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Fall `13 - 146 (Exam 2) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What are the 3 criteria of a goal/critical elements?

A
  • Performance/behavior
  • Conditions = context
  • Criterion = accuracy
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2
Q

What is performance/behavior?

A
  • Observable, measurable behavior that is desired to be changed
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3
Q

What are the performance words used?

A
  • Verbalize
  • Produce
  • Request
  • Say
  • Use
  • Imitate
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4
Q

What is condition=context?

A
  • What you do; what you will provide to the client to facilitate performance success
  • Probably will include: Prompts you’re going to give and Environment you are in
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5
Q

What is criterion=accuracy?

A
  • percent accuracy
  • How the client “should” respond
  • EX: During 2 out of 3 session, J.J. will do ______ 5 times in a 15 minute period.
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6
Q

What is goal writing?

A
  • The client will do “what behavior, to what extent for how long.”
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7
Q

What is the communication ladder?

A
  • It is a behavior modification tool
  • It breaks down behavior and non-verbal responses
  • Constantly prompting and shaping to move forward
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8
Q

Who was the communication ladder targeted for?

A
  • Client’s with behavior issues

- Client’s with select mutism

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9
Q

How is the communication ladder different than prompting?

A
  • Because it looks at how you are prompting the behavior, NOT speech and language
  • Looking at how you are shaping behavior to get cooperation and compliance so you can move onto working on speech and language goals
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10
Q

List from the beginning stage (top) to the advanced stage (bottom) the Communication ladder hierarchy.

A
  • Follow directions - stand up, point to your chest
  • Pointing - point where you want to go
  • Nodding/shaking/shrugging - shake your head y/n
  • Make faces - smile if that’s okay
  • Non-word sounds - “uh huhh” or “uh-uh”
  • 1 word answers - forced choice
  • Multiple word answers - forced choice
  • Open-ended questions
  • Longer responses
  • Eye contact
  • Spontaneous language
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11
Q

T/F: the first step, following directions, is a behavior technique?

A

TRUE

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12
Q

Which stage consists of AIM (acknowledge, interpret, model)?

A
  • Make faces

- You are acknowledging their facial expression, interpreting it and then modeling for them

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13
Q

Describe the “1 word answers - forced choice”

A
  • You want to give them an out!
  • “or neither”
  • “or something else”
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14
Q

Describe “multiple word answers - forced choice.”

A
  • “Dog, Cat, or something else”
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15
Q

Which stage is more specific for clients with select mutism?

A

-eye contact

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16
Q

What are the two major types of reinforcers?

A
  • Primary

- Secondary

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17
Q

What are primary reinforcers?

A
  • Those that satisfy the biological need.

- These are often edible reinforcers

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18
Q

Which clients it is most appropriate to use primary reinforcers?

A
  • young, non-verbal, low-functioning clients
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19
Q

What are the concerns with primary reinforcers?

A
  • client must be hungry
  • Food must be a preferred food
  • Weight gain
  • Allergies
  • Medical conditions
  • Swallowing issues
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20
Q

What are the secondary reinforcers?

A
  • Social reinforcers
  • Toys, games, etc.
  • Intrinsic (i.e. the need to be successful)
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21
Q

What are the different types of reinforcement categories?

A
  • Words of affirmation
  • Acts of service
  • Receiving gifts
  • Quality time
  • Physical touch
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22
Q

Give two examples of words of affirmation.

A
  • I like it when people tell me good things about me

- I like it when people tell me why they like me

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23
Q

Give two examples of acts of service.

A
  • I like it when people do work for me.

- I like it when people help me with my work.

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24
Q

Give two examples of receiving gifts.

A
  • I like it when I earn money.

- I like it when I can buy things that I want.f

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25
Q

Give two examples of quality time.

A
  • I like doing fun things with people I like.

- I like spending time with my friends.

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26
Q

Give two examples of physical touch.

A
  • I like it when I get high five for doing a good job.

- I like it when someone rubs my back

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27
Q

What are the two types of reinforcement schedules?

A
  • Continuous

- Intermittent

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28
Q

What is continuous schedule of reinforcement?

A
  • Client receives a reinforcer following each response
  • Works best when a new target behavior is being taught
  • More powerful in the beginning stages of therapy
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29
Q

What is intermittent schedule of reinforcement?

A
  • Client receives a reinforcer only after a certain predetermined number of responses
  • typically reserved for intermediate to advanced stages
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30
Q

What are the different types of seating options?

A
  • Cluster seating - chairs/floor
  • Diagonal seating
  • Kidney-shaped table
  • Mounted mirror seating
  • Seating across the table
  • Side-by-side seating
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31
Q

Which are the two most common seating options for testing?

A
  • Diagonal seating

- Seating across the table

32
Q

Which seating option is ideal for groups and classroom setting?

A
  • Kidney-shaped seating
33
Q

Which seating option is beneficial for oral-motor and articulation?

A
  • Mounted mirror seating

- Biofeedback allows them to see themselves

34
Q

What is probing?

A
  • Investigating the clients skill in producing non-targeted response on the basis of generalization
  • Minute you get the response you want you then probe for what the next goal might be (going up a level)
35
Q

T/F: Probes may be conducted in all areas of therapy?

