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SHS 402 final > SHS 402 final > Flashcards

SHS 402 final Flashcards

1
Q

5 Basic training protocol steps

A 
Clinician presents stimulus
Clinician waits for a response
Clinician presents appropriate consequence event (Reinforcer)
Clinician records response
Clinician removes stimulus
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2
Q

IEP

A

Individual education plan

3-21 years old

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3
Q

IFSP

A

Individual family service plan

0-3 years old

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4
Q

ISP

A

Individual service plan
Over age 3
Transition from IFSP

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5
Q

Diagnostic reports

A 
Summarizes results from diagnostic evaluation 
Background info
Case history
Assessment results
Summary and recommendations
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6
Q

SOAP notes

A

S: Subjective- Clinician’s opinion regarding relevant client behavior (They were tired today)
O: Objective- Data collected during therapy session
A: Assessment- Interpret dat and compare to previous levels of performance
P:Plan- targets for next session

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7
Q

Do statement

A

Identifies the specific action

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8
Q

Condition

A

Identifies the situation in which the target behavior is to be performed
i.e. stimulus type, task mode, response level

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9
Q

Criterion

A

Specifies how well the target behavior must be performed

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10
Q

Ambilingual

A

Speaks both languages as a native speaker

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11
Q

Equilingual

A

Can communicate in both languages effectively

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12
Q

Semilingual

A

Mastery of both L1 and L2 are poor

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13
Q

Mastery

A

Proficient or dominant

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14
Q

Interference or transfer

A

Aspect of L1 generalize to L2

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15
Q

Interlanguage

A

Occurs when a speaker develops a personal linguistic system while attempting to produce the target language (spanglish)

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16
Q

Code switching

A

Easily alternates between the two languages

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17
Q

Language loss

A

Decline or L1 while L2 is being learned

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18
Q

5 Key traits of counseling

A 
Appropriate sharing
Nonjudgemental 
Tolerant of crying and emotional language
Client of family centered 
Refrain from solving client issues
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19
Q

Articulation

A

Emphasis on the motor component of speech

  • Phonetic errors
  • Problems with sound production
  • Problems with sound form
  • DO NOT impact other areas
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20
Q

Phonological

A

Stressed the linguistic aspect of speech

  • Phonemic errors
  • Problem with phoneme function
  • MAY impact other areas
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21
Q

Developmental approach (Articulation)

A

Therapy targets based on order or acquisition

-Based on age standards

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22
Q

Non-developmental approach (Articulation)

A

Client specific factors

  1. Perceived deviance- What effects intelligibility most)
  2. Choose targets based on ones that are most relevant to a child or parent
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23
Q

Stimulability

A

The client is stimulable for the treatment target

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24
Q

Emerging sound

A

They can get the sound in different phonetic environments, just not consistent

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25
Q

Key Word

A

The client can produce the treatment target in one or a few selected words

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26
Q

Phonetic placement or shaping

A

The client can produce the treatment target through phonetic placement or through shaping an existing sound

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27
Q

Traditional (Van Riper)

A
  1. Speech sound discrimination
  2. Phonetic placement of articulators for the sound
  3. Produce the sound in isolation
  4. Sound in nonsense syllables
  5. Initial, medial, and final position in words
  6. Phrases and sentences
  7. Conversations
  8. Incorporates several teach strategies, such as imitation, placement cues, successive approximations
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28
Q

Motor-Kinesthetic

A

Development of correct movement patters

  • Clinician manipulates articulators and provides positive kinesthetic and tactile feedback
  • Proprioceptive cues
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29
Q

Distinctive features

A

Phonological approach based on the theory that speech sounds can be defined in terms of articulatory patterns and acoustic properties

  • Intervention focused on teaching missing features
  • Start with auditory discrimination
  • Move through hierarchy
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30
Q

Minimal pairs

A

Emphasizes the use of the child’s communication success or breakdown to teach target sound productions

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31
Q

Cycles approach

A

Most widely used phonological approach
Time rather than percentage correct
Cycle: Time period during which all error patterns that need remediation are facilitated in succession
-Auditory bombardment and drill play

32
Q

Facilitative techniques

A

Descriptions and demonstrations

  • Metaphors=ARRR like a pirate
  • Touch cues= feel vibration of throat
  • Key word= Word that the client has the correct production in
  • Phonetic placement= Teaching the tongue and lip positions
  • Shaping= Teach /s/ tongue behind the teeth
  • Phonetic context= Build environment by adding phonemes around it (in and tin–> Twin)
33
Q

