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Intro to Clinical Methods: Treatment > Functional Goals and Intervention Planning > Flashcards

Functional Goals and Intervention Planning Flashcards

1
Q

goal setting: after assessment has been completed, determine priorities based on

A
  1. client’s needs
  2. client’s performance on assessments
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2
Q

goal setting based on client’s needs in these categories

A
  • communication
  • social
  • educational
  • vocational
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3
Q

goal setting based on client’s performance on assessments

A
  • strengths and weaknesses
  • error analysis
  • stimulability
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4
Q

what is so SMART about goals?

A

Specific
Measurable
Attainable
Realistic
Time-bound

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5
Q

goals need to be specific

A
  • the goal does not need to be broad
  • it needs to be specific enough so that teens can focus their efforts and clearly define what they are going to do
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6
Q

goals need to be measurable

A
  • when they can measure a goal, they see changes occur
  • youth will also be able to stay on track and have better success
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7
Q

goals need to be attainable

A
  • if they set a goal that is too far out of their reach, then they will not commit to it for long
  • attainable goals help develop attitudes, abilities and skills if they are important
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8
Q

goals need to be realistic

A
  • set the bar high enough for a satisfying achievement
  • it must require some effort
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9
Q

goals need to be time-bound

A
  • short term goals can be broken down into actions to achieve over a short period of time
  • long term goals can be broken into time-based short term goals over longer periods
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10
Q

long term goals

A
  • drawn from assessment data
  • broad change in behavior to be achieved during therapy
  • does not need to be measurable
  • may vary depending on the type of treatment/services you anticipate your client will need
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11
Q

long term goals do not need to be measurable

A

once achieved, may justify treatment ending

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12
Q

LTG example: adult with aphasia

A

The client will utilize multiple communication modalities (speech, gesture, picture book) to maximize his communication effectiveness.

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13
Q

LTG example: adult with TBI

A

The client will utilize functional communication effectively with his family to express wants and needs.

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14
Q

LTG examples: child with language and speech disorder

A
  • The client will use age appropriate conversational skills while communication at home, school, and in the community.
  • While conversing, the client will use correct aritculation and rate to increase speech intelligibility.
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15
Q

purpose of STGs

A

help client progress to the LTG

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16
Q

what are the components of behavioral objectives?

A
  • “do” statement
  • condition
  • criteria
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17
Q

observable behavior

A
  • measurable words say what you will see when the student has accomplished the skill
  • do not use words that you cannot quantify
  • identifies the action the client is to perform
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18
Q

observable behavior: measurable words say what you will see when the student has accomplished the skill

A

action words

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19
Q

observable behavior: do not use words that you cannot quantify

A

should contain verbs that are observable (can count)

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20
Q

observable behavior: identifies the action the client is to perform

A

the words ‘increase’ or ‘improve’ can only be quantified IF you have clearly stated baseline level and a clearly stated ending level

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21
Q

“do” statement

A
  • point, label, repeat, say, match, write, name, ask
  • do NOT use understand, know, learn, comprehend, discover, think, feel
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22
Q

condition

A
  • circumstances that affect the performance of the skill which can involve
  • conditions clarify what the performance of the skill should look like
  • if the skill is to wrap a birthday present, the conditions would clarify what Is acceptable
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23
Q

condition: situation in which target is to be performed

A
  • context/location of performance (in the lunchroom, in the general education classroom, in the therapy room)
  • materials provided (a story starter, a prompt)
  • format (role play scenario, working in small group)
  • in whose presence
  • cues or prompts provided
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24
Q

condition: if the skill is to wrap a birthday present the conditions would clarify what is acceptable

A
  • using wrapping paper
  • using a gift bag
  • with the help of another person
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25
Q

examples of condition

A
  • given a writing prompt
  • in a small group or 1 to 1 setting
  • following multi-step verbal directions
  • during conversations with peers and adults
  • in response to a question
  • following a clinician’s model
26
Q

criteria

A

how well target must be performed for objective to be achieved

27
Q

criteria: how well target must be performed for objective to be achieved

A
  • 80% accuracy over 3 consecutive observations
  • 7 correct trials out of 10 over 4 weeks
  • 3 out of 5 random samples each 9 weeks
  • 4 out of 5 opportunities based on teacher observation and/or data collection over 3 consecutive observations
  • 80% of trials based upon random data collection ever 9 weeks
  • fewer than 2 errors in 10 minute conversation
28
Q

types of criteria

A
  1. grade or age level
  2. rate
  3. time
  4. percentage
  5. descriptive statement
29
Q
  1. grade or age level criteria
A
  • numerical description of established (name source) grade or age progression
  • use with established content or developmental sequence
30
Q

example of grade or age level criteria

A

The client will correctly identify the main idea and 4 important facts/details after reading a 4th grade level paragraph with 75% accuracy given minimal cueing.

