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
