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Clinical Observation > Midterm Exam > Flashcards

Midterm Exam Flashcards

1
Q

artistry

A

the merging of the what and the how

-what structure, functions, and goals we need to address in therapy and how to use techniques, and how to get the best outcomes for our clients

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2
Q

therapeutic interaction

A

a highly responsive and fluid exchange between clinician and clients during therapy

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3
Q

information that is observable and quantifiable is considered to be…

A

objective

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4
Q

therapeutic mindset includes:

A

interaction, anticipation, and evaluation

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5
Q

therapeutic mindset

A

involves mental disposition and attitude that predetermines the SLP’s responses that occur during therapy sessions

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6
Q

evaluation

A

this involves questioning, investigating, and analayzing client responses

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7
Q

what is something that could negatively impact the production of sound?

A

anatomical issues or physical limitations

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8
Q

facilitation skills to promote or accentuate student learning, what is something you would not want to use?

A

direct questioning

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9
Q

Nonverbal behaviors

A

eye contact, facial expressions/cues, proximity, and body language

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10
Q

affective behaviors that are associated with thoughts related to feelings, emotions, mood, and temperate?

A

both

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11
Q

time on task

A

time spent actively engaged in learning the task at hand (minutes matter mindset)

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12
Q

therapeutic process

A

this involves using broad-based professional procedures, activities, and interactions with clients

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13
Q

trust

A

development of SLP’s confidence in the therapeutic process is the first step to engendering this

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14
Q

a lack of confidence

A

feeling overwhelmed as an SLP can cause this

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15
Q

trust is earned and gathered through…

A

the SLP’s consistent efforts in providing the highest quality and best services possible to those being served

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16
Q

which of the following would not be considered an activity to foster SLP confidence?

A

talking to client’s peers

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17
Q

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

A

-the first federal law mandating free and appropriate public education for all children with disabilities

-speech impaired serving as one of the categories under which children received free, appropriate services under the prescription of an Individualized Education Plan

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18
Q

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

A

a downward extension of PL 94-142 (EHA) to include free and appropriate education for children ages 0-5 years old

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19
Q

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

A

law that appropriated funds for improving education across broad parameters that included staff development and elimination of ability grouping

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20
Q

IDEA Amendment: Individuals with Disabilities Education Act (PL 105-17) 1997

A

this extended the LRE and the consideration of AT devices on the IEP’s of all children with disabilities and added mobility and orientation services for children who are blind or visually impaired

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21
Q

EHA Amendment: Individual with Disabilities Education Act (IDEA) (PL 101-476) 1990

A

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, the aspect of EHA, 1975 that allowed children, to the degree possible, to be educated in regular classrooms with non-disabled peers

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22
Q

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

A

federal law that established 8 goals for education in the US

-the child’s readiness to learn; increase in high school graduation rates to 90%; achievement testing in grades 4, 8, and 12; continuous development for teachers; national prominence in math and science; adult literacy and global competence; drug-free school; and school-parent partnerships

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23
Q

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

A

this legislation provides states with an opportunity to account for the adequate yearly progress (AYP) of all students enrolled in public schools

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24
Q

IDEA Amendment: Individuals with Disabilities Education Act (PL 108-446) 2004

A

adding the concept of “highly qualified” for special education professionals, consistent with the NCBL Act of 2001, piloting the reduction of the paperwork process, extending services to mobile populations, impacting assessments to line up with the compliance to focus on student achievement rather than procedures

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25
Q

You are collecting a case history on a 6 year old boy - you are interviewing parent or guardian to discuss what their concerns are and the developmental history that pertains to motor and speech skills, complications at birth, diagnoses and meds. Which model does a case history relate to?

A

medical model

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26
Q

You’re doing an evaluation on a kid and collect data about how well they attend to a task; if they can attend really well for 20 minutes in the evaluation, and the informant reports the attention span is good at school but at home the child can’t focus on a task for more than a few minutes, what model does this realte to?

A

systems model

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27
Q

During an assessment of artic skills, the child was able to produce plosives in the initial and medial positions, not so much in the final. With visual and verbal cues, he learns to use plosives in the final position 50% of the time. What model involves shaping with visual and verbal cues?

