Unit 2 Vocab (C3 & C9) Flashcards
The attempt to accelerate the rate at which certain skills are acquired.
Facilitation
A way in which intervention can change behavior. Preserves a behavior that would otherwise decrease or disappear. This is important to keep an immature system intact, going, and functional so that it is able to reach its full development at a later stage.
Maintenance
Intervention completely determines whether some endpoint will be reached. Without this type of intervention, the outcome is not achieved. The most cost-effective purpose of intervention. The most dramatic form of intervention.
Induction
Involve results that will often take months or years to achieve. These might include: raising scores on a standardized achievement test, reading at a level commensurate with age and grade level, or successfully completing a mutli-year therapy program.
Long-term goals
These focus on specific targets, units, tasks, or steps and are usually achieved in a short time period. A specific objective the client must master before he or she is able to achieve the long-term goal(s). These are typically mastered quickly and new ones are then established.
Short-term goals
The clinician describes his own actions as he engages in parallel play with the child. Provides a clear and simple match between actions and words. By doing this technique, we model how to comment on our actions with language. Can help a child who is not talking at all in the clinical setting.
Self talk
The clinician provides self-talk for the child. Instead of the clinician talking about his own actions, he talk’s about the patient’s, providing a running commentary (like a play-by-play sporting event commentary). Can help the child who is not talking at all in clinical setting.
Parallel talk
Definition here
Imitation
The clinician takes what the child says and adds the grammatical markers and semantic details that would make it an acceptable adult utterance.
Expansion
Comments that add some semantic information to a remark made by the child.
Extension
The clinician expands the child’s utterance to a fully grammatical form. Then, he breaks it down into several phrase-sized pieces in a series of sequential utterances that overlap in content.
Buildups and Breakdowns
Expanding the child’s utterance into a grammatically correct version of the intended sentence type. Basically expanding the child’s remark into a different type of more elaborated sentence.
Recast sentences
Don’t know
Intensity
Sustaining a client’s active involvement in intervention tasks by monitoring and guiding attention through preparatory, selective, and maintenance cueing, and choosing activities that are appealing enough to sustain client engagement.
Active Engagement
Information about the accuracy of client response.
Feedback
Delivering a reward following a correct response that increases the rate or likelihood of the appearance of a target behavior.
Reinforcement
Providing many opportunities for clients to us or process a new target.
Repetition
Provide short, intense periods of practice for new forms; intersperse with practice on other forms or instruction in new targets.
Distributed Practice
Children learn what they are taught; to teach a skill, provide instruction and practice on that specific skill, not on skills thought to be prerequisite or related to it.
Specificity
Teach in the zone of proximal development; provide activities the client can do with the clinician’s support but cannot do without it.
Complexity Control
Provide adequate cueing and scaffolding so child responses are correct almost all the time.
Minimal Error Response
Embed practice of new forms and functions within familiar sequences of actions.
Work within schemas
Considered to be a key attentional mechanism that facilitates learning and survival by enabling organisms to focus their limited perceptual and cognitive resources on the most pertinent subset of the available sensory.
Perceptual Salience (Saliency)
NOT FINISHED
1. Provides fertile ground for addressing a variety of aspects of communication, including vocabulary, syntax, morphology, and verbal memory.
Narrative
Clinician makes a false remark as a prompt for the client to deny it.
False assertions
Clinician pretends not to get the message sent by the client.
Feigned misunderstandings
Provide a model of correct use of the target.
Forced choices
Used to encourage client to provide missing information.
Contingent queries
Omitting or incorrectly performing a step in an established routine to encourage the child to comment.
Violating routines
Used to encourage requests.
Withholding objects and turns
Used to encourage use of negative forms.
Violating objection function
Clinicians and parents create stories that give multiple exemplars of target forms.
Syntax stories
Skills related to print and alphabet knowledge that are crucial to emergent literacy development. Also involve understanding how books work and how print represents speech through written language units like letters, words, and punctuation.
Literacy socialization
