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146 - Clinical > Test 1 vocab > Flashcards

Test 1 vocab Flashcards

1
Q

Artistry

A
  • merging of the what and how of our profession

* bridge between research-based knowledge and practical application

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2
Q

Therapeutic Interaction

A
  • Responsive fluid exchange between clinician and client
  • Conversation
  • Actions of the client and the clinician
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3
Q

Task Analysis

A
  • Behavior concept - tasks are broken down into component parts in order to learn the parts separately, then put back together to demonstrate the target or task
  • Break it down, learn it, put it back together
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4
Q

Hierarchy of treatment

A

Small bits at a time - like running a marathon, you have to start small and build up

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5
Q

Interpersonal Communication skills

A
  • Interactions used to engage others

* empathy, politeness, non-verbal behavior

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6
Q

Therapeutic-specific skills

A
  • taught and learned in relation to their applications in s-l therapy
  • Enthusiasm, animation, seating arrangements, pacing, fluency, learning modalities, reinforcers
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7
Q

Therapeutic mindset

A
  • mental disposition or attitude that predetermines the SLPs responses to and interpretations of situations that occur in therapy sessions
  • Continuously assess stimuli, responses, all other interactions and be ready to act or respond accordingly
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8
Q

Function of the therapeutic mindset

A

The awareness of the options and the preparedness to select and implement the appropriate option for the situation

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9
Q

Anticipation

A

• consider, predict or anticipate what might happen and be ready

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10
Q

Evaluation

A

Be ready to assess what is happening

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11
Q

Interaction

A
  • ready-to-respond mode
  • questions that can note client’s expressive language, phonological skills, conversational pitch, intensity, fluency, etc.
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12
Q

Facilitator

A

SLP doesn’t simply correct the disorder, but serves in a role that helps the client improve communication skills

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13
Q

Interpersonal Demeanor

A
  • Being an effective communicator

* Consider the personality and basic needs of the client before beginning therapy

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14
Q

5 keys of communicaiton

A
  1. Two-way and symbolic
  2. Real-life process
  3. receiver phenomenon
  4. Complex, transitory, continuous
  5. Contextually-based event
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15
Q

What constitutes a good communicator?

A

Engage in not only message sending and receiving, but in playing a game of constant interaction with the words as well as other things

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16
Q

Nonverbal behaviors

A

Eye contact, facial cues, proximity, body language

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17
Q

Affect

A
  • The feeling, emotion, mood, and temperament associated with a thought
  • interactions, relationships, and client progress
  • Manipulate our affect to influence therapy
  • Read affective behaviors associated with the client during tx in order to respond and make changes
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18
Q

Professionalism

A
  • Appearance (dress, hairstyle, grooming)
  • Communicate - answer calls and emails in a timely manner
  • Metered confidence, professional speech and vocab
  • Responsible, timely, polite, calm, poised, neat, available, accountable
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19
Q

Define Therapeutic Process

A
  • Broad-based professional procedures, activities, and interactions with clients designed for the intervention of communication disorders
  • “improve quality of life by reducing impairments of body, activity limitation, participation restrictions, environmental barriers of the individuals they serve”
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20
Q

3 things to increase confidence

A
  1. Gather information: age, gender, documented disorder, suspected disorder
  2. Interpret findings: explain normal, mild, moderate, severe disorders
  3. Develop conclusions and appropriate rationales: is therapy indicated? Why or why not?
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21
Q

ASHA Principle I

A

Individuals shall honor their responsibility to hold paramount the welfare of the persons they serve professionally
•All about the people

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22
Q

ASHA Principle II

A

Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance
• Professional competence

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23
Q

ASHA Principle III

A

Individuals shall honor their responsibility to the public by promoting public understanding of the profession, supporting development of services designed to fulfill the needs of the public, and by providing accurate information in all communications involving any aspect of the professions, including dissemination of research findings in scholarly activities, and the promotion, marketing, and advertising of products and services.
•Public understanding

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24
Q

ASHA Principle IV

A

Individuals shall honor their responsibilities to the profession and their relationships with colleagues, students, and members of other professions and disciplines

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25
Q

Rules of ASHA I

A
  • Shall provide services competently
  • shall use every resource, including referral
  • no discrimination
  • don’t discontinue service without reasonable notice
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26
Q

Rules of ASHA II

A
  • engage in the aspects that are within the scope of practice
  • Engage in lifelong learning
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27
Q

Rules of ASHA III

A
  • don’t misrepresent credentials, education, training, experience
  • Don’t participate in conflict of interest activities
  • refer on basis of referral, not for personal gain
  • don’t misrepresent research
  • be honest with the public in all aspects
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28
Q

Rules of ASHA IV

A
  • Uphold dignity and autonomy of the profession, maintain harmonious relationships
  • Don’t engage in dishonesty, fraud, deceit
  • Don’t sleep with clients
  • Give credit where its due
  • Comply with code of ethics and tell on people when they don’t
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29
Q

Progress of IDEA

A

EHA (75) –> Amended in 86 —> Amended in 90 and became IDEA –> Amended in 97 –> Amended in 2004 —> Additional funding in 2009

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30
Q

EHA

A
  • 1975
  • First federal law mandating FAPE
  • Parents don’t pay for speech therapy
  • Appropriate could mean sped day class
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31
Q

EHA 1986 Amendment

A

Include children birth to 5

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32
Q

IDEA 1990

A
  • Extend S-L therapy to autism and TBI
  • AAC Devices
  • LRE - Allowed mainstreaming
33
Q

IDEA 1997

A
  • Expanded to include developmentally delayed children 3-9 years old
  • mediation for parents to resolve disputes
  • grants for technology, disabled infants, parent training, professional development
34
Q

IDEA 2004

A
  • Aligned with NCLB - compliance to focus on student achievement
  • Added “highly qualified” for sped professionals
35
Q

IDEA 2009

A

Additional 12.2 billion for American Recovery and Reinvestment Act

36
Q

What does IDEA stand for

A

Individuals with Disabilities Education Act

37
Q

504 Plan

A
  • Equitable treatment and rights to services for clients with or without an IEP
  • allows for accommodations and modifications
38
Q

What is an IEP

A

Individualized Education Plan for over 3 years old

39
Q

What is IFSP

A

Individualized family service plan for under 3

40
Q

HIPPA Intent

A
  • prevent loss of insurance when changing jobs

* ensure privacy of PHI

41
Q

Patient’s RIghts

A
  • make informed choices
  • find out how PHI is used
  • Limit release of PHI
  • Get copies of their records
42
Q

What is protected

A

•tests, blood work, diagnoses, conversations, medical information that identifies you

43
Q

Individually identifiable health information

A

name, address, phone, email, med rec #, ssn

44
Q

Employer’s Responsibilities

A
  • Notify patients of rights
  • adopt privacy procedures
  • train employees in privacy
  • designate somebody to be in charge
45
Q

Who follows hippa?

A

Doctors, nurses, hospitals, clinics, snfs, hmo, medicare, medicaid, health insurer’s insurance

46
Q

Who doesn’t have to follow hippa?

A

life insurance companies, employers, schools, workers comp, state agencies, law enforcement

47
Q

Define a learning theory and how its helps us

A
  • The process by which people accumulate experiences and make them into new meanings
  • helps us see where all the things we do and what we learn comes from / research base
48
Q

4 Main learning theories

A
  1. Behaviorism
  2. Cognitive
  3. Humanistic / Experiential
  4. Social orientation
49
Q

Behaviorism: overview

A

Overt behaviors can be observed, measured, and manipulated

50
Q

Pavlov

A

Classical Conditioning: Stimulus-response
• a neutral stimulus becomes associated with a conditioned response
• Therapy: prompting and reinforcing

51
Q

Watson

A

Practice strengthens learning

• therapy: artic therapy / drills

52
Q

Skinner

A

Operant Conditioning: every action is driven by a reward
• Individual behaves in a certain way, receives reward and bond is established
• Therapy: stimulus - reward - expectations of continuing the correct response while removing reward

53
Q

ABA

A

Antecedent, Behavior, Consequence

• Behavior therapy is necessary for language therapy

54
Q

Cognitive Learning Theory

A

Acquisition or reorganization of the cognitive structures humans process and store information

55
Q

Piaget - stages of development

A
  1. Sensorimotor: 0-2
  2. Preoperational: 2-7
  3. Concrete Operational: 7-12
  4. Formal operations: around 12
56
Q

Sensorimotor

A 
Motor reflexes (birth to 1)
Touch and movement (1-2)
57
Q

Preoperational

A
  • Acquisition of symbols in area of language, mental imagery, drawing
  • greatest increase in language (75% of all vocab is learned by 4)
  • Figurative play
58
Q

Concrete Operational

A
  • Quality and time
  • theory of conversion
  • points of view of others, humor, more adult like thinking
  • abstract thinking/perspective taking
59
Q

Formal Operational

A
  • Develops ability to reason on the basis of theory and concrete realities
  • hypothetical though
60
Q

Assimilation

A

Ability to transform incoming information so it fits with existing thinking

61
Q

Accommodation

A

The way in which a person adapts his or her way of thinking regarding new experiences

62
Q

Equilibration

A

Encompasses assimilation and accommodation and refers to overall interaction between existing ways of thinking and new experiences.
• Disequilibrium is involved

63
Q

Humanistic / Experiential Theory

A

Experience is the primary phenomena in learning

64
Q

Maslow’s Hierarchy of needs

A
  1. Physiological
  2. Safety
  3. Love / belonging
  4. Self-esteem
  5. Knowledge / understanding
  6. Self-actualization
65
Q

Where in maslow’s hierarchy does learning happen?

A

Self-acualization - difficult if other needs are not met first
• we need to make sure the client is respected and feels safe

66
Q

Carl Rogers: Learning occurs best when…

A
  1. Topic is relevant
  2. Threat is low
  3. Is self-initiated
67
Q

Why is h / e theory important to slps?

A
  1. create physical climates to meet clients needs (rule of 90s)
  2. maintain a supportive emotional climate
  3. develop challenging and meaningful activities
68
Q

Social Orientation Theory (Vygotsky)

A
  • Social interactions are vital to cognitive development

* learning occurs with more competent persons

69
Q

Social orientation therapy techniques

A
  • Description: adult labels what child is seeing
  • Self-talk: adult describes what she is doing
  • Parallel talk: adult describes what child is doing
  • expansions
  • group therapy
70
Q

Global Learning Style

A
  • Whole-part-whole
  • Bottom line without the details
  • Need breaks, snacks, mobility
71
Q

Analytical learning style

A
  • step by step
  • need directions/details
  • need little distraction
72
Q

Auditory modality

A

Verbal directions, group discussion, very little note taking, studies with music playing

73
Q

Visual

A

Likes handouts, drawings, mind-mapping, lots of notes, color as a learning aid

74
Q

Tactile

A

hand-on manipulatives, get up and perform, walk, application of concept in motor

75
Q

Concrete to Abstract learning

A

Artic: isolation to whole word
Language: literal to idoms

76
Q

General to specific learning

A

Langauge: categories - dogs in general to dog breeds

77
Q

Simple to complex learning

A

Number of directions

78
Q

Other sensible learning environment things

A
  • attention and focus
  • duration of attention is developmental (1 min/year)
  • processing and remembering is best when personalized, organized, developed around prior knowledge
  • repetitive
  • rapport

146 - Clinical (1 decks)

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