A

behavioral model

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28
Q

what is the preferred method of data collection?

A

vertical data collection

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29
Q

You are evaluating a 9-year-old girl who has difficulty following directions and completing homework. You gave attending diagnostics on 2 different dates, she passes screenings both days. You administer an assessment of auditory processing skills on both days. The first day her cooperation is poor and she refuses during last subtest. On the next day she is cooperative and responded well to all subtests. Results of the screenings show…

A

validity

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30
Q

this occurs when student does poorly on the first time they take a test, but the next day when they take it they do well

A

poor test reliability

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31
Q

making a suggestion to the teacher that a child has preferential seating exemplifies what theoretical model?

A

systems model

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32
Q

During observation of treatment sessions, thought /s/ in the initial position was correct and in the next session /s/ in the initial position was correct again

A

good interobserver/intraobserver reliability

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33
Q

what wouldn’t be considered an advantage of using videotape recording?

A

equipment is available in all settings

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34
Q

this system is convenient to operate but may distort sound

A

portable audio tape recording

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35
Q

concurrent validity

A

the degree to which the measurement achieved agrees or concurs with other measurements taken

ex: if you give 2 language tests would you see consistent errors on both?

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36
Q

predictive validity

A

how well the results predict how the client will perform in some other place and time in another task

ex: “if they can’t do this, can they do that?; sound blending errors and reading scores

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37
Q

horizontal data collection

A

data collection system that is considered shallow because too often errors are made because marking run together and you can’t distinguish plus from minus

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38
Q

vertical data collection

A

data collection system that is organized and has response sheets so that data can be organized easily

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39
Q

explicit

A

type of instuction that requires clear and specific details and definitions (utterance)

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40
Q

implicit

A

type of instruction that does not require specifics (head nod, smiles, pointing)

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41
Q

at what age are kids most responsive to SLPs who use vocal ranges?

A

10 years or younger

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42
Q

in order to demonstrate animation you want to…

A

change gestures, volumes, and pitch

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43
Q

this seating arrangement is NOT preferred

A

across the table seating

44
Q

therapeutic momentum

A

this defines the speed, thrust, and force of a therapy session

45
Q

fluency

A

this is the smooth movement or transition in therapy

46
Q

Which of the following defines an aide used to promote correct responses?

A

cue or prompt

47
Q

extrinsic reinforcer

A

tokens, edibles, forms of praise are all considered to be this type of reinforcer

48
Q

what is the recommended distance for SLPs with clients

A

lower limit of personal space

49
Q

loquaciousness

A

the quality of being very talkative

50
Q

what is considered an adequate wait time?

A

3-5 seconds

51
Q

types of verbs used in objective statments

A

measurable action

52
Q

types of verbs used in subjective statments

A

vague

53
Q

list 3 types of learning modalities

A

visual, verbal, and touch modality

54
Q

cluster seating

A

semicircle seating for groups in which the SLP’s knees are close to the client’s knees, whether sitting in chairs or sitting on the floor without a table between clinician and clients (increases intimacy and effectiveness and you can effortlessly achieve proximity)

55
Q

wall-mounted mirror seating

A

SLP seats clients facing a large mirror mounted on the wall and the SLP site behind them

56
Q

4 reasosn why we observe as SLPs

A

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

57
Q

proximity

A

the degree of closeness and physical distance between persons

58
Q

intimate space

A

space reserved for close relationships, sharing, and comforting (up to 1.5 feet)

59
Q

personal space

A

space designed for informal conversations between friends (1.5-4 feet)

60
Q

social space

A

space accepted for interactions among strangers, business acquaintances, and teachers

61
Q

public space

A

space defined as a one-way communication as exhibited by lecturers (12-25 feet)

62
Q

define low limits of personal space

A

no more than 2 feet distance between faces

63
Q

hand to chin rule

A

the clinicians upturned palm is extended to touch under the client’s chin, there is a comforting reach without over-extending the elbow to achieve the touch

64
Q

nonproductive time

A

time that is considered to be wastes during therapy

65
Q

quick paced lessons

A

these refer to SLPs skilled practice of moving effectively and efficiently through the task of presenting stimuli and eliciting responses

