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Fall `13 - 146 (Exam 2) > Hands-on core skills 10/17 > Flashcards

Hands-on core skills 10/17 Flashcards

1
Q

What are the communicating expectations?

A
  • This is based on research of “teacher” expectations
  • Children will perform to the levels expected & communicated
  • Reducing your communicative expectations will have negative impacts on students/clients
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2
Q

What does the motivation consist of?

A
  • Stimulus/force that causes a person to act
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3
Q

What are the two types of motivation?

A
  • Extrinsic motivation

- Intrinsic motivation

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4
Q

What is intrinsic motivation?

A
  • the strongest in terms of impacting learning
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5
Q

What theory is Motivation?

A
  • Behaviorism
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6
Q

What does enthusiasm, animation and volume mean?

A
  • Vocal manipulations such as:
  • Dynamic energetic speech
  • expanded pitch ranges
  • increased volume and pitch
  • nonverbal facial expression gestures
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7
Q

What are the different seating arrangements?

A
  • Diagonal seating
  • Seating across the table
  • Side-by-side seating
  • Kidney-shaped table
  • Cluster seating-chairs/floor
  • Mounted mirror seating
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8
Q

What is the Diagonal seating?

A
  • where client and slp are seating elbow to elbow
  • Less formal
  • Maybe more comfortable for client
  • Most common for testing
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9
Q

What is the Seating across the table consist of?

A
  • Across from the table
  • Can hide your protocol this way
  • This is the most common for testing
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10
Q

What is the side-by-side seating consist of?

A
  • You are missing the eye contact and facial expression

- You gain touch, proximity and familiarity

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11
Q

What does the Kidney-shaped table consist of?

A
  • Ideal for groups & classroom setting

- Get proximity & equal access to clients failry easy

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12
Q

What is lacking in the cluster seating-chairs/floor arrangement?

A
  • A table!

- SLP has to factor this in if you will be having materials

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13
Q

What does the mounted mirror seating consist of?

A
  • Beneficial for oral motor and articulation
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14
Q

Why is the mounted mirror seating better then sitting face-to-face?

A
  • Biofeedback: They are able to see themselves
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15
Q

What are the different types of proximity?

A
  • Intimate space: 0 - 1.5 feet
  • Personal space: 1.5 - 4 feet
  • Social space: 4 - 12 feet
  • Public space: 12 - 25 feet
  • Optimal space: 1/5 - 2 feet (arm’s length)
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16
Q

What type of proximity is beneficial for behavior management?

A
  • Intimate space – 0 to 1.5 feet?
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17
Q

When would you use social space?

A
  • in the classroom setting
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18
Q

What does the touch consist of?

A
  • Support clinical instruction

- Non threatening therapeutic touch: shoulders, neck, face, torso, upper arms

19
Q

What is the therapeutic momentum?

A
  • The speed, thrust or force of moving between sections of the session
20
Q

T/F: Proper preparation, pacing, and fluency proceeds through the introduction, body and closing portions of the session

A

TRUE

21
Q

What is pacing mean?

A
  • How quickly or slowly you move
22
Q

What does fluency mean?

A
  • How interrupted you are when doing the activities
23
Q

What does momentum mean?

A
  • How you can transition from one thing to another
24
Q

T/F: Prepare and Organize to be efficient?

A

TRUE

25
Q

What is an antecedent?

A
  • The events that occur before responses
26
Q

What are some examples of antecedents?

A
  • May be objects, re-created or enacted events, instructions, demonstrations, modeling, prompting, manual guidance, and other special stimuli
27
Q

Which one of the 3 critical elements of objective goal writing is an antecedent?

A
  • Condtion: Environment and prompt
28
Q

What are antecedents: Alerting stimuli?

A
  • When a clinician draws attention to the upcoming stimuli
29
Q

What is cueing?

A
  • An aid to promote a correct response such as: auditory, visual, tactile-kinesthetic
30
Q

What is antecendents: modeling?

A
  • clinicians production of a target behavior for the client to imitate
  • Model frequently with a new behavior
  • Ask client to imitate as closely as possible
  • Reduce as the target behavior is assimilated or stabilized
31
Q

What is the definition of therapuetic momentum?

A

The speed, thrust, or force of moving between sections of the session

32
Q

According to the book, what are the three major sections of a therapy session that are addressed?

A
  • Introduction
  • Body
  • Closing
33
Q

What are the antecedents:prompting?

A
  • Using special stimuli, verbal or nonverbal, to increase the probability that the client will respond in a desired manner
  • Prompt quickly
  • Fade when no longer needed
  • Gestures are preferable to verbal mode
34
Q

What does direct teaching consist of?

A
  • Direct teaching: teaching instruct, or train a new skill
  • Learning modalities: visual, auditory, or tactile
  • Describing & demonstrating
  • Questioning: helps focus attention
  • Wait-time: amount of time SLP waits for a response
35
Q

What does the direct teaching: describing and demonstrating consist of?

A
  • Describing: Telling/detailing the major features, functions, characteristics of the target behaviors

May include: attributes, remote associations, demonstrating/modeling

** FEATURE, ATTRIBUTE, FUNCTION –> WHAT YOU DO WITH IT & CLASS: WHAT GROUP IT FALLS UNDER**

36
Q

How long should the clinician wait for response?

A

3 - 5 seconds

37
Q

T/F: Make sure to use questions thoughtfully and appropriately?

A

TRUE

38
Q

What can optimal wait time depend on?

A
  • Clients processing time
  • The speed at which the environment requires a child to process
  • How new the information/skill is to the client
39
Q

What are the stimulus presentations?

A
  • The methods used for presenting stimuli during therapy, vary according to the stage of therapy being addressed.
40
Q

What is shaping?

A
  • A technigue used for obtaining responses that are not in the client’s repertoire
41
Q

What is another name for shaping?

A

Successive Approximations

42
Q

What does shaping (successive approximations)

A
  • Select a terminal target
  • Identify an initial component of the target that the client CAN imitate
  • Identify intermediate responses
  • Teach initial responses by modeling an immediate positive reinforcement
  • In successive stages, teach intermediate responses
  • Continue until the terminal response is taught
43
Q

What are positive reinforcements?

A

Anything following a client’s response, which increases the frequency of that correct response

Fall `13 - 146 (Exam 2) (3 decks)

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