Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SHS 402 > exam 1 > Flashcards

exam 1 Flashcards

1
Q

process of intervention

A

problem, hypothesis, variables, data, analysis of hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

universal design principles for learning (UDL)

A

characterized by representation, expression, and engagement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

representation

A

multiple methods are available by which individuals can access and learn information and skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

expression

A

various methods/modalities must be available for individuals to demonstrate their mastery of information and skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

engagement

A

must be provided with enough successful learning opportunities and meaningful interactions to maintain motivation for learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

teaching skills vs. strategies

A

skills : required to achieve specific outcomes in given situation
strategies : enable the individuals to know when and how to use their skills in new and varied learning contexts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

for maximum teaching and learning relationship …

A

-teach in a realistic context
-specific to client’s deficits
-ensure success throughout stages
-therapy goals are tailored to promote a client’s knowledge one step beyond current level
-terminate once client has achieved goals or no longer progressing
-based on scientific evidence
-sensitive to clients cultural and linguistic background

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

fundamental principles

A

programming, behavior modification, key teaching strategies, session design, and data collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

programming

A

selection, sequencing, and generalization of therapy targets

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

target selection

A

identify communication behaviors to be acquired over course of treatment program
-client norms or developmental specific to select targets

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

sequence of therapy targets

A

stimulus type, task mode, response level
-goes from subsequent activities to generalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

stimulus type

A

nature of input used to elicit target response
-easy to difficult progression (direct manipulation, concrete symbols, abstract symbols)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

task mode

A

amount of support given
-easy to difficult progression (imitation, cueing/prompting, independently)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

response level

A

determine based on assessment what is our target goal going to be
-easy to difficult (isolation, syllable, word, phrases, sentence, conversation)
-adjusting therapy and goal for them to be successful

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

generalized skills

A

transfer newly mastered behaviors beyond the clinical setting
-built in when therapy is conducted in a natural environment
-use high frequency words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

behavior modification

A

systematic use of specific stimulus-response-consequence procedures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

stimulus (antecendent)

A

prompts used to elicit a response
-using stimulus type (easy to difficult)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

response (behavior)

A

behavior exhibited upon presentation of stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

consequence

A

contingent on and follows the response
-reinforcement
-punishment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

reinforcement

A

positive : presented when desired behavior is performed (primary is favorable vs. secondary is taught to be perceived as rewarding)
negative : unpleasant event is removed when desired behavior is performed (escape eliminates a condition vs. avoidance prevents occurrence of an aversive condition)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

punishment

A

corrective feedback presented on performance of an undesired behavior
-aversive consequence after each unwanted behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

schedules of reinforcement

A

continuous : every correct response
intermittent : only some correct response (fixed or variable)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

goal components

A

do statement : action we expect to be performed
condition : the situation in which the target behavior is to be performed
criterion : specifics how well the target behavior must be performed for the goals to be achieved

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

key teaching strategies

A

use of basic training techniques to facilitate learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

direct model

A

clinician demonstrates and client imitates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

indirect model

A

clinician demonstrates a behavior frequently to expose client to well-formed examples of the target behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

shaping

A

target behavior is broken down into smaller components and taught in ascending sequence of difficulty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

prompts

A

additional verbal or nonverbal cues to facilitate the target response
-additional cues : brings client to focus
-instructional cues : helps teach target behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

fading

A

stimulus or consequence are reduced in gradual steps while maintaining target response

30
Q

expansion (recast)

A

clinician formulates a client’s utterance into more complex complete versions

31
Q

negative practice

A

intentional production of error response in order to highlight contrast between the error and desired response

32
Q

target specific feedback

A

clinician provides information regarding the accuracy and inaccuracy of a client’s response relative to specific target behavior

33
Q

session design

A

basic training protocol, task order, and dynamics of therapy

34
Q

basic training protocol

A

one cycle, doing over and over again throughout session
-present the stimulus
-wait for clients response
-present the consequence
-record response
-remove stimulus item

35
Q

task order

A

consider when you are presenting your stimulus ; success oriented
-easy to hard to easy

36
Q

dynamics of therapy

A

clinician-client relationships
-proxemics : when you are in a relation to the patient (will be varied depending on the age of the patient, what they are working on, etc.)
-pace of session

37
Q

why group therapy?

