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ECU ARTIC/PHON exam 1 > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

What are the three parts to the framework for conducting therapy?

A

Antecedent Events (AE)

Responses (R)

Consequent Events (CE)

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2
Q

What are Antecedent Events (AE)?

2

A

Stimulus

Events presented during or just prior to a response

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3
Q

What are some types of Antecedent Events (AE)?

4

A

Verbal model

Picture

Printed material

Verbal instructions

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4
Q

What might cause the Antecedent Event (AE) to vary?

A

The clinician’s goal (establish a motor behavior vs. teach a phonological rule vs. contrast speech sounds, etc.)

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5
Q

What are Responses (R)?

2

A

Behaviors targeted for a client

Reactions to the AE

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6
Q

How do Responses (R) correlate with Antecedent Events (AE)?

Why is this important?

A

Different stimuli will elicit the different responses

We usually need a certain number of correct responses to move forward in therapy

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7
Q

What is the benefit of a high rate of Responses (R)?

2

A

Helps the clinician monitor progression

Helps the client stabilize production

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8
Q

What are Consequent Events (CE)?

A

Reinforcement (or punishment) following a response

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9
Q

What is Positive Reinforcement?

What is its goal?

A

Giving the client a tangible or intangible “reward”

It increases a desired (or undesired) behavior

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10
Q

Should we reinforce wrong responses?

A

No

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11
Q

Is punishment used in therapy?

A

Not usually

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12
Q

What are the three Goal Attack Strategies?

A

Vertically Structured Treatment Program

Horizontally Structured Treatment Program

Cyclically Structured Treatment Program

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13
Q

What is the Vertically Structured Treatment Program?

2

A

1-2 goals are trained to a predecided level before moving on to new goals

Uses a high response rate (lots of repetition) for a single target

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14
Q

What is another name for the Vertically Structured Treatment Program?

A

Training Deep

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15
Q

What is the assumption behind the Vertically Structured Treatment Program?

(2)

A

When you practice a small number of target sound for a long period, these skills are more likely to be generalized to new targets

Some clients do better focusing on a small number of targets

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16
Q

What is the Horizontally Structured Treatment Program?

3

A

Clinician targets multiple goals in a single session

The training for each target is less intense

Focuses on the broader speech system components

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17
Q

What is another name for the Horizontally Structured Treatment Program?

A

Training broad

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18
Q

What is the assumption behind the Horizontally Structured Treatment Program?

A

The client’s phonological system will be more efficiently modified by working with a range of sounds

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19
Q

What is the Cyclically Structured Treatment Program?

3

A

Combines both the Vertical and the Horizontal

A single target is focused on for a fixed period of time (one session, a week, etc.)

Afterwards a new target is addressed no matter the mastery

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20
Q

What are the two types of scheduling?

A

Intermittent scheduling

Block scheduling

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21
Q

What is Intermittent Scheduling?

A

2-3 sessions per week for an extended period of time

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22
Q

What is Block Scheduling?

A

Daily sessions for a short period of time

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23
Q

Will block scheduling intervention 4-5 times a week for 8-10 weeks result in slightly higher or slightly lower dismissal rates when compared to intermittent scheduling for a longer period of time?

A

Higher

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24
Q

Use _______ scheduling only on a _________ basis. It does not appear to be as appropriate with clients who have severe articulation/phonological disorders and will need ongoing services.

A

Intensive/Broad

Short-term

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25
Q

Which tends to yield better results: scheduling a child for three 30 minutes sessions or scheduling a child for one 60 minute session?

A

Scheduling a child for three 30 minutes sessions

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26
Q

What is the difference between the pull-out model and the inclusion model?

A

Pull-Out - client is instructed in a treatment room

Inclusion - client is instructed in a classroom setting

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27
Q

What are some items a clinician can draw on when treating a school-age child using a classroom-based approach? (3)

What can be developed from these? (3)

A

Textbooks, homework, and classroom discourse

Goals, target words, and instructional procedures

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28
Q

What are some items a clinician can draw on when treating a PRESCHOOL-age child using a classroom-based approach? (3)

A

Crafts, snacks and toileting

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29
Q

What may benefit all children in the classroom when a clinician treats a preschooler using a classroom-based approach?