Cleft palate

A
  • Problems with VPI
  • Errors with fricatives and affricates
  • Distortions and ommisions often
34
Q

Hearing impairment

A

Ommision of final consonants
Nasalization of words
/s,z,t,d/
Voiced and voiceless

35
Q

Apraxia

A
  • Make sessions shorter and more frequent
  • Might need an AAC device
  • Focus on melody and rhythm
  • Visual and tactile cues
36
Q

Prelinguistic stage

A

Birth-12 months

  • Increase form, frequency, form, functions
  • Vocaliztions, mutual gaze, initial vocab, non-symbolic and symbolic play
37
Q

First words

A

12-18 months

  • Expand receptive and expressive vocab
  • Variety of sounds
  • Say name, or objects child uses often
38
Q

Early linguistic

A

18-30 months

  • Combine words into phrases
  • Expand child’s one-word response
39
Q

Later Linguistic

A

3-5 years old

  • Pragmatics
  • Conversations
  • Semantics
  • EXPANSION!!!!
  • Literacy skills for reading start to happen
40
Q

School aged

A
  • Pragmatic and semantic development
  • Phonological development
  • Metalinguistic awareness
  • Aquire literacy skills
  • Language skills for academic learning
  • Conversational discourse
  • Work closely with classroom teachers
41
Q

Adolescents

A
  • Communication skills for academic and personal-social
  • Metalinguistic skills
  • Executive function and problem solving abilities
  • Work with student on selecting goals
42
Q

Creating opportunities

A

Clinician creates a way to elicit a target from the child independently

43
Q

Modeling

A

The clinician or caregiver demonstrates an action, request, or other target they want the child to imitate

44
Q

Milieu Teaching techniques

A

Model
Mand-model
Time delay
Incidental learning

45
Q

Interactive modeling

A
  • Focused stimulation
  • Modeling with expansion
  • Modeling with recast
  • Vertical structuring
  • Scaffolding
46
Q

Language treatment approaches

A
  • Previewing: Preparing for upcoming lessons
  • Predicting: Knowledge of subject
  • Think-aloud: Engage in self-talk
  • K-W-L: K= What we know W= What we want to know L=What we have learned
  • Social stories: Improve pragmatics
  • Computer-Driven Therapy: Monitoring and facilitate learning and progress
  • Instructional strategies for writing: Flash dragting, organizers
  • Genre-specific: Expository writing
  • Compensatory Strategies: AAC device
47
Q

Stuttering

A

Abnormally high frequency and/or duration of stoppages in the forward flow of speech

  • Male to female 4:1
  • Cause is unknown
48
Q

Stuttering factors

A
  • Family history
  • Sensitive temperament
  • Male gender
  • Presence of other speech disorders
  • Rapid-fire, high pressure
  • Impatience, anxiety
  • Traumatic event
  • High expectations
49
Q

Components of stuttering

A

Core behaviors

  • Repetitions
  • Prolongations
  • Blocks
  • Disfluencies primarily on first sound

Secondary behaviors

  • Develop as a reaction to core
  • Escape: Head nods, eye blinks, jaw tremors
  • Avoidance behavior: Substitutions, tension, pauses

Attitudes and emotions

50
Q

Fluency shaping techniques

A 
Easy onsets: Start voicing on exhalation
Decreased speaking rate
Light articulation contacts
Continous phonation 
Change your overall speech pattern, not just stuttering movement
Delayed auditory feedback
51
Q

Stuttering modification

A

Modify stuttering to make episodes acceptable

  • Identification: Have them identify when and where they stutter
  • Desensitization: Voluntary stuttering, holding and tolerating moment of stuttering
  • Relaxation
  • In-block corrections and pull outs
  • Post-block corrections and cancellations
  • Preparatory sets: Rehearse fluent speech
52
Q

ABC reactions of stuttering

A

Affective: Person experiences embarrassment, shame, isolations, fear, anxiety about speaking
Behavioral: Physical tension and struggles when speaking thus avoids speaking situation
Cognitive: Evaluates himself negatively as a communicator

53
Q

Aphasia

A

Language disorder as a result of brain damage

  • Most common cause: CVA
  • Impaired comprehension or expression
  • Accompanying motor impairments
54
Q

Treatment goals for aphasia

A

Assessment of modalities affected
Clients communication needs
Clients priorities
Most efficient and effective ways of communication

