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Clinical Methods > Therapy Approach, Planning, and Structure > Flashcards

Therapy Approach, Planning, and Structure Flashcards

1
Q

Both research and intervention should be based on the ?

  1. Identifying
  2. reviewing
  3. formulating
  4. manipulating
  5. collecting and analyzing
  6. formulating
A

scientific method

problem 
the existing knowledge base 
a hypotheses for a solution 
the independent variable 
the data 
conclusions about the validity of the original hypotheses
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2
Q 
Intervention -The process
a ? process
follows a ?
-begins with 
followed by
training procedures are implemented to ?

completed when ?

the scope of practice:

A

dynamic

systematic progression

diagnosis
selection of therapy targets
implemented to facilitate acquisition of targets
mastery of behaviors is achieved

ASHA

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3
Q

UDL?
every individual is entitled to ?

-
what is the most important part of UDL

A

Universal Design Principles for Learning - overarching framework

representation
expression

instructional flexibility

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4
Q

UDL for learning: accomodations

accommodations help clients ?
modifications are changes in ?
assistive tech. is ?
technology does not replace ?

A

overcome disabilities

informational content or performance expectations

inherent in UDL
-direct instruction

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5
Q

Intervention - the Design
design should occur with ?
speech and language should be taught in a?
intervention should be ?

A

thoughtful consideration to verbal and nonverbal cognitive abilities

communicative context

individually oriented

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6
Q 
Intervention - Goals
the ultimate goal is to teach?
-ensure that the client experiences ?
-feature tailored goals to promote ?
intervention should be terminated once ?
A

strategies to facilitate comm.
consistent success in all stage of therapy
knowledge one step ahead of the clients current level

goals are achieved or no evident progress is seen

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7
Q

intervention - best practices
must be based on the best
should be sensitive to client’s ? as well as ?

A

scientific practices

beliefs and values/ cultural and linguistic background

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8
Q 
Intervention - clinical skills 
categories of clinical skills: 
-
-
-
-
-
A

building blocks of therapy

  • programming
  • behavior modification
  • key teaching strategies
  • session design
  • data collection
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9
Q 
programming: what is it 
selection of ?
-
-
sequencing of 
-
-
A 
selection and sequencing of specific communicative behaviors 
therapy targets 
-developmental/normative strategy 
-client specific strategy 
therapy targets 
generalization/carryover
termination of therapy
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10
Q 
formulation of behavioral objectives
three main components of a behavioral objective: 
1. 
2. 
3.
A

do: action (target behavior) expected of the client
condition: situation in which the action is expected
criterion: how well the action must be performed for the objective to be achieved

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11
Q

Theories of Learning: innateness theory / biological

innateness theory/ biological model:
hypothesis: human beings have an ?
exposure to the environment serves as an ?

when applied to intervention:
programming follows ?
variations of the model stress ?

A

innate predisposition to acquire knowledge
“on-off” switch that activates the linguistic system

typical developmental sequences

different facets of development

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12
Q

Theories of Learning: behavioral

behavioral model:
hypothesis: children learn because?
human beings minds begin as ?
desirable behaviors are ?

when applied to intervention:

  • programming emphasizes ?
  • heavy reliance of ?
A

behaviors are selectively rewarded by significant others in their environment

  • blank slates
  • reinforced while unwanted behaviors are faded

development of functional behaviors without the assumption of stage-wise progression or prerequisites

systematic application or behavior modification techniques

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13
Q

Theories of Learning: Constructivist/ interactionist/ integrative

hypothesis: children are? experiences help them ?
learning is an ?

when applied to intervention:
client-centered learning in which ?

programming is designed as a ? and emphasizes intervention tailored to ?

A

biologically predisposed to learn; construct knowledge
active process

learners play an active role

reciprocal process/ the client’s specific needs and abilities

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14
Q

Behavior Modification:
fundamental purpose:

based on theory of ?

stimulus:

response:

consequence:

A

increase desired behavior or decrease unwanted behavior

operant conditioning

precedes and elicits a response

behavior exhibited by an individual on presentation of a stimulus

contingent upon and immediately follows the response

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15
Q

Behavior Modification - Consequent Events

reinforcement: increases the probability that?

punishment: decreases the likelihood
Type 1:
type 11:

A

a behavior will recur
-can be positive or negative

the behavior will recur

  • presenting an aversive consequence
  • withdrawing a pleasant condition
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16
Q 
Behavior Modification - PBS
also known as ?
information included in a PBS plan:
description of the ?
-
-
-
A

Positive Behavioral supports

problem behavior; why it impedes learning and estimates its severity

  • antecedent events that trigger the behavior
  • desired or alternative behaviors
  • supports to help the client achieve desired behavior
17
Q

Behavior Modification - Schedules of Reinforcement

A 
continuous reinforcement 
intermittent reinforcement 
fixed ratio 
fixed interval 
variable ratio 
variable interval
18
Q

Key Teaching/ Scaffolding strategies:

direct ?
indirect?
shaping by 
-
-
-
-
negative?
target?
A 
modeling 
modeling
successive approximation 
prompts
fading 
expansion 
recast 
practice 
target-specific feedback
19
Q 
Homework: 
strengthens the ? facilitates ?
provides the client ?
given once client can accurately ? 
designed in amounts perceived ?
A

response/generalization outside the clinical setting

practice on an existing skill

evaluate his or her performance on a given target

manageable by a client or family

20
Q 
Homework continued:
should be assigned on a?
should always be accompanied by?
reviewed and checked during?
can be supervised by?
A

regular basis throughout therapy
simple written instructions
initial portion of the next therapy session
a variety of individuals

21
Q 
Session Design: 
basic training protocol: 
1. clinician presents
2. clinician waits for the client to 
3. clinician presents appropriate 
4. clinician records
5. clinician removes?
task order: ideal progression follows an ?
A 
stimulus
respond
consequent event 
response 
stimulus (as appropriate)

easy hard easy pattern

22
Q 
Session Design continued 
dynamics of therapy:
-
work ?
-
-
Group therapy
-group ?
-clinicians
-
-
A

clinician/client relationship
efficiency and pace
materials
proxemics

size and composition
role
procedures
advantages/disadvantages

23
Q

Data Collection:
speech language pathologists are accountable for ?
probes:

A

efficiency and effectiveness of therapy

instruments administered periodically throughout treatment to measure a client’s progress

24
Q

Data Collection: Recording Session Data

considerations:
- use appropriate
- choose a notation system
- allow clinician to specify ?
- choose ?
- use ?
- record every?

A 
data sheet 
relevant to client/disorder
prompting needed
recording system: time based or total responses
reinforcement token or stimuli 
stimulus response event
25
Q

Service delivery models - A collaborative partnership

8 guiding principles for effective collabs:

  1. Engage in mutual ? and shared ? for positive client outcomes
  2. establish communication goals based on
  3. form ?
  4. recognize that collaboration is a ?
  5. respect different
  6. make partnerships a ?
  7. establish realistic ?
  8. celebrate
A

problem solving/responsibility

  1. strengths and needs
  2. non hirearchal partnerships with coequal participation
  3. dynamic process
  4. professional perspectives
  5. priority
  6. expectations for the partnership
  7. success
26
Q

Service delivery models strategies

  1. maintain
  2. use tech.
  3. involve?
  4. engage in ?
A

ongoing comm.
to exchange comm.
people of significant relation to client
preprofessional training and professional development

Clinical Methods (1 decks)

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