31
Q

non-example of grade or age level criteria

A

The client will read at 3.2 grade level.

32
Q
  1. rate criteria
A
  • compares umber of correct responses to total number of possible responses
  • use when the skill must be demonstrated multiple times to ensure mastery
33
Q

example of rate criteria

A

The client will correctly produce /s/ blends in 4 out of 5 opportunities during oral reading with moderate cueing.

34
Q

non-example of rate criteria

A

The client will correctly produce /s/ blends during oral reading.

35
Q
  1. time criteria
A
  • pace or time limits within which the behavior must be performed
  • use when time parameters are important to skill performance
36
Q

example of time criteria

A

The client will write correct answers to 5 reading comprehension questions in 10 minutes with minimal cueing.

37
Q

non-example of time criteria

A

The client will write answers to 5 readings comprehension quickly.

38
Q
  1. percentage criteria
A
  • describes a part of a quantified (measurable) set or “whole”
  • use to compare number of items or occurrences relative to the measurable whole amount
39
Q

example of percentage criteria

A

The client will express his needs in 80% of the opportunities during 10 randomly scheduled 15 minute observations in classroom situations during a week.

40
Q

non-example of percentage criteria

A

The client will express his needs with 80% accuracy.

41
Q
  1. descriptive statement criteria
A
  • states expected quality of results in clean, objective language
  • use to provide explicit information about the nature of the expected performance
42
Q

example of descriptive statement criteria

A

The client will independently initiate his own leisure activities at school and in the community at least 2 times a week by inviting a friend to participate with him in an activity or by asking the friend to attend an event.

43
Q

non-example of a descriptive statement criteria

A

The client will be involved in school and community leisure activities.

44
Q

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions.

what is the “do” statement

A

The client will request objects from the clinician

45
Q

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions.

what is the condition?

A

during facilitative play using intelligible speech

46
Q

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions.

what is the criteria?

A

for 8 of 10 opportunities

47
Q

example 2: The client will idependently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions.

what is the “do” statement?

A

The client will follow 3 step directions (presented orally) in the correct time/order sequence

48
Q

example 2: The client will independently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions.

what is the condition?

A

idependently

49
Q

example 2: The client will independently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions.

what is the criteria?

A

with 80% accuracy over 3 consecutive sessions

50
Q

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions.

what is the “do” statement?

A

The client will correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words

51
Q

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions.

what is the condition?

A

independently

52
Q

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions.

what is the criteria?

A

with 80% accuracy over 3 consecutive sessions

53
Q

sequencing of therapy targets: logical sequence of steps to accomplish each goal

A
  • stimulus type (nature of input to elicit response)
  • task mode (amount of clinician support)
  • response level (degree of difficulty of target)
54
Q

stimulus type (nature of input to elicit response)

A
  • physical manipulation
  • concrete symbols (e.g. objects, photographs, lin drawings)
  • abstract symbols (e.g. oral language, written language)
55
Q

task mode (amount of clinician support)

A
  • imitation
  • cue/prompt
  • spontaneous
56
Q

response level (degree of difficulty of target)

A
  • length and complexity (e.g. isolation, syllable, word, phrase, etc.)
  • time between stimulus presentation and response
  • increasing consistency: 2 consecutive sessions, 4 consecutive sessions
  • increasing criterion: 75%, 80%, 90%
  • increasing context difficult: syllable, word, phrase, sentence, conversation
57
Q

example 1: the client will imitate /s/ in the initial position of single syllable words with 90% accuracy while naming 20 written words.

what is the stimulus type?

A
58
Q

example 2: The client will spontaneously produce /s/ in the initial position of single syllable words with 90% accuracy while naming 20 pictorial objects.

what is the task?

A
59
Q

example 3: The client will imitate /s/ in the initial position of words in carrier phrases with 90% accuracy in response to 20 pictorial objects.

what is the response?

A
60
Q

example, sequencing targets, long-term goal

A

The client will produce intelligible speech during conversational exchanges to maximize communicative effectiveness.

61
Q

example, sequencing targets, short-term goals

A

The client will independently and correctly produce /s/ in isolate with 80% accuracy over 3 sessions
- in syllables, words, phrases, sentences, conversation in therapy, conversation with family, conversation in classroom

Intro to Clinical Methods: Treatment (1 decks)

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