A

TRUE

36
Q

What are the two types of probes?

A
  • Pure

- Intermixed

37
Q

What are pure probes?

A
  • Only non-targeted words
38
Q

What are intermixed probes?

A
  • Both non-targeted and targeted words are used
39
Q

What is the baseline?

A
  • Client’s pretreatment response accuracy or on previous session goals
40
Q

What is motivation?

A
  • A stimulus or force that causes a person to act
41
Q

What are the two types of motivation? **

A
  • Intrinsic

- Extrinsic

42
Q

What is extrinsic motivation?

A
  • External to the client (i.e. tokens)
43
Q

What is intrinsic motivation?

A
  • Caused by an internal force or stimulus (i.e. desire to improve)
44
Q

Which of the two types of motivation is the strongest in terms of impacting learning?

A
  • Intrinsic
45
Q

What is an antecedent?

A

The events that occur before the response/behavior

  • May be objects, pictures, instructions, modeling, prompting, manual guidance, and other special stimuli
46
Q

In terms of when you write a goal and you think of the 3 critical elements, which one is the antecedent?

A
  • Condition: prompts & environment
47
Q

What is alerting stimuli?

A
  • When clinician draws attention to the upcoming stimuli
48
Q

What is modeling?

A
  • The clinician’s production of a target behavior for the client to imitate
49
Q

What is prompting?

A
  • Using special stimuli, verbal or non-verbal, to increase the probability that the client will respond in a desired manner
50
Q

What is cueing?

A
  • An aid to promote a correct response
51
Q

What are the three types of cueing?

A
  • Auditory
  • Tactile/kinesthetic
  • Visual
52
Q

What is the idea of a SOAP note?

A
  • It is brief and informative
  • Focused on what others need to know and include whatever information an insurance company would need to see to justify your continued involvement with the patient
53
Q

What goes in the S (subjective) section?

A
  • non-measurable information

- happy, grumpy, cooperative, angry, tired, willing to participate, etc.

54
Q

What goes in the O (objective) section?

A
  • measurable information

- test scores, percentages

55
Q

What goes in the A (assessment/analysis) section?

A
  • Describe your analysis of session
  • Note if prompting faded; talk about percent; prompting technique; analyze results (what are they telling you) & talk about trials (2/7=I, 5/7 - 71% vp or less, 7/7=100% model)
56
Q

What is the P (plan) section?

A
  • Outline the course of treatment. Any changes to objectives activities, reinforcement schedules should be included.
  • “continue plan of treatment (POT)” & “Focus on….”
57
Q

What is receptive language?

  • NEED TO KNOW THE DIFFERENCE BETWEEN THIS AND EXPRESSIVE LANGUAGE SO KNOW THE DEFINITION!**
A

Understanding of concepts, vocabulary (syntax) and following directions

58
Q

What is expressive language?

NEED TO KNOW THE DIFFERENCE BETWEEN THIS AND RECEPTIVE LANGUAGE SO KNOW THE DEFINITION!

A

The ability to use (express) concepts, vocabulary, and wants and needs.

59
Q

What is the best proximity for behavioral management?

A
  • Intimate space 0 - 1.5 feet

- Personal space 1.5 - 4 feet

60
Q

T/F: Direct teaching descriptions include: feature, function, and class?

A

TRUE

61
Q

What is feature?

A
  • attribute
62
Q

What is function?

A
  • what you do with it
63
Q

What is class?

A
  • what group it falls under
64
Q

POSSIBLE TEST Q:

A
  • She will ask about a client with a behavior problem and non-verbal responses.
  • Know behavior techniques
  • Give the steps on how you will move forward
65
Q

T/F: WE WRITE SPEECH AND LANGUAGE GOALS ONLY!!

A

TRUE

66
Q

Naturally occurring indirect communication consists of what?

A
  • Descriptions: Adult labels or describes what child is doing or seeing
  • Self-talk: Describe own activities while playing with child
  • Parallel-talk: Describe what the child is doing
  • Expansions: Additions to the child’s one or two word utterances
  • Extensions: Expansion +
  • Recasts: Repeating with correction or function of utterance
67
Q

What are the goals of language therapy?

A
  • Improving semantics, syntax, morphology, phonology, and/or pragmative language skills
68
Q

What is semantics?

A
  • Concept and word meaning
69
Q

What is syntax?

A
  • Rules of speech
70
Q

What is morphology?

A
  • Units of meaning
71
Q

What is phonology?

A
  • Study of sound system
72
Q

What is pragmatics?

A
  • Appropriate use of language in context
73
Q

In language therapy, who does indirect treatment designed for?

A

Young children and other clients who operate as non-verbal

74
Q

T/F: indirect treatment is naturalistic, less structured, and play-oriented?

A

True

75
Q

What is indirect treatment based on?

A

The assumption that variables observed in normally developing children are effective clinical treatment strategies for language impaired children

76
Q

Who is direct treatment designed for?

A

Clients who use verbal expression but have delays in language skills

Fall `13 - 146 (Exam 2) (3 decks)

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