A

Phonological awareness

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30
Q

Which style of direction is more direct: the pull-out model and the inclusion model?

A

Pull-out model

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31
Q

What does the inclusion model require?

A

Collaboration from the classroom instructor

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32
Q

Can treatment in small groups be as effective as individual treatment?

A

Yes

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33
Q

How is are instruction groups typically designed?

A

By grouping 3-4 clients of similar ages working on similar targets

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34
Q

How does group instruction differ from individual instruction?

A

Groups are structured so all clients benefit from both from the activities and group interactions

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35
Q

Can combining group and individualized instruction be beneficial?

A

Yes

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36
Q

What are the four intervention styles?

A

Drill

Drill play

Structured Play

Play

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37
Q

What is Drill-based therapy?

2

A

Clinician presents a stimulus or an antecedent event

Client issues a response

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38
Q

What does the clinician control in Drill-based therapy?

A

Rate and presentation of stimuli

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39
Q

What is Drill-Play based therapy?

A

Contains the same components of Drill-based therapy but stimuli are included in a antecedent motivational event (like a game)

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40
Q

What is Structured Play?

2

A

Training stimuli are presented as play activities

Clinician moves from formal instruction to play-like activities

41
Q

When is Structured Play particularly useful?

A

If the child becomes unresponsive to formal instruction

42
Q

What is Play-based therapy?

2

A

Child perceives the task as play

Clinician arranges activities so that targets occur naturally within the activity.

43
Q

What other techniques may be included in Play-Based Therapy?

2

A

Modeling

Self-Talk

44
Q

What can we use to measure change?

A

Probe

45
Q

What is the problem with issuing norm-referenced tests to measure change?

(4)

A

Regression to the mean

Only target a limited sample of child’s speech

Child might remember words from previous exposure

Child might be hypersensitive to a particular word and not be able to produce it on test (but may in real life)

46
Q

What is a probe?

2

A

Several words containing the target sound that are not being practiced in therapy

Usually informal measures

47
Q

How often should we probe?

2

A

Not every session

Every 4-5 sessions, every month, etc.

48
Q

What are Extraneous Effects that might cause client improvement?

(5)

A

Child’s development/maturation (Natural History Effect)

Placebo effect

Hawthorn Effect

Pygmalion Effect

Regression to Mean

49
Q

What are Extraneous Effects?

A

Events outside the clinician’s treatment

50
Q

How can a child’s development/maturation cause improvement outside the treatment?

A

The child’s muscle control, auditory discernment, etc. may have improved by itself meaning child can now make the sound

(natural history effect)

51
Q

How can the Placebo Effect cause improvement outside the treatment?

What can be the danger in the Placebo Effect?

A

Any attention placed on a young child’s speech can potential lead child to focus on their speech not matter the type of intervention

Therapy has not been effective but everyone is happy that the child is receiving treatment

52
Q

What is the Hawthorn Effect?

A

Placebo-type effect where client improves because they are convinced that treatment is working

53
Q

What is the Pygmalion Effect?

2

A

Client responds positively to interactions with the clinician putting in extra effort

Clinician/teacher might treat clients differently based on status

54
Q

What is Regression to Mean?

A

A second testing on the same measurement will create scores closer to the mean no matter if the original score was high or low

55
Q

How can parents and teachers create extraneous effects?

A

By providing additional therapy, correcting articulation in interactions, etc.

56
Q

How can clinicians control for extraneous effects?

2

A

Single-subject design

Use evidence-based practices

57
Q

What is Single-Subject Design?

3

A

Measuring change on several targets at the same time but only treating some of them

Ideally, the treated and untreated targets would not share many features

The expectation is that the untreated targets would not show the same improvement

58
Q

What is another name for Single-Subject Design?

A

Multiple baselines within-subjects design

59
Q

Is all change significant and important?

A

No

60
Q

What is Generalization?

A

Applying what has been learned in therapy to to new linguistic contexts or nonclinical settings

61
Q

Can generalization be taught?

A

No - only facilitated

62
Q

What is another name for Generalization?

A

Transfer

63
Q

What are two specific ways of facilitating Generalization?

A

Stimulus generalization

Response generalization

64
Q

What is Stimulus Generalization?

A

Learned response for one stimuli is evoked by novel, but similar, stimuli

(“say kangaroo” replaced by picture of a kangaroo)

65
Q

What is Response Generalization?

