Therapy Approach, Planning, and Structure Flashcards
Both research and intervention should be based on the ?
- Identifying
- reviewing
- formulating
- manipulating
- collecting and analyzing
- formulating
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
Intervention -The process a ? process follows a ? -begins with followed by training procedures are implemented to ?
completed when ?
the scope of practice:
dynamic
systematic progression
diagnosis
selection of therapy targets
implemented to facilitate acquisition of targets
mastery of behaviors is achieved
ASHA
UDL?
every individual is entitled to ?
-
what is the most important part of UDL
Universal Design Principles for Learning - overarching framework
representation
expression
instructional flexibility
UDL for learning: accomodations
accommodations help clients ?
modifications are changes in ?
assistive tech. is ?
technology does not replace ?
overcome disabilities
informational content or performance expectations
inherent in UDL
-direct instruction
Intervention - the Design
design should occur with ?
speech and language should be taught in a?
intervention should be ?
thoughtful consideration to verbal and nonverbal cognitive abilities
communicative context
individually oriented
Intervention - Goals the ultimate goal is to teach? -ensure that the client experiences ? -feature tailored goals to promote ? intervention should be terminated once ?
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
intervention - best practices
must be based on the best
should be sensitive to client’s ? as well as ?
scientific practices
beliefs and values/ cultural and linguistic background
Intervention - clinical skills categories of clinical skills: - - - - -
building blocks of therapy
- programming
- behavior modification
- key teaching strategies
- session design
- data collection
programming: what is it selection of ? - - sequencing of - -
selection and sequencing of specific communicative behaviors therapy targets -developmental/normative strategy -client specific strategy therapy targets generalization/carryover termination of therapy
formulation of behavioral objectives three main components of a behavioral objective: 1. 2. 3.
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
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 ?
innate predisposition to acquire knowledge
“on-off” switch that activates the linguistic system
typical developmental sequences
different facets of development
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 ?
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
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 ?
biologically predisposed to learn; construct knowledge
active process
learners play an active role
reciprocal process/ the client’s specific needs and abilities
Behavior Modification:
fundamental purpose:
based on theory of ?
stimulus:
response:
consequence:
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
Behavior Modification - Consequent Events
reinforcement: increases the probability that?
punishment: decreases the likelihood
Type 1:
type 11:
a behavior will recur
-can be positive or negative
the behavior will recur
- presenting an aversive consequence
- withdrawing a pleasant condition
Behavior Modification - PBS also known as ? information included in a PBS plan: description of the ? - - -
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
Behavior Modification - Schedules of Reinforcement
continuous reinforcement intermittent reinforcement fixed ratio fixed interval variable ratio variable interval
Key Teaching/ Scaffolding strategies:
direct ? indirect? shaping by - - - - negative? target?
modeling modeling successive approximation prompts fading expansion recast practice target-specific feedback
Homework: strengthens the ? facilitates ? provides the client ? given once client can accurately ? designed in amounts perceived ?
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
Homework continued: should be assigned on a? should always be accompanied by? reviewed and checked during? can be supervised by?
regular basis throughout therapy
simple written instructions
initial portion of the next therapy session
a variety of individuals
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 ?
stimulus respond consequent event response stimulus (as appropriate)
easy hard easy pattern
Session Design continued dynamics of therapy: - work ? - - Group therapy -group ? -clinicians - -
clinician/client relationship
efficiency and pace
materials
proxemics
size and composition
role
procedures
advantages/disadvantages
Data Collection:
speech language pathologists are accountable for ?
probes:
efficiency and effectiveness of therapy
instruments administered periodically throughout treatment to measure a client’s progress
Data Collection: Recording Session Data
considerations:
- use appropriate
- choose a notation system
- allow clinician to specify ?
- choose ?
- use ?
- record every?
data sheet relevant to client/disorder prompting needed recording system: time based or total responses reinforcement token or stimuli stimulus response event
Service delivery models - A collaborative partnership
8 guiding principles for effective collabs:
- Engage in mutual ? and shared ? for positive client outcomes
- establish communication goals based on
- form ?
- recognize that collaboration is a ?
- respect different
- make partnerships a ?
- establish realistic ?
- celebrate
problem solving/responsibility
- strengths and needs
- non hirearchal partnerships with coequal participation
- dynamic process
- professional perspectives
- priority
- expectations for the partnership
- success
Service delivery models strategies
- maintain
- use tech.
- involve?
- engage in ?
ongoing comm.
to exchange comm.
people of significant relation to client
preprofessional training and professional development
