exam 1 Flashcards
process of intervention
problem, hypothesis, variables, data, analysis of hypothesis
universal design principles for learning (UDL)
characterized by representation, expression, and engagement
representation
multiple methods are available by which individuals can access and learn information and skills
expression
various methods/modalities must be available for individuals to demonstrate their mastery of information and skills
engagement
must be provided with enough successful learning opportunities and meaningful interactions to maintain motivation for learning
teaching skills vs. strategies
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
for maximum teaching and learning relationship …
-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
fundamental principles
programming, behavior modification, key teaching strategies, session design, and data collection
programming
selection, sequencing, and generalization of therapy targets
target selection
identify communication behaviors to be acquired over course of treatment program
-client norms or developmental specific to select targets
sequence of therapy targets
stimulus type, task mode, response level
-goes from subsequent activities to generalization
stimulus type
nature of input used to elicit target response
-easy to difficult progression (direct manipulation, concrete symbols, abstract symbols)
task mode
amount of support given
-easy to difficult progression (imitation, cueing/prompting, independently)
response level
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
generalized skills
transfer newly mastered behaviors beyond the clinical setting
-built in when therapy is conducted in a natural environment
-use high frequency words
behavior modification
systematic use of specific stimulus-response-consequence procedures
stimulus (antecendent)
prompts used to elicit a response
-using stimulus type (easy to difficult)
response (behavior)
behavior exhibited upon presentation of stimulus
consequence
contingent on and follows the response
-reinforcement
-punishment
reinforcement
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)
punishment
corrective feedback presented on performance of an undesired behavior
-aversive consequence after each unwanted behavior
schedules of reinforcement
continuous : every correct response
intermittent : only some correct response (fixed or variable)
goal components
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
key teaching strategies
use of basic training techniques to facilitate learning
direct model
clinician demonstrates and client imitates
indirect model
clinician demonstrates a behavior frequently to expose client to well-formed examples of the target behavior
shaping
target behavior is broken down into smaller components and taught in ascending sequence of difficulty
prompts
additional verbal or nonverbal cues to facilitate the target response
-additional cues : brings client to focus
-instructional cues : helps teach target behavior
fading
stimulus or consequence are reduced in gradual steps while maintaining target response
expansion (recast)
clinician formulates a client’s utterance into more complex complete versions
negative practice
intentional production of error response in order to highlight contrast between the error and desired response
target specific feedback
clinician provides information regarding the accuracy and inaccuracy of a client’s response relative to specific target behavior
session design
basic training protocol, task order, and dynamics of therapy
basic training protocol
one cycle, doing over and over again throughout session
-present the stimulus
-wait for clients response
-present the consequence
-record response
-remove stimulus item
task order
consider when you are presenting your stimulus ; success oriented
-easy to hard to easy
dynamics of therapy
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
why group therapy?
reinforces behavior, target behaviors modeled, focused attention, encourages interaction, generalize skills, and varied context
advantages of group therapy
carryover, motivation, natural situations, engage in critical listening, learn by observing, and self-monitoring
disadvantages of group therapy
less direct attention, less opportunities, reluctant to participate, dominated by 1 or 2 members, and rate of progress may be too fast or slow
data collection
-monitor progress across sessions
-document treatments efficacy
-ease of collection depends on how measurable goal is written
tips for collecting data
-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
purpose of report writing
summarize and interpret information on the clients performance or status
-formal documents serves as a point of contact between SLP and other professionals
-credibility
components of a well-written document
-test scores and performance data is reported
-each data point is explained
-overall communication profile and needs are described
common types of speech-language reports
diagnostic report, therapy plan/lesson plans, progress notes/soap notes, therapy report/discharge report
diagnostic report
summarizes assessment results
-background
-case history
-assessed areas (hearing, speech, voice, swallowing, fluency, etc.)
- developmental or behavior
-cognitive skills
-summary of finding
-recommendations
therapy plan/lesson plans
identifying information
-background
-goals and objectives
-reinforcements
-family engagement
-generalization plan
progress notes/soap notes
-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
therapy reports/discharge report
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
federally mandated report
IEP, 504 plan, IFSP, ISP, and HIPAA
individualized education program (IEP)
ensures all children ages 3-21 ages with special needs receive a free, appropriate public education
-the education of all handicapped children act
requirements of an IEP
-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
504 plan
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
individual family service plan (IFSP)
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
individual service plan (ISP)
covers individuals (adults) and elderly with disabilities
health insurance portability and accountability act (HIPAA)
protected health information (PHI)
-individually identifiable health information created, received, transmitted, and/or maintained by health care entities
multicultural issues
culture, bilingualism, SES, background, nonverbal differences, verbal differences, clinical considerations, and language 2 acquisition
culture
encompasses individuals with disabilities
-cultural and linguistic diversity (CLD) represented wide range of disabilities
-how they acquired the second language
bilingual considerations
-dialects
-11 million children in the US are bilingual
-international adoptees present with unique issues (attachment disorders, developmental impairments)
socioeconomic status (SES)
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
nonverbal linguistic differences
behaviors that do not have universal meaning such as eye contact, smiling, and seating arrangement
verbal linguistic differences
dialect differences that influence semantic, phonological, syntactic, and morphological behaviors
clinical considerations for children with bilingualism
ambilingual : proficient in both languages
equilingual : communicating effectively in both
semilingual : demonstrating poor mastery in L1 and L2
patterns of acquisition
simultaneous : begin learning both languages from birth
sequential : several years of monolingualism first
counseling
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
5 key traits of counseling
appropriate sharing, nonjudgement, tolerant of crying and emotional language, client or family centers, refrain from solving client issues
appropriate sharing (AS)
recognize personal and professional boundaries
nonjudgement (NJ)
refrain from imposing your own belief system and values
tolerant of crying and emotional language (TEL)
allowing clients to express negative emotions can be of therapeutic value
client or family centers (CFC)
consider the needs and priorities of the client or family
refrain from solving client issues (RFSI)
not designed to solve client problems however, can help client in working towards identifying their own solutions
stages of counseling
establishing the therapeutic relationship, implementing counseling intervention, and terminating the therapeutic relationships
