Clinical Observation

Question 1

Artistry

Question 2

Therapeutic Interaction

Answer 2

highly responsive and fluid exchange between clinician and client during therapy

Question 3

Task Analysis

Answer 3

tasks or skills that are broken down into component parts in order to help your client learn the parts separately and then put the parts back together again to demonstrate the target

Question 4

Interpersonal Communication Skills

Answer 4

personal behaviors or interactions used to engage with others

Question 5

Therapeutic Specific Skills

Answer 5

core professional skills needed for effective speech-language therapy/skills specific to the act of providing speech-language therapy in a manner that is conducive to effecting communicative improvement in clients

Question 6

Therapeutic Mindset

Answer 6

mental disposition/attitude that determines the SLP’s responses to interpretations that occur in therapy sessions

Question 7

Facilitation Skills

Answer 7

skills that promote student/client learning

Question 8

Variables with Negative Impact on Client Behavior

Question 9

Nonverbal Behaviors

Answer 9

eye contact, facial cues, proximity, and body language

Question 10

Affective Behaviors

Answer 10

feelings, emotions, mood, and temperament associated with thought

Question 11

Time on Task

Answer 11

the actual time that clients are attending to a learning task and attempting to learn

Question 12

The Therapeutic Process

Answer 12

using broad-based professional procedures, activities, and interactions with clients designed for the intervention of communication disorders

Question 13

Trust

Answer 13

must be earned and garnered through the SLPs efforts in providing the highest quality and best services possible to the clients that you are serving

Question 14

Federal Laws

Answer 14

The Education for All Handicapped Children Act (EHA) (PL 94-142), 1975
EHA Amendment: Preschool and Infant/Toddler Programs (PL 99-457), 1986
Improving America’s Schools Act
IDEA Amendment: Individuals with Disabilities Education Act (PL 105-17), 1997
EHA Amendment: Individual with Disabilities Education Act (IDEA) (PL 101-476), 1990
Goals 2000: Educate America Act (PL 103-85), 1993
No Child Left Behind (NCLB) Act (PL 107-110), 2001
IDEA Amendment: Individuals with Disabilities Education Act (PL 108-446), 2004

Question 15

State Laws

Question 16

System Models

Answer 16

Objective: involves looking at the environment and the client’s performance in that environment (how do they function at home, in a classroom, out amongst different cultures, in a structured therapy session, etc.)
Characteristics of model: equal responsibility with the client’s behavior to be in the client and in the environment
Pros: in some cases, environmental issues are very important and can be resolved
Cons: not too many cons with the system model

Question 17

Behavioral Models

Answer 17

Objective: allow for improved communication performance, emphasis on task performance, observe specific behaviors as they pertain to learning
Characteristics of the model: can collect baseline data, ask yourself how well they perform the behavior now w/ the purpose of designing interventions to either increase or decrease that behavior
Pros: allows us to go around a disease
Cons: the problem is not always simply just in a client’s behavior

Question 18

Medical Models

Answer 18

Objective: a portion of the medical model involves the classification and explanation of behaviors and/or symptoms
Characteristics of the model: look @ symptoms to isolate the type of illness/disease
Looking for a cause
Pros: can collect a lot of data in a short amount of time
Cons: not all communication problems are disease based

Question 19

Data Collection

Answer 19

the recording of client responses during the therapeutic session.

Question 20

Interobserver Reliability

Answer 20

how well different judges/observers agree with each other.

Question 21

Intraobserver Reliability

Answer 21

how well a judge/observer agrees with themselves in repeated viewings.

Question 22

Test/retest Reliability

Answer 22

stability of measurement

Question 23

Split Half Reliability

Answer 23

involves the internal consistency of the measurement

Question 24

Recording Systems

Answer 24

Portable audio tape recording: increase reliability and validity, sometimes they cause behavioral changes in clients if they know that they’re being recorded (try to do it without the client knowing/as conspicuous as possible
Video recording: increase reliability and validity, but it can be distracting
On-line recording: most convenient but can reduce accuracy

Question 25

Predictive Validity

Answer 25

how well do the results predict how the client will perform in some other place and time in another task

Question 26

Construct Validity

Answer 26

how well do the results fit into our theoretical model

Question 27

External Validity

Answer 27

how well performance results generalize to other settings

Question 28

Implicit

Answer 28

a specific definition is not needed because the definition is implied, so any type of smile, head-nod, or pointing response will do

Question 29

Explicit

Answer 29

need a complete definition/description of the event

Question 30

Subjective

Answer 30

Impressions of the client’s behavior

Question 31

Objetive

Answer 31

Previous Data and Date: what events occurred during the last session Current Data and Date: every week, move to the previous data slot to allow for the collection of new data Baseline Data and Date (If no previous data): collect your own data from the first 2 or 3 sessions

Question 32

Assessment

Answer 32

Summarize the data Include strengths and weaknesses Discuss the increase or decrease of the objectives State changes in cues provided, differences in environment, and changes in the client’s behaviors that may explain the change.

Question 33

Plan

Question 34

Reasons for Observation

Answer 34

As a learning tool To gather assessment information Document progress Self-assess clinical skills