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Clinical Observation > Midterm > Flashcards

Midterm Flashcards

1
Q

intimate space

A

up to 1.5 ft. Reserved for sharing, protecting, comforting

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2
Q

personal space

A

1.5 to 4 ft, acceptable for interactions among friends

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3
Q

social space

A

4 to 12 ft. acceptable for interactions among teachers, strangers, students, business

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4
Q

public space

A

12-25 ft, good for one-way interactions, like concerts or lectures

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5
Q

3 types of learning modalities

A
  1. visual modality
  2. verbal modality
  3. touch/kinesthetic modality
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6
Q

4 types of seating arrangements

A
  1. diagonal seating
  2. kidney shaped table seating
  3. across the table seating
  4. cluster seating
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7
Q

4 reasons why we observe in SLP

A
  1. as a learning tool.
  2. to self-assess clinical skills.
  3. to document progress
  4. to gather assessment information
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8
Q

Interobserver Reliability

A

how well different judges / observers agree with each other

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9
Q

Intraobserver Reliability

A

how well a judge / observer agrees with themselves in repeated viewings. SHould be at least 80% agreeable

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10
Q

artistry

A

Merging of the what and the how. The what = research. The how = application

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11
Q

therapeutic interaction

A

highly responsive and fluid exchange between clinicians and clients during therapy.
EX: guide, model, direct, facilitate, collect data, provide encouragement, reinforce efforts, and provide cues and prompts

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12
Q

task analysis

A

where you take tasks or skills and break them down into component parts in order to learn the parts separately

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13
Q

interpersonal communication skills

A

Used to engage others, like empathy, friendliness, politeness, honesty in feedback, use of nonverbal behaviors

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14
Q

therapeutic specific skills

A
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15
Q

therapeutic mindset Definition

A

Involves mental disposition that predetermines the SLPs responses to interpretations that occur in therapy sessions. Constantly assess stimuli as well as responses and all other interactions in a therapy session

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16
Q

therapeutic mindset elements

A
  1. anticipation - SLPs need to consider, predict, or anticipate all possible sequences for a therapy session. Means think about possible behaviors, responses to new materials, responses to new goals
  2. Evaluation - Involves questioning, investigating, and analyzing client responses to determine which variables are impacting client performances. Need to figure out weaknesses and strengths
  3. Interaction - During all interactions, be ready to respond follow the client’s lead without letting them lead
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17
Q

Variables with Negative Impact on Client Performance

A

Radical changes to hairstyle, switching from glasses to contacts, jewelry, etc., bad day at school, not taking ADHD meds, etc.

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18
Q

Nonverbal Behaviors

A

eye contact, facial cues, proximity and body language, eyes down to chin triangle, lean in, etc.

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19
Q

Affective Behaviors Associated with Thought

A

Feelings, emotion, mood, temperment. Need to model appropriate affect and read the affect of clients to read their attitudes, beliefs, feelings, emotions, moods, and temperaments when working in therapy

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20
Q

Time on Task

A

Involves actual time the clients are attending to a learning task and attempting to learn. Means limiting small talk, limiting time it takes to prepare/clean

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21
Q

The Therapeutic Process

A

involves using broad based professional procedures, activities, and interactions with clients designed for the intervention of communication disorders. They includes a wide range of professionals responsibilities like assessing, planning, implementing, and performing diagnostic evaluations to ensure appropriate speech and language services are provided.

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22
Q

Confidence

A

Confidence is shown through individual professional presentations and effort that the SLP comes to be trusted by the Clientel.

23
Q

4 Steps necessary to develop Confidence

A
  1. Need to ensure information given, techniques used, and overall directions in which your leading clients are in fact the best possible
  2. the outcomes toward which were working are valid for the client
  3. SLP possess the skills and knowledge to affect those outcomes
  4. SLPS initally feel overwhelmed and not confident
24
Q

Ways to Build Confidence

A
  1. read clients files
  2. talk to former clients
  3. develop relationships with professionals
  4. Preparation
  5. practice how you introduce yourself
  6. practice handshake
  7. practice eye contact
  8. practice your session
25
Q

trust

A

Must be earned through SLPs constant efforts in providing the highest quality and best serives possible to clients

26
Q

3 Steps to gain trust

A
  1. gather information
  2. interpret findings by bridging findings with known information
  3. develop conclusions with appropriate rationale early in training to continue those practices as seasoned and experienced professionals
27
Q

Education for All Handicapped Children Act (EHA) (PL 94-142)

A

1975 Federal law. First federal law mandating free and appropriate public education for all children with disabilities.Under provisions of this law, children were assessed, placed, and served categorically and non-categorically, with speech impaired serving as one of the categories under which children received free, appropriate services under the prescription of an Individualized Education Plan (IEP).

28
Q

EHA Amendment: Preschool and Infant/Toddler Programs (PL 99-457)

A

1986 amendment that includes free and appropriate public education for children ages 0-5 years.Children ages 3-5 years most often were seen in schools for speech-language services under the IEP as a result of this EHA Amendment.PL 99-457 instituted services for children with disabilities, including speech-language services, ages 0-3 years in Early Intervention (EI) programs under the prescription of the Individual Family Service Plan (IFSP).

29
Q

Improving America’s Schools Act (PL 103-382)

A

1994 amendment to the Elementary and Secondary Education Act of 1965 (ESEA).This law appropriated funds for improving education across broad parameters that included staff development for teachers and eliminating ability grouping for children.SLPs continued services to students in both regular and special needs classrooms under this law.