66
Q

scope

A

range or depth of activities in the session

67
Q

alerting stimuli

A

various means of drawing the cleints attention to the upcoming treatment stimuli

68
Q

OK syndrome

A

the overuse of “okay”

69
Q

prompting

A

using special stimuli, verbal or nonverbal, to increase the probability that the client will response in desired manner

70
Q

direct teaching

A

refers to instances when the SLPs task is to teach, instruct, or train the client in a new skill

71
Q

preferred learning modality

A

the sensory modality through which information appears easiest to learn (visual, verbal, tactile)

72
Q

stimulus presentations

A

methods used for presenting stimuli during therapy and they vary according to the stage of therapy being addressed

73
Q

interobserver realiability

A

how well different judges/observers agree with each other

74
Q

intraobserver reliability

A

how well a judge/observer agrees with themselves in repeated viewings

75
Q

medical model

A

theoretical model that involves the classification and explanation of behaviors and symptoms

76
Q

behavioral model

A

theoretical model that emphasizes task performances and focuses on the patient and specific behaviors as they pertain to learning

77
Q

systems model

A

theoretical model that involves looking at the environment and the clients performance in the environment

78
Q

split-half reliability

A

reliability that involves the internal consistency of the measurement (comparing the first half of results to the second half)

79
Q

validity

A

involves how well or how accurately the sample measures the trait we are looking for

80
Q

construct validity

A

how well results fit into the theoretical model

81
Q

external validity

A

how well the performance results generalize to other settings

82
Q

video recording

A

type of recording system that increases realiability and validity because you can see and hear it

83
Q

online recording

A

type of recording system that is most convenient but reduces accuracy

84
Q

t/f: Allowing a little more time for client to process challenging information from a therapy session will slow down a session

A

true

85
Q

t/f: Attributes are defined as distal times, locations, or activities when the client may have encountered the item being described

A

false

86
Q

t/f: Attributes are the primary characteristic or features of the object being described (size, shape, color, function, remote associations

A

true

87
Q

t/f: Indirect teaching for speech-language therapy refers to instances where the SLPs task is to instruct/train client in a new skill

A

false

88
Q

t/f: modeling refers to clinicians production of a target behavior for the client to imitate

A

true

89
Q

t/f: shaping is a technique used for obtaining responses that are not in the clients repertoire

A

true

90
Q

t/f: various means of drawing a client’s attention to coming treatment stimuli is referred to as cueing stimuli

A

false

91
Q

t/f: extrinsic reinforces are caused by an internal force or stimulus which involves the client wanting to learn for the sake of learning

A

false

92
Q

Which of the following was reported to be an adequate wait time for responses

A

3-5 seconds

93
Q

Loquaciousness

A

talk too much

94
Q

36.) shallow data collection is also known as…?

A

horizontal data collection

95
Q

32.) Which of the following recording systems is convenient to operate but may distort articulation

A

portable audio tape recording

96
Q

which would not be an advantage of using a video tape recording system when collecting data?

A

equipment is readily available in nearly all settings

97
Q

26.) percentage of accuracy??

A

Method used to collect data was most likely vertical data collection

98
Q

37.)

A

vertical data collection

99
Q

SOAP: the client correctly produced /z/ in the final position of single syllable words with 75% accuracy given min cues

A

objective

100
Q

SOAP: the clients ability to correctly produce /z/ increased when provided verbal instructions for placement

A

assessment

101
Q

SOAP: the client was plesant and engaged today. he really enjoyed Bingo.

A

subjective

102
Q

SOAP: due to the client correctly producing /s/ in the initial position of words, next week, the complexity of this goal will be increased to correctly produce /s/ in the initial portion of words and phrases

A

plan

103
Q

SOAP: the client continues to demonstrate multiple artic errors however improvement was noted in the independent production of /s/ in the initial position at word level when provided phonemic prompts

A

assessment

104
Q

S/O: “The client observed colored blocks.”

A

subjective

105
Q

S/O: “The client correctly identifies colored blocks.”

A

objective

106
Q

S/O: “The client understood objects that belong to a category.”

A

subjective

107
Q

S/O: “The client orally produces pronouns in a sentence correctly.”

A

objective

Clinical Observation (2 decks)

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