A

reinforces behavior, target behaviors modeled, focused attention, encourages interaction, generalize skills, and varied context

38
Q

advantages of group therapy

A

carryover, motivation, natural situations, engage in critical listening, learn by observing, and self-monitoring

39
Q

disadvantages of group therapy

A

less direct attention, less opportunities, reluctant to participate, dominated by 1 or 2 members, and rate of progress may be too fast or slow

40
Q

data collection

A

-monitor progress across sessions
-document treatments efficacy
-ease of collection depends on how measurable goal is written

41
Q

tips for collecting data

A

-prepare data sheet prior to session
-use notation system that captures relevant information
-distinguish between initiative, self-corrected, and spontaneous
-possible to use reinforcement token or stimulus items to record responses
-record every stimulus-response chain

42
Q

purpose of report writing

A

summarize and interpret information on the clients performance or status
-formal documents serves as a point of contact between SLP and other professionals
-credibility

43
Q

components of a well-written document

A

-test scores and performance data is reported
-each data point is explained
-overall communication profile and needs are described

44
Q

common types of speech-language reports

A

diagnostic report, therapy plan/lesson plans, progress notes/soap notes, therapy report/discharge report

45
Q

diagnostic report

A

summarizes assessment results
-background
-case history
-assessed areas (hearing, speech, voice, swallowing, fluency, etc.)
- developmental or behavior
-cognitive skills
-summary of finding
-recommendations

46
Q

therapy plan/lesson plans

A

identifying information
-background
-goals and objectives
-reinforcements
-family engagement
-generalization plan

47
Q

progress notes/soap notes

A

-short record of therapy visit
-enable monitoring of treatment program
-provide information per visit
-facilitate continuity of treatment
-can vary based on requirements of insurance and family
-soap notes : subjective, objective, assessment, and plan

48
Q

therapy reports/discharge report

A

progress, final report, discharge summary
-reports written at specific intervals and at termination of therapy
-demonstrate client’s mastery of goals
-status of goals and recommendations upon discharge from facility

49
Q

federally mandated report

A

IEP, 504 plan, IFSP, ISP, and HIPAA

50
Q

individualized education program (IEP)

A

ensures all children ages 3-21 ages with special needs receive a free, appropriate public education
-the education of all handicapped children act

51
Q

requirements of an IEP

A

-present levels of performance
-annual goals
-special education and related services
-placement recommendation and justification (least restrictive environemtn)
-initiation and duration of service
-testing adaptations, transportation, accommodations

52
Q

504 plan

A

students not eligible for IEP but need assistance to participate in school
-under american’s with disabilities amendments act
-accommodations include presentation, response, timing, setting, and test schedules

53
Q

individual family service plan (IFSP)

A

for free, appropriate education extended to include infants and toddlers birth to 3 years of age
-federal mandate
-focuses on the family as a unit
-emphasizes the importance of early intervention

54
Q

individual service plan (ISP)

A

covers individuals (adults) and elderly with disabilities

55
Q

health insurance portability and accountability act (HIPAA)

A

protected health information (PHI)
-individually identifiable health information created, received, transmitted, and/or maintained by health care entities

56
Q

multicultural issues

A

culture, bilingualism, SES, background, nonverbal differences, verbal differences, clinical considerations, and language 2 acquisition

57
Q

culture

A

encompasses individuals with disabilities
-cultural and linguistic diversity (CLD) represented wide range of disabilities
-how they acquired the second language

58
Q

bilingual considerations

A

-dialects
-11 million children in the US are bilingual
-international adoptees present with unique issues (attachment disorders, developmental impairments)

59
Q

socioeconomic status (SES)

A

relative ranking in society based on class, status, and power
-lower SES can lead to issues of daily living, prioritize therapy based on immediate solutions, and self-awareness may not be valued

60
Q

nonverbal linguistic differences

A

behaviors that do not have universal meaning such as eye contact, smiling, and seating arrangement

61
Q

verbal linguistic differences

A

dialect differences that influence semantic, phonological, syntactic, and morphological behaviors

62
Q

clinical considerations for children with bilingualism

A

ambilingual : proficient in both languages
equilingual : communicating effectively in both
semilingual : demonstrating poor mastery in L1 and L2

63
Q

patterns of acquisition

A

simultaneous : begin learning both languages from birth
sequential : several years of monolingualism first

64
Q

counseling

A

help clients and caregivers cope with the reality of the disorder
-foster perspective as only one aspect of the clients identity
-assist clients in taking responsibility for their behaviors and decisions

65
Q

5 key traits of counseling

A

appropriate sharing, nonjudgement, tolerant of crying and emotional language, client or family centers, refrain from solving client issues

66
Q

appropriate sharing (AS)

A

recognize personal and professional boundaries

67
Q

nonjudgement (NJ)

A

refrain from imposing your own belief system and values

68
Q

tolerant of crying and emotional language (TEL)

A

allowing clients to express negative emotions can be of therapeutic value

69
Q

client or family centers (CFC)

A

consider the needs and priorities of the client or family

70
Q

refrain from solving client issues (RFSI)

A

not designed to solve client problems however, can help client in working towards identifying their own solutions

71
Q

stages of counseling

A

establishing the therapeutic relationship, implementing counseling intervention, and terminating the therapeutic relationships

SHS 402 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions