Therapy Schmerapy Flashcards
Why are short term objectives needed?
They specifiy:
- HOW something will be achieved
- are MEASURABLE (verifiable)
- often needed for 3rd parties (insurance, etc.)
Describe the 6 characteristics of a well-written target behavior
- Actual skill targeted (ie- /r/ production)
- Quantitative criterion performance (Measurement ie- 80% accuracy…4 out of 5 trials…20 words…,etc)
- Response Mode: ie- discrimination vs. production
training - Response Level: response topography/difficulty level (isolation/words/sentences, etc)- Linguistic Level
- Response Setting (classroom/speech room/playground) -highest accuracy will probably be in the speech room
- Number of speech samples or sessions in which the target behavior productions are documented) -usually across 3 session, making sure it’s been mastered.
What are the 5 considerations in selecting a phonological process?
- Work on earlier developing sounds first (using norms)
- Processes that affect earlier sounds (like devoicing /b/ and /m/ -work on that first
- Choose processes that interact (these create complex interactions of errors and make the child more unintelligible) like fronting + devoicing
- Choose processes that would result in early success -these are easier to remediate, early developing sounds that can make a big difference
- Choose the processes that are very important for the child
Differentiate between a short term objective and a long term goal
Short term objective: Bench Marks- these are daily/weekly skills learned in a short time that support the longer term goal. These are encouraging for the parents, teachers and insurance companies, as it allows external observers to see the benefits of therapy.
Long Term Goal: Written more broadly than the objectives, the long term goals may cover the semester/year, and refer to overall communication competency
What are the kinds of schedules of reinforcement?
Continuous and Intermittent
Describe Continuous Reinforcement
We reinforce for every correct response. Used in the initial stage of therapy, shift away from over time
Describe the 2 types of Intermittent Reinforcement
With an intermittent schedule, some of the child’s responses go unreinforced.
a) Fixed: every time/every other correct response
b) Variable: random reinforcement
- easier to generalize
- powerful
- faster
Describe probing
A probe is an assessment of generalized production in which the clinician evokes untrained words, phrases, sentences or conversational speech to calculate the percentage of correct production of the target sounds in such new linguistic contexts. 90% means moving on to the next phase.
Name the 6 types of generalization
- Untrained Stimulus Items
- Across Word Positions
- Across Response Topographies
- Within Sound Classes
- Across Sound Classes
- Across Situations
Give an example of generalization of an untrained stimulus item
We might teach a child to say “shoe” in response to a picture in therapy.
She might go home, see her mom’s shoe and say, “shoe”.
(generalizing beyond the specific stimulus item, like a picture card)
Give an example of generalization across word positions
Moving from pre- to inter- to post-vocalic naturally, without explicit instruction
Give an example of generalization across response topographies
Linguistic levels…
Isolation to syllable or word
Give an example of generalization within sound classes
Eliminating stopping on one fricative in therapy and the child generalizes to other/all fricatives
Give an example of generalization across situations
Response target in one place or person can occur with other people or other situations/locations (different setting/audience)
What is the ultimate goal of therapy?
Maintenance!
