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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
Q

across word position generalization

A

gen of correct productions from one word position to another

26
Q

sound/feature generalization

A

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
Q

contextual generalization

A

transfer of sounds across phonetic contexts

/s/ in “ask” to /s/ in “biscuit”

success depends on stabilizing correct productions in facilitating contexts

28
Q

across linguistic unit generalization

A

Shifting sound production across linguistic levels (syllables, words, sentences)

29
Q

across situation generalization

A

critical for dismissal from therapy

correct productions of all sounds in places outside of therapy (classroom, playtime, at home, etc)

30
Q

how to support across situation generalization

A

Collab w/ parents & teachers

teach child self-monitoring techniques

31
Q

across linguistic unit generalization

A

shifting sound productions across linguistic levels

syllables –> words –> sentences

32
Q

across linguistic unit generalization approaches

A

begin at client’s highest level of competence

teach sounds in nonsense syllables or words to reduce interference from error

33
Q

benefits for targeting non-stimulable sounds

A

may lead to more system wide change

facilitates generalization

34
Q

benefits of targeting stimulable sounds

A

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
Q

who can help in the generalization process

A

parents - if able to provide appropriate feedback & discriminate differences in sound productions correctly

paraprofessionals
teachers
special education

36
Q

factors influencing generalization

A

individual variability

training strategies

role of contexts – facilitative

error patterns – type & severity influence time & success

37
Q

maintenance phase

A

final phase of therapy

involves habituation of new target behaviors & client self-monitoring

automization

38
Q

automization

A

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
Q

self-monitoring

A

encouraged during maintenance phase to consolidate learning

ability to correct themselves

40
Q

factors influencing retention

A

meaningfulness of material

degree of learning

freq & distribution of practice

motivation

41
Q

meaningfulness of material

A

use familiar & relevant words for better long term retention

nonsense syllables may be useful in early stages

42
Q

degree of learning

A

greater number of trials/challenges during learning = improved retention

43
Q

freq & distribution of practice

A

short, frequent sessions are more effective

44
Q

motivation

A

higher motivation can enhance retention

45
Q

dismissal criteria vary depending on

A

client’s age

nature & severity of speech issues

external factors – policy constraints or caseload

46
Q

dismissal criteria preschool

A

often improve w/out stringent criteria after learning new sounds

47
Q

dismissal criteria older clients

A

may need stricter criteria due to more habituated errors resistant to change

48
Q

guidelines for maintenance & dismissal

A

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
Q

evidence based practice

A

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
Q

probes

A

used to monitor progress

targets not used in treatment

help determine what is actually causing change

51
Q

other factors possibly responsible for clinical change

A

natural growth

placebo

hawthorne

Regression to the mean

treatment from another clinician

parent practice at home

teacher practice in the classroom

52
Q

controlling extraneous factors

A

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
Q

3 key components of EBP

A

best available evidence

clinical expertise

client preferences & values

54
Q

best available evidence

A

prioritize approaches proven efficient through research

55
Q

clinical expertise

A

collect accurate data during intervention to minimize extraneous effects

56
Q

clients preferences & values

A

incorporate client / family input into treatment options

CS&D 315 (17 decks)

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