Miterm Flashcards

Question

Cognitive Orientation to Learning

Answer 1

Learning theory * Learning is an internal mental process (including insight, information processing, memory, and perception) * Locus of learning is internal cognitive structuring * The purpose of learning is to develop the capacity and skills to learn better * Result - cognitive development, learning how to learn, intelligence, and memory as a function of age.

Answer 2

learning theory Maslow- experience is the primary phenomenon in human learning ◦ Motivation is based on physical safety, love/belonging, esteem, knowledge/understanding, aesthetics, and self-actualization. Rogers - experiential learning ◦ Learning takes place when the topic is relevant to the interests of the student ◦ Learning proceeds faster when the threat to self is low ◦ Self-initiated learning is the most lasting and pervasive. * Views learning as a personal act to fulfill potential * Person/student-centered. * The purpose is to become self-actualized and autonomous. * Result - Self-directed learning

Answer 3

learning theory Vygotsky - believed that social interactions, more than biological and cultural impacts, profoundly influence cognitive development. Individuals learn on two levels: 1. Initially, through social interaction with more competent persons 2. They gradually develop more self-directed learning due to teacher or peer guidance. Views learning as interaction/observation in social contexts Learning is the relationship between people and the environment. The purpose of learning is to engage in full participation in communities. Result – socialization

Answer 4

The degree to which intervention contexts correspond to everyday communication situations and interactions - intervention activity itself, physical context in which the activity takes place, the individuals with whom the client interacts with during the intervention Clinician directed approaches (clinician controls all aspects of the intervention: anticedent, behavior, consequence) --> hybrid approaches (highly natural but clinician maintains control -ie forced stimulation- used in peds, targeting a specific word or phrase and using it repeatedly, script therapy- telling their stroke story, practicing a speech) --> client centered approaches (facilitative play: self talk, parallel talk, expansions, extensions, recasts; vocational activities) If 2 activities are equally effective in eliciting a communicative response, the naturalistic one is preferred bc it will generalize better

Answer 5

1. Long Term Objective(s) aka Long Term Goal(s) 2. Short Term Objective(s) aka Short Term Goal(s) 3. Procedure (and cueing hierarchy) 4. Rationale

Answer 6

should be varied and specific (directly related to the task performed) continuous reinforcement- each correct response should be reinforced, tell them what they did well intermittent reinforcement- used after a new skill has been established

Answer 7

outlines what the clinician is preparing to do for the session, how they will accomplish it, why it's being done

Answer 8

Performer - who will be performing the objective Performance – what the client/patient is expected to do. Conditions – the important conditions (if any) under which the performance is expected to occur - i.e. "given a graphic organizer..." Criterion – describes the level of acceptable performance (how well the learner must perform in order to be considered acceptable) - i.e. "with 80 percent accuracy and minimal cueing"

Answer 9

state the broad changes in communicative behavior to be achieved during the course of therapy - they are general, we measure the progress of LTGs within the context of STGs can be achieved over weeks, months or years

Answer 10

stepping stones of getting towards the LTG

Answer 11

type of clinician directed approach *Antecedent: The trigger or situation that occurs before a behavior. For example, the prompt * Behavior: The observable action or response. For instance, producing a target or not * Consequence: The outcome that follows the behavior (reinforcement, feedback, scaffolding, etc)

Answer 12

first section of a soap note The primary emphasis in this section is on impressions of the client’s focus during the session. While stated as“subjective,” clinicians must make statements as factual as possible. comments about the client's engagement, if client appeared fatigued - give evidence of how so (i.e. repeated yawns, head on table)

Answer 13

- Opens with Behavioral Objective stated in plan (can be italicized other labelling/formatting can be used to set it apart). - Results should include specific data on the client’s performance. - State whether or not the goal was met. Ex "goal met. Client named 4/5 items" adjust goal if goal was not met. even if it was, we usually want to see them meet the goal twice before moving on

Answer 14

Interpretation of the objective data and the significance of the data. Not a play by play of their responses - looking for patterns of performance and behavior - How does the client’s performance in this session contrast with other sessions? - How can the client’s performance best be characterized? - Strength and weaknesses - compare performance to expectations based on dx and previous performance

Answer 15

Based on careful consideration of performance listed above. - Outlines steps to be taken in next session. - Level of detail required varies. Ex. Advance PCA targets to 3-4 syllable words continue word initial vowel targets for PCA Advance inferential questions to 80% accuracy client will continue the VNeST with a focus on generating at least one semantically related subject per verb trial