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SPHP 146 Louney > EXAM 2 ch. 5 Hands on Core Skills > Flashcards

EXAM 2 ch. 5 Hands on Core Skills Flashcards

0
Q

What are 4 ways you can reduce communication expectations that have negative impacts on students/clients?

A
  • Tell your clients that they CAN meet their goals.
  • Stress their progress relative to their previous performance.
  • Encourage them to achieve as much as possible by stretching their minds.
  • Stay positive!
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1
Q

According to research based on teacher expectations of their students, how will children perform?

A
  • Children will perform at the levels expected and communicated.
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2
Q

Define motivation.

A

A stimulus or force that causes a person to act.

For speech-language-therapy (S-L-Tx), this is the desire to improve communication.

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3
Q

Define “extrinsic motivation”

A

This type of motivation is external to the client.

E.g., tokens, toys, etc…

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4
Q

Define “intrinsic motivation”

A

This type of motivation is caused by an internal force or stimulus.
E.g., the desire to improve oneself.

-This type of motivation is the strongest/highest form of motivation in terms of impacting learning.

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5
Q

List 3 ways to show enthusiasm, animation, and volume (vocal manipulations)

A
  1. Dynamic, energetic speech
  2. Expanded pitch ranges
  3. Increased volume & pitch
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6
Q

List two nonverbal way to show enthusiasm and animation.

A
  1. Facial expressions

2. Gestures

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7
Q

List the 6 types of seating arrangements.

A
  1. Diagonal
  2. Across the table
  3. Side-by-side
  4. Kidney-shaped table
  5. Cluster seating - chairs or on floor
  6. Mounted mirror seating (no table)
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8
Q

Which type of seating is common in assessment?

A

Diagonal seating

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9
Q

Which type of seating is traditional?

A

Across the table from one another

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10
Q

Which type of seating is good for attending to more clients at once, and the ability to touch everybody at the table?

A

Kidney-shaped table/seating

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11
Q

Which type of seating can be used on the floor without chairs and is good for kids?

A

Cluster seating

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12
Q

Which type of seating has no table and is ideal for articulation therapy?

A

Mounted mirror seating

because the client can see themselves and you - the model.

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13
Q

Proximity - what is “intimate space”?

A

0 to 1 and 1/2 feet away from each other

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14
Q

Proximity - what is personal space?

A

1 and 1/2 to 4 feet away from each other

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15
Q

Proximity - what is social space?

A

4-12 feet away from each other

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16
Q

Proximity - what is public space?

A

12 to 25 feet away from each other

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17
Q

Proximity - what is OPTIMAL for space in therapy?

A

1 and 1/2 feet to an arm’s length away from each other.

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18
Q

How can you increase independence by utilizing space in therapy?

A

By moving farther away from your client (because it is not as easy for you to prompt them)

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19
Q

How should you use touch in therapy? (generally)

A

In a nonthreatening way

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20
Q

What 5 areas of your client’s body are appropriate to touch during therapy? (depending on if your client is okay with touch)

A
  • shoulders
  • upper arms
  • neck
  • face
  • torso (for respiratory exercises)
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21
Q

Define therapeutic momentum

A

the speed/pace of moving between sections of the session

  • proper preparation, pacing, and fluency through the intro, body, and closing of your session.
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22
Q

Define pacing.

A

Presentation rate. Needs to be slower when a task is difficult, and faster when the task is easier, or for generalization.

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23
Q

Define fluency when it comes to the therapy session

A

The smooth transition between various parts of therapy

  • having good fluency decreases fumbling and the usage of fillers.
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24
Q

What is an “antecedent”?

A

the event that occurs before a response or behavior.

25
Q

Give some examples of an antecedent.

A 
Objects
Pictures
Recreated events
Instructions
Demonstrations
Modeling/prompting
26
Q

Define “alerting stimuli”

A

When a clinician draws attention to the upcoming stimuli - “watch my mouth,” or “Are you ready?”

27
Q

Define “cuing”

A

an aid to promote a correct response

28
Q

What are the three types of cues?

A
  1. auditory: verbally changing pitch, stress, intonation, etc…
  2. visual: gestures, posture, facial expressions
  3. tactile-kinesthetic: touch to the speech mechanism
29
Q

What is modeling?

A

The clinician’s production of a target behavior for the client to imitate.

30
Q

How should you use models in therapy? (three tips on using modeling)

A
  • frequently with a new behavior
  • ask client to imitate as closely as possible
  • reduce as target behavior is stabilized
32
Q

True or false: gestures are preferable to verbal models?

