds
47
dismissal criteria older clients
may need stricter criteria due to more habituated errors resistant to change
48
guidelines for maintenance & dismissal
intermittent reinforcement during maintenance phase clients should take increasing responsibility for self-monitoring monitor phonologic behavior periodically to inform decisions avoid retaining clients longer than necessary
49
evidence based practice
ensures therapy interventions are effective & document changes in client communication ongoing assessment essential for objective performance measurement document treatment outcomes systematically to support accountability
50
probes
used to monitor progress targets not used in treatment help determine what is actually causing change
51
other factors possibly responsible for clinical change
natural growth placebo hawthorne Regression to the mean treatment from another clinician parent practice at home teacher practice in the classroom
52
controlling extraneous factors
multiple base line approach are you seeing generalization based on what you've worked on going back & seeing if they can still produce the sound
53
3 key components of EBP
best available evidence clinical expertise client preferences & values
54
best available evidence
prioritize approaches proven efficient through research
55
clinical expertise
collect accurate data during intervention to minimize extraneous effects
56
clients preferences & values
incorporate client / family input into treatment options

CS&D 315 (17 decks)

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