55
Q

Theoretical orientations to aphasia

A

Restorative: Linguistic

Substitutive/Compensatory

56
Q

Restorative/Linguistic (Aphasia)

A

Linguistic knowledge skills can get better through direct instruction

  • Use intensive and repeated therapy activities
  • Referred to as neuropsychological
57
Q

Substitutive/Compensatory (Aphasia)

A

Language function has been lost in an individual with aphasia: Need to est. functional communication

  • Use procedures to encourage whatever modalities are available to the individual to convey the message
  • Focus is on communication for: Social communicaition, basic needs, reading/writing/numbers, daily planning
58
Q

Constraint-Induced language therapy (Aphasia)

A

Restorative/linguistic approach

  • Intensive therapy (30 hours over 2 weeks)
  • Shaping by successive approximations
  • Constraint, avoid gesturing, drawing, writing, etc.
  • Desired behavior is verbal output
59
Q

Stimulation-Facilitation (Aphasia)

A

Restorative/linguistic approach

  • Intensive auditory stimulation to elicit language
  • A clients incorrect responses are met with increased stimulation rather than corrective feedback
  • Highest possible number of responses should be elicited in each session
  • Target behaviors are elicited through repetition of stimulus rather than direct instruction
  • Tasks focus on semantic and syntactic components
60
Q

Melodic intonation therapy (Aphasia)

A

Restorative/linguistic approach

  • Ises “intoning” to facilitate verbal expression
  • Variations in pitch, tempo, rhythm
  • Good speech comprehension
  • Restricted verbal output
  • Recruit participations from other hemisphere
61
Q

Gestural Program: Amer-Ind (Aphasia)

A

Substitutive/compensatory

  • Based o American Indian hand talk
  • Telegraphic in nature
  • Generally used for indiv. with severely restricted verbal repertoires resulting from aphasias or apraxia
62
Q

Gestural Program: Visual action therapy

A

Substitutive/compensatory

  • Enhance individuals functional communication skills through the use of gestures
  • Non vocal strategy
  • Global aphasics use this
  • Use objects and pictures=simple messages
63
Q

PACE (Aphasia)

A

Promoting Aphasic’s communicative effectiveness

  • Substitute/compensatory
  • Therapy conducted in the context of naturalistic conversation between clinician and client
  • Goal is to improve ability to convey intended messages using whatever means of communication possible
  • Pragmatic therapy
  • Benefit non-fluent and fluent aphasics
64
Q

Life participation approach to aphasia

A

Functional/compensatory

  • Maximize client’s re-engagement in life and base all therapy on life concerns
  • Improve client’s ability to function in life AND modify environment as needed to promote participation in every day life activities
65
Q

Group therapy techniques for Aphasia

A
  • Pragmatics
  • Support by meeting others with similar problems
  • Practice skill in conversation
  • Plan/practice for an upcoming event
  • Discuss opinions in supported context
66
Q

Treatment efficacy for aphasics

A

=Greatest for individuals with single, LH stroke

  • Effective for clients with chronic aphasia beyond the period of spontaneous recovery
  • Improvement greatest when therapy is provided on a frequent basis over a period of 5-6 months
  • Greatest amount of functional improvement occurs in receptive language skills followed by speech production and expressive language
  • Severity, type of aphasia, and client age incfluence treatment outcome
67
Q

Dysarthria

A

Group of disorders characterized by impaired ability to execute motor movement

68
Q

Flaccid dysarthria

A

Lower motor neurons, weakness, hypernasal, breathy voice

69
Q

Spastic Dysarthria

A

Upper motor neuron (bilateral)

-Spasticity

70
Q

Ataxic

A

Cerebellum damage, errors in force/speed/timing/range

  • incoordination of movement
  • intoxicated speech
71
Q

Hypokinetic

A

Too little movement (Parkinsons)

  • Rigidity
  • Tremor
72
Q

Hyperkinetic

A

Due to basal ganglia damage

-Huntington’s

73
Q

Chorea (Hyperkinetic)

A

Involuntary, rapid, nonsetereotypic, rapid movements of body parts
ex: Huntington’s

74
Q

Dystonias (Hyperkinetic)

A
  • Relatively slow waxing/wining involuntary postures resulting from excessive muscles contracting
  • Muscles are not contracting at the right time
75
Q

Tremor

A

Rhythmic movement of body part

-Most common

SHS 402 final (1 decks)

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