A

TRUE

33
Q

What is “direct teaching?”

A

Teaching, instructing, or training a client in a new skill.

34
Q

What are the three learning modalities?

A

Auditory, Visual, & Tactile-kinesthetic

35
Q

What are two ways to explain the skills being learned in therapy?

A

Description and demonstration - telling or detailing the major features, functions, or characteristics of the target behavior

36
Q

What are three things that descriptions may include?

A
  1. Attributes (primary characteristics - size, shape, function, color)
  2. Remote associations (distal times, locations, or activities when the client may have encountered the item being described)
  3. Demonstrating/modeling
37
Q

What is “well organized, step-by-step explanations in language that that is easily understood to give examples.”

Can also be described as “the use of visuals, models, actions, and gestures”

A

Demonstrating

38
Q

What is “questioning?”

A

a technique of direct-teaching that is designed to assess learning and facilitate further learning.

39
Q

What does questioning help with?

A

It helps focus attention on important information and keep students actively involved in the session.

40
Q

What are the four types of questions that the author of the text discusses?

A
  1. Intonation Qs
  2. Tag Qs
  3. Wh-Qs
  4. Yes-No Qs
41
Q

What are intonation questions?

A

Declarative statements that serve as questions because of their intonation.

42
Q

What are Tag questions?

A

Declarative statements with a tag added at the end (“You can do it, can’t you?”)

43
Q

What are wh-questions?

A

Questions that begin with who, what, which, when, where, whose, why, and how

44
Q

How should you use questions, and what should you keep in mind?

A

Use questions thoughtfully and appropriately, and remember that you may need to give the child the answer.

45
Q

What is “wait-time”?

A

The amount of time you wait for a response after asking your client a question or giving a command.

46
Q

How long should you wait after asking your client a question?

A

3-5 seconds may be optimal, but it depends on the specific client.

47
Q

What three things does wait-time depend on?

A
  1. client’s processing time
  2. the speed the classroom requires a child to process.
  3. how new the information/skill is to the client.
48
Q

Define “stimulus presentations”

A

Methods used for presenting stimuli during therapy.

49
Q

What is “shaping”?

A

A technique used for obtaining responses that are not in the client’s repertoire. Also known as ‘successive approximations.’

50
Q

What are positive reinforcers?

A

Anything that follows a client’s response that increases the frequency of that response.
Must be meaningful to the client (see handout)

-Verbal praise or tokens, etc…

51
Q

What are the two major types of reinforcers?

A

a) Primary reinforcers

b) Secondary reinforcers

52
Q

What are primary reinforcers?

A

Satisfy a biological need, such as hunger or thirst.

E.g., edible reinforcers such as m&ms

53
Q

What are four difficulties that come with primary reinforcers?

A
  1. must be hungry
  2. must be a preferred food
  3. health factors such as food allgeries & weight gain
  4. many schools don’t allow the use of edible items in classrooms.
54
Q

What are secondary reinforcers?

A

Social Reinforcers, toys, games, etc…

- Can be intrinsic (the need to be successful)

55
Q

What are the two types of reinforcement schedules?

A

a) Continuous - client receives a reinforcer following each response.

b) Intermittent - two types
1. Ratio (e.g., every 5 correct responses)
2. Variable (random)

56
Q

What is “corrective feedback”?

A

the information the clinician gives the client regarding the quality, feature, or correctness of their response.

57
Q

How can you increase your accuracy of your corrective feedback? (five ways)

A
  1. Increase your knowledge of the objective or target in the client’s response.
  2. Compare the client’s response to the expected target.
  3. Task-analyze what was correct/incorrect.
  4. Explain to the client what was correct.
  5. Address the incorrect portion of the response and teach it.
58
Q

What is preferable when developing your own system for collecting data?

A

Use a base of 10; allow up to 10 responses to be recorded on a line or in a block.

59
Q

What is the most helpful form of data collection?

A

A system that counts AND reinforces.

60
Q

What are clinical trials?

A

Structured opportunities for the client to produce a response in therapy

61
Q

Why should you take data? List five reasons.

A
  1. To determine whether or not the target behavior is advancing (progress)
  2. To make dismissal decisions
  3. To determine if the target work has generalized to similar targets.
  4. To analyze successes and barriers
  5. To help with treatment modifications.
62
Q

What is “probing”?

A

Investigating a client’s skills in producing non-targeted responses on the basis of generalization.

-A planning tool to find out whether the targeted skills are advancing to higher levels and to make dismissal decisions.

SPHP 146 Louney (13 decks)

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