A

Taught responses carry over to new behaviors

(client learns to say /s/ correctly with a model. client automatically can use model to produce /z/ though it has not been trained)

66
Q

What are some other ways speech sounds can be generalized?

6

A

Producing a speech sound…

  • In a new position
  • In a new context
  • In a more complex linguistical environment
  • In an untrained word
  • That is novel
  • In new situations
67
Q

What are four specific TYPES of generalization?

A

Context generalization

Across-Linguistic Unit generalization

Across-Sound/Across-Feature generalization

Across-Situation generalization

68
Q

What is Context Generalization?

A

Speech sound can be transferred to new contexts (position, blend, etc.) without direct training

(/s/ from “ask” -> “biscuit” -> “fist”)

69
Q

What is Across-Linguistic Unit Generalization?

A

Transferring correct sound productions to more complex environments

(sounds -> syllables -> words -> phrases)

70
Q

What is Across-Sound/Across-Feature?

2

A

Transferring correct productions of target of sounds to new sounds

Usually occurs within sound classes

(/k/ -> /g/)

71
Q

What is Across-Situation Generalization?

A

Transfer of behaviors taught in a clinician environment to other situations (home, school, etc.)

72
Q

What is another name for What is Across-Situation Generalization?

A

Carryover

73
Q

Can parents help with generalization?

A

Yes

74
Q

To help with generalization, should we start with stimulable or non-stimulable sounds?

A

Stimulable

75
Q

To help with generalization in clients with multiple errors, what should we treat first: stimulable or non-stimulable sounds?

A

Non-stimulable

76
Q

To help with generalization, when should we start incorporating sounds at the word level?

A

As soon as possible

77
Q

To help with generalization, should we treat sounds with similar features or dissimilar ones?

A

Similar

78
Q

Can treating a feature of a sound in one context be generalized to another context?

A

Yes

79
Q

To help with generalization, what position should sounds be taught in first?

A

Whichever is easiest for the client

80
Q

To help with generalization when reducing phonological patterns, should we select targets from similar classes?

A

No - they should be from different classes

81
Q

To help with generalization, how can nonsense syllables be useful?

A

Production can be taught without influence by known words

82
Q

When should situational generalization be facilitated?

A

As soon as client can say a sound in words

83
Q

Do preschoolers need formal instruction to generalize instruction?

A

Not usually

84
Q

What is the final phase of therapy often referred to as?

A

Maintenance Phase

85
Q

What is the goal of the Maintenance Phase?

A

Automatization

automatic usage of standard articulation/phonologic patterns

86
Q

Is self-monitoring an important component in automatization?

A

Yes

87
Q

What is Retention?

A

Constant and persistent use of learned responses

88
Q

What is Intersession Retention?

A

Ability to use correct responses from one session to the next

89
Q

What is Habitual Retention?

What can this also be called?

A

Ability to continue using correct responses after therapy has ended

Can also be called “maintenance”

90
Q

Are articulation errors susceptible to regression?

A

Yes

91
Q

What are four factors that can affect Retention?

A

Meaningfulness of the material

Degree the material was learned (more trials = more retention, overlearning is helpful)

Frequency of instruction (better in several short sessions than fewer long sessions)

Individual’s motivation

92
Q

What does ASHA say are the three criteria used to make dismissal decisions?

A

Is there a disability?

If so, does this adversely affect educational performance ?

If so, does the student need specially designed instruction and/or related services and supports to make educational progress?

93
Q

What should be included when making dismissal decisions?

A

Monitoring phonologic behavior over time

94
Q

What are two red flags that should make us err on the side of treating a client?

A

Backing

Not able to produce early developing sounds

95
Q

What are five types of Self-Monitoring?

A

External monitoring

External monitoring with cues provided for revision (hand raising)

Self-revision by client

Anticipating when errors may occur

Automatic usage of correct production

96
Q

How can parents help with generalization?

3

A

Providing auditory models for target words

Having their children practice target words

Reinforcing correct productions

97
Q

Do our clients only learn from us, the clinicians?

A

No - they learn when they think through and apply the information in their own lives

98
Q

Can reducing reinforcement help with generalization?

A

Yes

ECU ARTIC/PHON exam 1 (13 decks)

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