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126 > Exam 4 > Flashcards

Exam 4 Flashcards

1
Q

what is the goal of evidence based practice?1

A 
To integrate 
1. Scientific evidence 
2. Clinical expertise
3. Client/ Caregiver perspective 
To provide high quality service
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2
Q

Trilateral principals

A

Evidence based practice

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3
Q

Def of target behavior

A
  • Any skill that you are teaching the client
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4
Q

Long term goal

A
  • to improve speech intelligibility
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5
Q

Short term goal

A
  • supports the long terms goals
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6
Q

Select treatment targets that are what

A
  • linguistically and culturally appropriate for the client
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7
Q

Select targets that will..

A

make an immediate and socially significant difference in the clients communication skills

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8
Q

Remember

A
  1. Connect tx to classroom curriculum
  2. always keep common core state standards in mind
  3. Always treat speech sound errors and language together
  4. Consider targeting early dev sounds
  5. Target existing sounds to address phonological processes
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9
Q

Select more

A

readily taught treatment targets

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10
Q

Stimulable sounds treated before

A

non stimulable sounds

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11
Q

Teach visible sounds before

A

non visible sounds /th/ before /r/

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12
Q

For a phonological process to be treated should occur at least

A

40% of the time

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13
Q

select targets that affect

A

Intelligibility the most

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14
Q

Select phonological processes that affect WHAT

A

the most sounds

- Processes that contribute the most to the ch’s lack of intelligibility

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15
Q

If the chd has multiple errors we need to decide

A
  • Do we train many sounds at once? or just a few?
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16
Q

Variables impacting this decision (errors to treat) include chds

A
  1. Motivation
  2. Age
  3. Language and learning skills (cognitive level)
  4. Time frame
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17
Q

when we give artic/phono test and gather conversational speech samples usually each phonemes is not

A

adequately sampled

ex: an artic test may sample /r/ one time in initial,medial,final position

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18
Q

How do we counteract problems (mistakes)

A

By establishing baselines of potential treatment targets before starting therapy

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19
Q

Baselines

A

measured rates of behavior in absence of treatment

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20
Q

3 purposes of baseline

A
  1. Est clinicians accountability
  2. Evaluate chd progress overtime
  3. Modify tx procedures if chd not improving at an expected rate of progress
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21
Q

Specify the treatment targets in

A

measurable terms

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22
Q

Response topography

A

refers to linguistic level of training

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23
Q

You will need to..

A
  • prepare stimulus items and a recording sheet (words and pictures)
  • administer baseline trials are structured opportunities to produce a given target ( discrete trials are most common)
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24
Q

It is recommended to have

A

at least 20 stimulus items per target behavior

25
Q

W/ a sound in isolation

A

move to cvc, vc, content asap or meaningful words

26
Q

Selecting the initial level and sequence of training

A

Baselines help us create appropirate tx objectives

27
Q

PBH (BOOK) says

A

It is best to start tx at word level

- functional words especially

28
Q

Treatment or short term objectives are

A

The skills the clinician plans to teach on the way toward achieving the selected treatment targets or long term goals

29
Q

Appropriate long term goals might be

A
  • increase the clients speech intelligibility

- Improve the clients phonological skills

30
Q

Measurable short term objectives

A

are needed

31
Q

short term objectives

A

specify how a goal will be achieved

- must be measurable so that external observers can verify the results of the clinical services provided

32
Q

To write a good objective

A
  • use observational behaviors ( ex, point to, write, say, read, match)
  • don’t use words w/non observable behaviors
    ( know understand, remember, learns, consider, think about)
33
Q

Smart clinical objective goals

A 
S. specify ( clearly defined)
M. measurable ( observable behavior) 
A. attainable ( realistic possibility) 
R. relevant ( outcome focused) 
T. time bound ( client time frame for achievement)
34
Q

Remember that data collection

A
  • should be done throughout tx

- you will document progress by comparing your data to your baseline

35
Q

Phonetic placement techniques are

A

Direct methods to teach clients how to position the articulators and produce the sound appropriately

36
Q

Successive approximation or shaping

A

take advantage of a sound the client can already make

- we have them make the /g/ and gradually move toward /r/

37
Q

we can begin training the sound at one of several levels

A
  1. isolation
  2. syllable
  3. word
  4. phrase
  5. sentence
    (always consider the stimuli that you are using)
38
Q

Chs need immediate and specific

A

feedback

- particularly you do that verbally

39
Q

Never reinforce correct production with

A

Primary reinforcers - praise participation

40
Q

If the chd cannot create a phrase or sentence with the target word

A

we can use a carrier phrase such as
My ____
I want ____

41
Q

Initial tx sessions are

A

highly structured

42
Q

Tx sessions gradually loosen up to

A

replicate natural ‘ real world ‘ more

43
Q

Replicating to real word helps chd generalize target sounds to

A

spontaneous speech

44
Q

Positive reinforcers

A

rewards and strengthens the behavior

45
Q

Primary reinforcers

A

They do not rely on past learning b/c they are biologically mediated “ food and drinks”

46
Q

Secondary reinforcers- social value

A
  • verbal praise
  • tokens ( play $, marbles)
  • stickers
47
Q

Generalization

A

usually refers to the chd producing learned responses in setting outside clinic

48
Q

generalization across situations

A

chd uses sound in other locations w/ other audiences

49
Q

maintenance

A

ultimate goal

- skilled sustained over time

50
Q

Select stimuli from client’s

A

natural environment

51
Q

we should vary the physical setting

A

conduct tx in different environments

52
Q

we need to teach

A

multiple exemplars

53
Q

manipulation of response contingencies

A

most imp aspect of maintenance

- move from continuous to intermittent reinforcement schedule

54
Q

fade primary reinforcers

A

rely more on natural reinforcers

55
Q

we can also

A

train parents and others to reinforce chd for correct speech productions in natural environments

  • only give word w/ success in therapy
  • teach self monitoring / self correcting skills
56
Q

involve fam members and significant others

A

best maintences= involvement of of ppl in chds life

57
Q

who can help eachother

A

peers can help , esp in same therapy room

- they love being the teacher

58
Q

classroom teachers can help esp with

A

non verbal signals

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