Module 12 Flashcards
Two approaches to decision making: clinical inferential approach: passed down from follows an used to teach more
generation to generation
implicit rule system to determine important relationships amongst information obtained
novice SLP’s
ambiguous
statistical/quantitative
makes?
… modeled
used to guide
implicit decisions explicit
mathematically modeled
future decision making
integrating data from assessment into written reports:
purpose of diagnostic reports:
serve as ?
communicates specific?
acts as guide for?
provides documentation for ?
communicates information to and helps establish?
entry point to clinical services findings about child/adolescent referrals to additional services accountability and quality assurance documentation for research
factors to consider: ? .. of report .. of information consideration of ?
reader and their background
purpose of report
sources of information
functional communication
components to include in Dx report: client ... source ... spoken pertinent info about client such as: - - - - name and ? ...history ... results ...statement and ? ... and .... ...statement ... with .. and...
identification data
-referral source
languages spoken
- medical records
- psychological reports
- educational tests
- observations
credentials of SLP responsible for evaluation
- case history
- test results
- summary statement and clinical impressions
- recommendations and referrals
- prognostic statement
- signature with credentials and contact information
intervention targets and goal writing:
types:
long range/dismissal goals
short range/objectives
annual goals/ 6 month goals
lesson/session objectives
criteria for selecting a target: it is related to a desired it will help the student in some - - - - it constitutes an? it is ? based on it is ? when it is achieved the student's the student? can't ?
postsecondary outcome as directly as possible pratical way -contribute to emotional well-being -relationships -relationships -academic achievement -vocational achievement efficient use of time and energy -assessable/functional performance criteria -achievable self-esteem will be intact needs it/ thrive without it
Factors influencing goal setting: (1-4)
big
… and …
… and ….
expectation of
big picture : what ultimate outcome is desired
age and circumstance of child/adolescent
-how much time do they have
motivation and desires of child/adolescent
what is important to the individual
expectation of others
-what do parents/teachers/ employers expect of the child/adolescent
factors influencing goal setting (5-7)
timeframe ?
…
importance of the ?
timeframe reality
how much time can be devoted to therapeutic outcomes
participants: who is available to collaborate on goals
importance of the behavior to overall well-being and further progress
-what is most crucial to accomplish
format for goals:
behavior/context/ criterion for mastery/evaluation (frequency and duration)
data collection:
intervention outcome measures
treatment?
treatment?
treatment?
efficiency - time and cost it takes to achieve optimal outcomes
efficacy: intervention procedures expected results under ideal circumstances
outcomes: clear learning results we want students/clients to demonstrate at the end of the significant learning experiences
what are data: determine ? -good clinical decisions require -determine if -answer
ongoing clinical decisions -good data
additional referrals required
questions about client student progress
Data allows us to answer questions about client/student progress
1. are they ?
-were the selected targets ?
-data collected should be sensitive to ?
-
-
-
- is ? occurring
- collect data to document:
- rate of
- … of change
- … of change
- can you detect ?
responding to treatment program
- reasonable, appropriate
- client’s involvement in treatment process
- session-session interest
- motivation
- success
significant, important change occurring?
–change (is it faster than without intervention?)
–magnitude of change (is intervention working?)
–extent of change )is it important to client’s well-being?)
meaningful change
data allows us to answer questions about client/student progress:
- is treatment?
- threats to
- this is an? - how long should ?
-targets can include
-
-
-
should only provide intervention ?
responsible for change
- validity
- what else could account for change ?
- ethical question
a therapy target be treated ?
- emergence of behavior
- mastery of behavior
- maintenance of behavior
- as long as necessary to reach intended target
operational definitions:
specify ?
-make a behavior ?
-it can be helpful to create ?
important elements of the target behavior
specific, observable, and measurable
examples/ or nonexamples
selection meaningful targets: - - - -
repeatable: repeated in variety of contexts
- functional: observed in variety of settings
understandable: parents/clients should be able to understand reason for collection of information
achievable: altered as needed
why should data be collected?
two types
formative data:
- informs
- are your ? do your?
- provides
- progress towards
summative data:
was the
used in
is the students
formative and summative data
- instructional practices
- techniques effective/goals need to be adjusted
- feedback to the student
- goals
- intervention effective
- IEP meetings
- reaching their goals/academic standards
who should collect data
SLP student peers teachers family
when should data be collected?
often enough to be meaningful
current focus of intervention
before IEP annual review/insurance review
where should data be collected
it ?
where are you in
some ideas:
it depends
intervention cycle
therapy room, playground, classroom, cafateria, home think functional
what types of data should be collected?
quantitative:
- … data
- behaviors can be ?
- should produce high
- should start with
objective data
- operationally defined for observation and measurement
- high IOA
- specific idea in mind
types of quantitative data: event recording: - -... of specific behavior - -.. rates -caution?
duration recording:
-how long
-.. between ?
best for behaviors that are not
latency of ?
- elapsed time between ?
- best used with behaviors that have ?
interval ? -sampling behavior in - - -
countable
- frequency of specific behavior
- correct/incorrect; appropriate/inappropriate; performed/not performed
- response rates
- caution +/-
a behavior lasts
- time lapsing between occurrences of the behavior
- discrete (time elapsed before initiating a task)
latency of response:
- prompt/request for behavior and response
- clear beginning and are signaled by a prompt
interval recording:
- specific time frames
- whole interval
- partial interval
- time sampled
qualitative data:
- … data
- must be started with an ? no?
subjective data
open mind/ a priori decisions
types of qualitative data:
observation a.k.a?
-
-what and what
interview:
- data can be taken
- usually
- personal way to ?
personal documents:
any ?
official documents:
- ….
- …reports from
- present ?
photographs:
- provide info on
- may reveal how ?
fieldnotes
- participant or passive, non-participant observation of a communication interaction
- descriptive and reflective
- from a transcript or notes
- open-ended
- gather info about attitudes and beliefs
-first person written narrative data that describes and individuals actions, experiences and beliefs
- school reports, evaluations, memos
- anecdotal/ teachers parents
- one-side of situation
- objective description or subjective evaluation
- particular situation is viewed
Types and methods of data collection:
treatment data:
- gathered while
- describe the client’s performance during
- typically
- example:
- can be ?
- example
- reflect the ? ONLY
treatment is being conducted
- performance during the intervention paradigm
- quantitative (freq. of specific behaviors)
- the number of different words used in response to a writing prompt
qualitative
- observation of child’s interests and/or motivation, take in notes
- context of learning only
types and methods of data collection: generalization data: NOT -gathered ? -describe the client's learning beyond performance with qualitative or quantitative? ex:
gathered in treatment
-outside of the teaching paradigm
-treatment context;generalization
-new people, new settings, or on untrained items
qualitative
-the number of different words used in response to a new writing prompt during class work
control data: not measures of behaviors you expect to see ? -not tied to unrelated to ? but related to assists in controlling for?
change as a result of treatment
treatment effects
targeted behavior/developmental progress
-validity threat of maturation
