Therapy Dynamics/Skills
communicating expectations, enthusiasm/animation/volume, seating/arrangements/proximity/touch, preparation/pacing/fluency,
antecedents: alerting stimuli, cueing, modeling, prompting
direct teaching: learning modalities, describing, demonstrating, questioning, wait time
stimulus presentation: shaping
positive reinforcers: verbal praise, tokens and primary reinforcers
correct feedback in the therapeutic process
data collection
probing
behavioral management
troubleshooting
Therapeutic Mindset
anticipate, evaluate, and interact
interact: interpersonal demeanor, non-verbal behaviors
Normative Strategy
base goals on known developmental sequences of communities behaviors in normally achieving individuals
- targets are taught in the order they developmentally emerge
- most effective for articulation and language with children
- least effective for adults, voice and fluency
Client Specific Strategies
base goals on client’s specific needs for communication rather than developmental norms
Goal Writing/Behavioral Objectives
“Do” statement: action
Use words such as: point to, name, ask, write, label, vocalize, count, tell…
Avoid: understand, learn, remember, apply etc.
Condition
situation in which the target behavior will be performed example: spontaneously, cued, given a list of words
Criterion
what is the target? examples: 90% accuracy, less than 4 errors in 3 consecutive sessions, 80% accuracy over 2 sessions
Treatment Sequence
Eval and Planning: diagnostic eval, treatment plan
Getting the new behavior to occur: strategically teach the desired behavior
Habituating the new behavior: make the new behavior a habit in the therapy setting
Generalize the new behavior: help the client perform the new activities outside the therapy room setting
Session Design
The clinician: gives instruction presents stimulus waits for a response responds presents appropriate reinforcer records data removes stimulus The start the process over
Continious Reinforcer
a reinforcer is presented after a correct response, more prone to extinction
Intermittent Reinforcer
only some of the correct responses are followed by a reinforcer
Fixed ration Reinforcer
set number of correct responses, so every 3 correct answers gets the reinforcer
Fixed Interval Reinforcer
set number of time receives the reinforcer, so every minute, every 3 minutes etc
Variable Ratio Reinforcer
reinforce after a few specific responses, no fixed time frame
Variable Interval Reinforcer
reinforce after a time, the time is not fixed
Reinforcement Principles
- Positive Reinforcement: Strengthens behavior
- Successive Approximation: develops a new behavior, tiny rewards toward a goal
- Modeling: develops a new behavior, the clinician gives the client models during the session
- Queueing: develops new behavior, but you’re giving a queue or a prompt, something to get the new behavior that you want.
- Substitution: Substitution is to help maintain new behavior. If you think of substituting one thing for another– for example, if you’re using a token reinforcement system, what you’ll want to end up doing is substituting verbal reinforcement.
- Intermittent: Intermittent reinforcement also maintains new behaviors
- Satiation: Satiation stops inappropriate behavior
- Extinction: stops a behavior
- Incompatible Alternative: will stop the behavior by giving them 2 things they can’t do at the same time
- Negative Reinforcement: stop a behavior, losing toys, losing privileges
Behavior
anything that a person does
Stimulus
something that attracts your attention
Response
Reaction to the stimulus
Antecedent Event
event that precedes an event
Fading
when you start the removal of a stimulus
Approach Motivation
means that the client is approaching this because they think they’re going to get a reward
Contingent Event
something that follows a response, could be a reward
Avoidance Motivation
the client thinks there is a penalty
