Unit 1 Flashcards
Operational definitions
definitions that can be used jointly
consistent format: general statement, 3 feature elements, examples
They define behaviors (descriptive)
Three essential components of observation
- The structure and function
- Stimulus and response
- The cognitive- linguistic social whole
Structure and function vs. stimulus and response
Structure and function: say hi to a girl and she doesn’t respond: hearing loss?
Stimulus and response: gesture and she comes: language barrier?
Transactional model of language
social, linguistic, and cognition
Communication in the middle: speech, voice, fluency
language, grammar
discourse: narrative, expository, conversation
Necessary Observation skills for communication disorders
- Skill of observing to determine the causes of behavior
- Skill of predicting possible communicative dysfunction
- Skill of identifying factors that maintain a behavior
- Skill of observing the effects of treatment
Skill of observing to determine the causes of behavior
learn to rule in or rule out organicity, some are temporary organic
ex: speech delay: Organic: hearing loss
Temporary reason: ear infection
Non organic: not associated to much speech
Skill of predicting possible communicative dysfunction
the concept of appraising communication for possible disorder is based on clinical observation skills
Skill of predicting possible communicative dysfunction: Prediction of communication disorder
the selection of the diagnostic battery and how well it is supplemented by observation, your skills to make comparisons to the normative data, your ability to check for stimulability of the target
Skill of identifying factors that maintain a behavior
- Inter and intra socio-cultural dimensions supporting the maintenance of a behavior
- familial environment
- language spoken at home
- how similar and different the diagnostic settings are
- degree of lang stimulation
Skill of observing the effects of treatment
S portion is soap and clinical impressions, feedback
Types of observation
diagnostic observation, behavioral description, data collection, Interpersonal interactions
Diagnostic observation
Assessment: get data and information
evaluation: interpretation of the data
Behavioral description
A way of providing supplemental information to the assessment process through reporting observable behaviors
How?
Start with a judgment and move backwards
Ask: What behaviors led me to reach this judgment?
Describe those behaviors
Practice: Did not stay seated for 3 minutes
Data collection
Information about the goals of the client, specifically the measurable target of change
Two subtypes:
Baseline Data: collected prior to treatment
Ongoing Data: data continuously collected and
compared back to the baseline
Tracking Systems: anecdotal information, progress notes, SOAP notes, percentages, graphs, charts, numerical accounts, grading or rating systems, etc.
Interpersonal Interactions
The interpersonal behavior between the clinician and client can add to or detract from the enrichment of the established dyad
4 dimensions of interpersonal behavior:
body language, verbal following, empathy
Elements that constitute observable Information
Structural information, behavioral information, communication information, environmental information, cultural- linguistic diversity information
Structural Information
physical appearances, syndromes, examples, see if they have normal hearing and vision
Behavioral Information
comprehension and socio-linguistic are two elements necessary for the successful judgement of behavioral output
Communication Information
In the S-R-rf- cycle it is the clinician that needs to adapt his/ her delivery by modifying the “S” portion of this cycle (the clinician is the constant provider of stimuli to the client
Shifting Down in the difficulty Continum
Why-> what question -> fill in the blank question -> multiple choice -> forced choice -> point to show me
Instructional Objectives
identify the therapy objectives, distinguish between a receptive or expressive goal
Procedures
how is the clinician going to the get the client to meet this goal
what kind of procedures?
Reinforcement
continuous vs. intermittent
- verbal
- social
- token
- tangible
Interpersonal skills
Body language, verbal following (feedback the client is listening), talk time ratio, empathy
Commensurate delay/ disorder
+/- 3-4 months
delay
6-9 months
delay/ disorder
9-12-15 months
disorder
15-18+ months
delay disorder continuum steps
step 1: identify CA, MA, LA
step 2: identify age difference on the chart
step 3: consider the structure and function and the S-R cycle
step 4: identify all entering characteristics
Most common way to monitor a client’s progress is to use
data system
Rationale for using data system
- to determine if the client is changing
- to better prepare for goal selection
- to address the accountability issue
- to keep the client informed of his/ her progress
2 types of data
- baseline data
2. Ongoing data collection
Baseline data
measured ratios of behaviors in the absence of treatment
data collected as the first step in the treatment sequence, prior to intervention
a reference point in treatment, all other data are compared to this to determine progress
Specific procedures used in obtaining baseline data
un-reinforced: do not reinforce correct pronunciation,
use a consistent and representative sample,
use consistent procedural design, can’t count if you went from elicitation to modeling
Rationale for establishing baseline
to establish present level of performance, to allow for comparisons to be made
Ongoing data collection
to determine if the client is making progress by comparing ongoing data to the baseline, provides data to support or refute goal selection, provides information for re-assessment, provides information on meeting established criteria
Treatment principles
rules from which Tx procedures are derived; knowing a principle well can lead to a host of effective procedures
General, Few, Abstract
Treatment Procedures
Technical operations the clinician performs in order to affect change in the clients communicative behavior
(client) specific, many, concrete
6 Treatment principles
stimulus-response reinforcement system discrimination (between error and target) Extinction Generalization Teaching style. learning strategies
3 Options when developing a treatment plan
existing program problems: may not be client geared
Modification of existing programs: document any modifications used in an existing program
creating an individualized treatment program (used most frequently)