30
Q

IDEA Amendment: Individuals with Disabilities Education Act (PL 105-17)

A

1997 amendment.Extended least restrictive enviroment (LRE), extended consideration of assistive technology devices on the IEPs of all children with disabilities, and added orientation and mobility services for children who are blind or visually impaired or other children needing such services. SLPs continued services for children in schools according to the IEP under this amendment.

31
Q

EHA Amendment: Individual with Disabilities Education Act (IDEA) (PL 101-476)

A

1990 amendment changed considerably the component of the original EHA law of 1975 by changing the name to IDEA, providing transportation services, extending eligibility to children with autism and traumatic brain injury, adding assistive technology devices and services for children with disabilities as prescribed by the IEP, and extending provisions of the least restrictive environment (LRE), the aspect of EHA, 1975 that allowed children, to the degree possible, to be educated in regular classrooms with nondisabled peers.

32
Q

Goals 2000: Educate America Act (PL 103-85)

A

1993 Federal Law that established eight goals for education in the U.S. Goals addressed: the child’s readiness to learn; increases in high school graduation rates to 90%; achievement testing in grades 4, 8, and 12; required continuous for teachers; national prominence in math and science; adult literacy and global competence; drug-free school; and school-parent partnerships.

33
Q

No Child Left Behind (NCLB) Act (PL 107-110)

A

2001 act.This legislation provided states an opportunity to account for the adequate yearly progress (AYP) of all students enrolled in public school, including students with disabilities. Schools failing to post AYP for a certain percentage of its students, including students with disabilities, for two consecutive academic years will be identified as “needing improvement,” with structured plans for how to improve the school required.

34
Q

IDEA Amendment: Individuals with Disabilities Education Act (PL 108-446)

A

2004 amendment. Substantial changes were made to the existing law. Changes included; adding the concept of “highly qualified” for special education professional, consistent with the NCLB Act of 2001, piloting the reduction of paperwork process, extending services to mobile populations, impacting assessments to line up with the Elementary and Secondary Education Act of 1965 (ESEA) and changing compliance to focus on student achievement rather than procedures.

35
Q

Systems Model

A

Objective: Looking at the environment and the client’s performance in the environment. Could be home, classroom, cultural environments
Charcteristics:There is equal responsibility for the client’s behavior to be in the client and in the environment. The model involves observing the client in different environments. Treatment involves manipulating the environment and the client. Its important to document the order of occurrence and sequence of behaviors. The focus is slip between the client and the environment.
Pro: that environment issues are very importnat and can be resolved
Cons: None

36
Q

Behavioral Model

A

Objective:to allow for improved communication performance. The emphasis is on task performance. We are observing specific behaviors as they pertain to learning.
Characteristics:Can collect baseline data (data you collect at the beginning). You document how well they can perform the task or behavior with the purpose of designing treatments to either increase or decrease the behavior. Behavior is not considered a disease or sickness. If communication problem is diseased based, then its something like cerebral palsy or some type of cognitice impairment. It allows us to go around the disease by dealing with the behaviors. This model is frequently used in edu settings. The focus is still in the patient, the problem is the patient’s behavior.
Pros: it allows us to go around the disease
Cons: not always becasue of patient’s behavior

37
Q

Medical Model

A

Objective: involves classification and explanation of behaviors/symptoms. Symptoms are classified into a disease category, leading to an etiology or cause for the symptom
Characteristics:look at the symptoms to isolate the type of illness or disease. Looking for a cause. Where possible, want to eliminate the cause. Note the frequent use of labels in the diagnostic process. Collection of info is binary in nature (either present or absent).Checklists are frequently used in medical settings to identify a problem in/within the patient.
Pros: can collect a lot of data in a short amount of time
Cons: Not all communication problems are diseased based.

38
Q

Data Collection

A

how we document progress

39
Q

test/retest Reliability

A

If you test again, will you get the same results

40
Q

split half reliability

A

compare the top half to the bottom half

41
Q

recording systems

A

Pluses and minuses, phonetic transcription require the least attention from observer
protable audio tape recording: convenient to operate but distort speech, especially for artic, but do increase reliability and validity. If client knows theyr ebeing recorded, their behavior changes
video recording:increases reliability and validity but can be distracting.
online recording:most convenient, but can reduce accuracy

42
Q

predictive validity

A

how well the results predict how the client will perform in some other place and time in another task. EX: do thier sound blending scores relate to thier reading scores?

43
Q

construct validity

A

how well results fit into theortetical model. can be hard to achieve becaue you need a lot of supporting evidence and documentation that is collected gradually overtime

44
Q

concurrent validity

A

how well the measurement achieves, concurs, or agrees with other measurement

45
Q

external validity

A

How well performance results generalize to other settings

46
Q

implicit

A

definition is not needed. More of an acknowledgement, like a smile, head nod, pointing to a response

47
Q

explicit

A

need a complete definition or description of the event. SLP provides instruction that is highly organized and task oriented in regard to ability of client to attend and learn

48
Q

subjective

A

statement of the client’s behavior. Should be at least 3 sentences

49
Q

objective

A

Short term goals

50
Q

assessment

A

summarize the data
includes strengths and weaknesses, focus on what client is doing, state changes, discuss increse or descrease of objectives

51
Q

plan

A

include suggestions for next session as well as specific goals and procedures

52
Q

SOAP Notes should be…

A

completed within 24 hrs,
brief but specific and descriptive
data driven
relative to criteria
reflective of one session
used to improve the next session

53
Q

SOAP notes should NOT be…

A

include identifying infomration
have first person language
be vague
opinion based
contain negative language

Clinical Observation (2 decks)

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