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Richardson > Test 1 > Flashcards

Test 1 Flashcards

0
Q

Selection of therapy targets

A

Identify communication behavior she want client to acquire over course of the treatment program

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1
Q

Programming

A

Selection and sequencing of specific communicative behaviors

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2
Q

Normative strategy

A

Based on known development sequences of communicative behaviors. What is normal?
Behaviors that occur earliest developmentally would be selected his first therapy objectives
Tends to be more effective for articulation and language intervention with children

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3
Q

Client specific strategy

A

Targets are chosen based on an individuals specific needs rather than according to developmental norms. can be implemented across a wide range of communication disorders with both children and adults

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4
Q

Sequencing of therapy targets

A

Involves the development of a logical sequence of steps that will be implemented to accomplish each objective.

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5
Q

Stimulus Type

A

Direct physical manipulation (hands on), Concrete symbols (objects, photos, black and white drawings), abstract symbols(oral language, written language)

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6
Q

Task mode

A

Amount of clinician support provided to obtain desired responses. Imitation (handover hand, most direct), Cue/prompt (verbal tactile visual cue), spontaneous (client does everything on their own, ultimate goal)

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7
Q

Response level

A

Degree of difficulty of target responses. Increased length and complexity of the desired response. Decreased latency between stimulus presentation and client response. Example: isolation, syllable, word, carrier phrase, phrase, sentence, text

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8
Q

Generalization

A

Clients ability to transfer a newly master communicative behaviors from the clinical setting to the natural environment

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9
Q

Three factors can influence the degree to which successful generalization occurs

A

Stimuli: should use a variety during therapy activities to avoid learning that is tied to only a small set of specific stimulus items. Physical environment: very the places therapy occurs as soon as the new target behavior has been established. Audience: very the people with whom therapy targets are practiced

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10
Q

General discharge guidelines

A

Attainment of communication skills are commensurate with clients chronological or developmental age. Attainment of functional communication skills that permit client to operate in daily environment without significant handicap. Lack of discernible progress persisting beyond a predetermined time period.

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11
Q

Behavior modification

A

Behavior = communication targets as well as a clients degree of cooperation and attentiveness. We want to increase the desired behavior and decrease the unwanted behavior

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12
Q

Operant condition Theory

A

Stimulus (events that preceded a response)
response (the behavior that was exhibited by the individual)
Consequent event (reinforcement/punishment)

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13
Q

Reinforcements

A

Consequence that increases the probability that a particular behavior will occur again

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14
Q

Positive reinforcement (primary)

A

Client react favorably due to biological makeup of the individual. Most effective to establish new communicative behaviors. Skills taught with this are difficult to generalize outside therapy setting because primary reinforcers do not occur in the real world. Example is food

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15
Q

Positive reinforcement (secondary)

A

Events that a client must be taught to perceive as rewarding. Social: most commonly used type. Example is smiling, I contact, verbal praise. Token: symbol sauce objects that are not perceived as valuable but will allow client to obtain a previously agreed-upon reward when they earn a set number. Example is stickers. Performance feedback: information given to a client regarding their therapy performance

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16
Q

Negative reinforcement

A

Uncommonly used in our field

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17
Q

Escape

A

Requires the presence of the condition that the client perceives as aversive. Example: hands placed firmly over child’s hand until child imitates S phoneme

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18
Q

Avoidance

A

Performance of the target behavior prevents the occurrence of an anticipated condition that is considered aversive. Example: clinician informed client that each imitation of S will prevent the hands being placed on their hands

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19
Q

Punishment

A

Event is presented with an undesired behavior occurs in order to decrease the likelihood that the behavior will recur

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20
Q

Punishment type one

A

Prompt presentation of an aversive consequence

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21
Q

Punishment type two

A

Withdrawal of a pleasant condition one unwanted behavior occurs. Example: timeout

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22
Q

Factors that influence the effectiveness of punishment

A

Should be delivered after every instance of the unwanted behavior. Should be presented immediately. Should occur at the earliest signs of the unwanted behavior. Should not be programmed in graduated levels. Duration should be as brief as possible.

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23
Q

Schedules of reinforcement

A

Once you decide the type of reinforcer to use you must establish how often you will deliver the reinforcer

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24
Q

Continuous reinforcement

A

Presented after every correct performance of the target behavior. Most commonly used to establish new communication behaviors

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25
Q

Intermittent reinforcement

A

Only some occurrences over correct response are reinforced. Most effective and strengthening responses that have been previously established

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26
Q

Fixed ratio

A

Specific number of correct responses must be exhibited before the reinforcer is delivered

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27
Q

Fixed interval

A

Client is reinforced for the first correct response made after predetermined time period Has elapsed

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28
Q

Variable ratio

A

Number of correct responses will vary from trial to trial before reinforced. Pattern is pretty determined by the clinician

