Operational definition Flashcards
Long term objective
general: long term goals that state the criterion to be reached
feature: these goals establish the expected level of performance, the long term objectives last the term of the treatment plan, five components
short term objective
General: objectives that are expected to be met before the long term objectives are met
feature: they are used in order to make the LTO obtainable, always contains the measurable performace and repeatable condition
behavior
GENERAL: OBSERVABLE RESPONSES BY AN INDIVIDUAL
feature: it may be an emotional, nervous, or muscular response
observation
general: purposeful or intentional examination, such as an evaluation of responses which can be perceived, counted and recorded
elicitation
general: any number of data techniques to gather knowledge or information from people
communication
general: process by which meanings are exchanged between individuals through a system of symbols
attention span
general: largest number of experiences that can be recalled after a limited exposure to them
hyperactivity
abnormal excess of physical action
motivation
internal or external stimulation which results in an action
Categorization
When we categorize , we group vocabulary by common features and use auditory association skills to recognize shared characteristics
Learning to categorize expressively involves several processing steps (labels the category and attaches meaning to it).
Categorization involves sorting and retrieving information from past experiences.
Categorization skills emerge as early as 30-42 months of age
Attribution
At this level of language processing a child learns that:
nouns are paired with modifiers
categories are used
functions of objects and people are described
In learning to state a function, the child must attach 2 levels of meaning to the noun – a label for the noun and a verb which describes its use or action Now the child has the experience of objects and what to do with them. (receptively attained by about 30 months) Eg:
Children begin to generate language representing early levels of attribution processing by 4.0.
Common approaches to attain this development include:
description of activities eg: birthday party
description of animals and their habitat eg: what lives on the farm
description of common objects eg: jewelry
Causality
The relationship between cause and effect
Crosses multiple dimensions of language
Child needs to have a large enough semnatic repertoire to develop word relations
Principle that everything has a cause
Temporality
the state of existing within or having some relationship with time
the clinician can give information that will help recognize sequences
is a component of sequential processing
often involves therapy practices that teach the client step by step methods
Basic concepts
Basic concepts are means by which children organize their experiences
Terms needed to understand everyday situation
age of acquisition is 3
Categories include temporal, oppositional, quantity, and spatial