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29
Q

Variable interval

A

Clinician various time periods required for reinforcement. Similar to variable ratio

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30
Q

Instructions

A

I description of the skill to be learned is given. Starting point of treatment

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31
Q

Modeling

A

Direct modeling: clinician provides an example to the client. Indirect modeling: clinician demonstrates a specific behavior frequently to expose client to numerous examples

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32
Q

Prompts

A

Verbal or nonverbal cues to facilitate of clients production of a correct response. Can be attentional or instructional

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33
Q

Shaping by successive approximation

A

Used when target behavior may be too complex for the client to perform successfully with a direct model or prompt. Target behaviors broken down into a series of more manageable tasks. Foster’s client success at each step. Each step moves closer to the final form of the desired response

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34
Q

Basic training protocol

A

Clinician present stimulus. Clinician waits for the client to respond. Clinician presented appropriate consequence event. Clinician records response. Clinician remove stimulus as appropriate.

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35
Q

Task analysis

A

Once your goals have been established and baserunning has occurred you have determined your starting point. Now you have to develop a program moving the client through a logical sequence of steps to accomplish each objective. This is called task analysis

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36
Q

Task analysis continued

A

A task analysis involves breaking goes down into small steps. It encourages the clinician to move from the current form of response there a sequence of increasingly complex forms in the course of the therapy program

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37
Q

Task analysis continued

A

As the clients performance increases the stimulus type, task mode, and response level should be manipulated systematically to gradually increase the difficulty of therapy tasks until final criteria is met for a given target

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38
Q

Three reasons it is important to collect data

A

Assessment, accountability, and motivation

39
Q

Assessment

A

Distinguishes one communication disorder from another. Data gathered also serves as a baseline for assessing the effectiveness of therapy techniques. Data collection needs to be ongoing. Changes are always occurring in therapy needs to be adjusted accordingly. Every session is an assessment

40
Q

Accountability

A

It is not sufficient to use better or worse improved etc. clients and parents have a right to know just how much improvement there has been. Keeping adequate and detailed records you can minimize exposure to lawsuits. Medicare Medicaid and many insurance companies refuse to pay one continual progress is not documented.

41
Q

Motivation

A

It is not enough for the clinician to assure a client that he or she is getting better. Often important attitude changes and motivation will not occur unless they know that they are getting better. Clinician talked until adults and forget to tell children about the progress they are making in therapy

42
Q

Video

A

A permanent accurate record. It records nonverbal behaviors verbal behaviors and environmental information. Cons: written permission is needed, sometimes the sound is distorted, it is not always available

43
Q

Audio

A

Helps you to get as much as you can live and go back and listen and get what you missed. Cons: playback abilities are often a problem especially for phonetic transcriptions

44
Q

Counters

A

Can’t count the number of occurrences of a particular behavior during a session. Cons: can be distracting if they make noise

45
Q

Written forms

A

Check marks on a paper. Con: can be distracting. List as much information as possible before therapy to reduce the distractions during therapy sessions. Trying to make it obvious.

46
Q

Sampling procedures

A

It is not always necessary to make observations for the entire session to obtain representative information

47
Q

Timed segments

A

Taking data and time increments for example, recording 10 minute samples of a stutterers speech

48
Q

Designated segments

A

Taking dad always at a designated time for example in the middle of the session

49
Q

Simple enumeration

A

Counting the number of responses in a given period of time or during a specific activity. Not correct versus incorrect just total number of responses

50
Q

Number of correct responses

A

Be specific about what behavior must occur to be correct

51
Q

Percentage of correct responses

A

This may help you know when the client is ready to advance to the next goal or the next level. The criteria for advancement tells the clinician when the client has mastered a specific task

52
Q

Type token ratio

A

Noting the ratio of one type of behavior to all other behaviors. Austin might use this with language samples. Transcribed each individual word noted in the number of times it occurred. The formula for type took in ratio equals the number of different words divided by the total number of words. It could show that a child is very verbal they in fact be using a small repertoire of different words

53
Q

Latency of response

A

The period of time that occurs between the presentation of the stimulus and the occurrence of a response. I delayed response could be due to decreased motivation or difficulty processing

54
Q

Amplitude of response

A

Used when the clinician wants to measure the strength of her spots. It can be subjective rating scale or objective instrumentation such as the Visio pitch

55
Q

Rating scales

A

Clinical impressions are important but lacked the objective data necessary for accurately assessing the severity of the communication disorder. This method is not as precise as other message but sometimes it may be the only reasonable alternative a clinician has.

56
Q

Deductive knowledge

A

The gradual, orderly acquisition of bits of admiration that when formed into descriptive statements, allow one to identify specific incidents of a model or Siri. Most knowledge acquired through coursework is deductive. Provides us with the base knowledge. We need deductive knowledge first

57
Q

Inductive knowledge

A

Associated with the discovery of some regularity in nature that was unknown to the person experiencing it. Eureka experience. With training and experience we can begin to rely on inductive knowledge.

58
Q

Academic knowledge

A

The primary method of acquiring deductive knowledge is their academic courses. He might learn a descriptive model – one that describes the conditions of the disorder or a prescriptive model – one that specifies how the disorder may be treated

59
Q

Clinical knowledge

A

Acquired one academic knowledge from the classroom is applied and tested

60
Q

Clinical intuition

A

And an eight characteristic that allows the practitioner to mystically have an insight into the correct clinical procedure of interaction that facilitates growth. It should be relied on only after an extensive amount of academic and practical knowledge has been gained. It is a develop skill. It involves the use of inductive reasoning

61
Q

Developmental process

A

From academic to clinical and from deductive to inductive

62
Q

Diagnostic therapy

A

Experimentation is not limited to research, it also includes diagnostic therapy. It is the term used to describe the testing of various treatment protocols with the client to find the best method of teaching new communication behaviors.

63
Q

Scientific method

A

The term for both research and diagnostic therapy

64
Q

Four steps in the scientific method

A

One. Specifying operational definitions. Two. Differentiating between dependent and independent variables. Three. Establishing controls. Four. Applying reliable procedures.

65
Q

Specifying operational definitions

A

Defining what is to be investigated. It specifies what aspects of a behavior will be studied and tested

66
Q

Dependent variable

A

The variable or behavior that one wishes to change

67
Q

Independent variable

A

The procedure which the clinician will use to change the dependent variable.

68
Q

Control

A

When assessing the effects of the clinical procedure, control must be exerted of the independent variable. Without adequate controls you don’t know whether the selected independent variable resulted in the change or if other independent variables caused the change

69
Q

Reliability

A

Occurs when over a number of trials, a procedure can be consistently applied. To clinicians independently working with the same client will use the procedure in a consistent manner. Without reliable procedures it would be difficult to determine what a client has actually mastered a new behavior.

70
Q

Observation

A

Purpose for intentional examination such as evaluation of responses which can be perceived, counted and recorded

71
Q

Participant observer

A

Someone who is observing and interacting at the same time. The SLP

72
Q

Visible observer

A

Someone sitting with in the therapy room during the session. Maybe disruptive it first the research shows that the distraction usually decreases after the first 10 minutes

73
Q

Non-visible observer

A

Someone observing behind a one-way glass

74
Q

Quantitative terms

A

Provide information about how much of a given behavior is occurring. Quantity is characteristic of a phenomenon which permits it to be measured or counted. Is often used to compare clients behavior with that of comparable speakers of the general population.

75
Q

Qualitative terms

A

Provide information about how or by what means the behavior occurs. Quality is a central attribute, distinguishing feature, or subjective impressions.

76
Q

Objectivity

A

The ability of a clinician to observe and report findings without bias or influence of personal opinion or judgment

77
Q

Clinical facts

A

Referred to events that actually take place and can be directly observed

78
Q

Critical assumptions

A

Referred to what clinicians judge to be true although they may not observe or measure these events on a direct basis

79
Q

Benign dictator

A

Specifies all action and behaviors for the client. Assume they know what is best for the client and don’t allow choices. They intimidate the client into submission

80
Q

Benign super therapist

A

Often also intrude into other areas not necessarily related to our important for the SLP

81
Q

Sophisticated therapist

A

May examine very interesting aspects of the clients relationship often at the expense of trading the actual communication disorder

82
Q

Benevolent therapist

A

Allows the client to deviate from therapy program at the expense of the program

83
Q

Powerless therapist

A

Gives power to the client. Client runs the show, decides activities, etc. clinician gives too much leeway

84
Q

Linear values

A

All equal in our to be at here to regardless of the circumstances. Often associated with the religious doctrine. Fewer in number than hierarchial values

85
Q

Hierarchial Values

A

Those that are arranged in ascending order with the higher values having precedence over lower ones

86
Q

Personal values

A

Culturally related and maybe linear or higher Archail

87
Q

Clinical values

A

Includes the code of ethics. Serves as the foundation for ethical and professional practice. SLP’s are governed by ASHA

88
Q

Objectives are important because

A

To implement successful therapy program. To determine later if objectives have been accomplished. To enable the client to meaningfully participate

89
Q

Meaningful objectives

A

Reader and writer must have identical interpretations. Three main parts: performance condition and criterion

90
Q

Long-term goals

A

Thank broad. Components: performance, condition, criterion (quantitative, report current level to level of mastery)

91
Q

Short-term objectives

A

Performance, condition, task mode, criterion, consistency

92
Q

Performance

A

Task to be performed

93
Q

Condition

A

Stimulus type, response level

94
Q

Task mode

A

Amount of clinician support

95
Q

Criterion

A

How and when objective will be met

96
Q

Consistency

A

How long must criterion occur until mastery

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