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Clinical Methods > 1.01 - Book - Ch. 1-A > Flashcards

1.01 - Book - Ch. 1-A Flashcards

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0
Q

Intervention programs should be designed with careful consideration of a client’s ______. Knowledge of a client’s cognitive functioning is critical to making decisions about ______ and selecting appropriate ______.

A

Verbal and nonverbal cognitive abilities

Eligibility for treatment

Therapy objectives

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1
Q

Intervention is a ______ rather than a ______ process, in which the clinician continuously assesses a client’s progress towards ______ and modifies them as necessary.

A

Dynamic

Static

Established goals

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2
Q

The ultimate goal of intervention is to teach strategies for ______ rather than teaching isolated skills or behaviors (to the extent possible). While skills are required to achieve specific outcomes in given situations, strategies enable the individual to know when and how to use their skills in ______.

A

Facilitating the communication process

New and varied learning contexts

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3
Q

Speech and language abilities are acquired and used primarily for the purpose of ______ and therefore should be taught in a ______. To the extent possible, therapy should occur in ______ and provide the client with opportunities to engage in ______.

A

Communication

Communicative context

Realistic situations

Meaningful communicative interactions

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4
Q

Intervention should be ______, based on the nature of a client’s specific ______ and individual ______.

A

Individually oriented

Deficits

Learning style

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5
Q

Intervention should be designed to ensure that a client experiences consistent ______ through all stages of the therapy program.

A

Success

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6
Q

Intervention is most effective when therapy goals are tailored to promote a client’s knowledge ________.

A

One step beyond the current level

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7
Q

Intervention should be terminated once ______ or a client is ______.

A

Goals are achieved

No longer making demonstrable progress

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8
Q

Intervention practices must be based on ______.

A

Scientific Evidence

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9
Q

Intervention should be sensitive to a client’s ______.

A

Cultural and linguisitic background

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10
Q

What is another name for Therapy Targets?

A

Long-term goals

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11
Q

What are pretreatment baselines?

A

Clinician designed measures

Give a client multiple opportunities to demonstrate a communicative behavior

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12
Q

What is a good rule of thumb when setting the number of stimuli for pretreatment baselines?

A

Have at least 20 stimuli for each baseline being assessed

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13
Q

What does Developmental/Normative Strategy mean?

A

A strategy where therapy targets are taught in the same general order as they emerge developmentally.

Earlier emerging behaviors are taught before later emerging behaviors

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14
Q

Who tends to benefit the most with a developmental/normative strategy?

A

Children with articulation and/or language disorders

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15
Q

What is a Client-Specific Strategy?

A

One where therapy targets are chosen based on the individual’s specific needs

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16
Q

Must you choose either a developmental or a client-specific strategy?

A

No. You can combine them

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17
Q

What are the three factors that determine the progression of the therapy sequence?

A

Stimulus Type

Task Mode

Response Level

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18
Q

What is the Stimulus Type?

A

The type of input being used to elicit target responses

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19
Q

What are the three stimulus types?

A

Direct physical manipulation

Concrete symbols

Abstract symbols

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20
Q

What are Concrete Symbols?

3

A

Objects

Photographs/Color Pictures

Black-and-White Line Drawings

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21
Q

What are Abstract Symbols?

2

A

Oral Language

Written Language

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22
Q

What is the Task Mode?

A

The support/scaffolding used by the clinician to elicit the desired response

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23
Q

What are three different kinds of Task Modes?

A

Imitation

Cue/Prompt

Spontaneous

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24
What is the Response Level?
The degree of difficulty/complexity of target responses
25
What are two different types of response levels?
Increasing the length and complexity of the desired response Decreasing the latency (time) between the stimulus presentation and the client response
26
What are some different complexities found in Response Levels? (7)
Isolation Syllable Word Carrier Phrase ("I see a _____") Phrase Sentence Text (conversation, narration, etc.)
27
If a client obtains a baseline score lower than 50% accuracy, how should the training be modified?
Training of that behavior should occur just below the level of difficulty of the baseline
28
If a client obtains a baseline score that is in between 50-75% accuracy, how should the training be modified?
Training can occur at the baseline's difficulty level
29
If the current task appears too easy or too hard for the client, is it ok for the clinicial to modify it?
Yes!
30
Generalization is enhanced when intervention is provided in the most ______ contexts possible
Authentic and realistic
31
What can be done to aid generalization? | 3
Using a variety of stimuli Varying the physical environment Varying the audience (familiar adult, sibling, unfamiliar adult, etc.)
32
What are the three parts of a behavioral objective?
"Do" Statement Condition Criterion
33
What is a "Do" Statement? | 3
The specific action a client is expected to perform The verb used should be concrete and action based. It needs to be able to be measured
34
What is a Condition? | 4
Where the target behavior is to be performed When the behavior is to be performed With whom the behavior is to be performed What materials/cues will signal the behavior to be performed
35
What is a Criterion? | 2
How well the target behavior must be performed The measure that the objective has been reached
36
What does a Criterion usually include? | 4
Percent correct Time frame Minimum number correct Maximum number of errors
37
What is Behavior Modification?
Intervention to increase desired behavior or decrease unwanted behavior
38
What is Behavior Modification based on?
The theory of operant conditioning
39
Behavior Modification involves the relationship between a _____, a _____, and a _____.
Stimulus Response Consequent event
40
What is the Stimulus?
An event that precedes and elicits a response
41
What is a Response?
The behavior exhibited by the individual following the presentation of the stimulus
42
What is a Consequence?
An event contingent on and directly following the response.
43
What is Reinforcement?
A consequence that will increase the likelihood of a particular behavior reoccuring
44
What is Punishment?
A consequence designed to decrease the frequency of a particular behavior
45
What is Positive Reinforcement
A rewarding event of condition that is contingent on the performance of desired behavior
46
What are three major disadvantages of Positive Reinforcement?
It is difficult to present after every single occurence of target behavior Satiation (the reward begins to loose its appeal) It can be hard to generalize these skills
47
What is Social Positive Reinforcement? | 3
Smiling Eye contact Verbal praise
48
What is Token Positive Reinforcement?
Symbols and/or object (stickers, chips, etc.) that are not valuable in themselves however the accrual of a certain number will earn a previously agreed upon reward
49
What is Performance Feedback?
Information given to the client regarding therapy performance and progress It is not intended to function as praise
50
What is the benefit of Performance Feedback?
It can decrease a client's reliance on external sources of reinforcement by encouraging intrinsic rewards (inner satisfaction and motivation)
51
What is Negative Reinforcement?
An unpleasant event/condition that is removed once the desire behavior is performed
52
What is a Negative Reinforcement for Escape?
Placing your hand over the child's hands and removing them only when the child exhibits the target behavior
53
What is a Negative Reinforcement for Avoidance?
Telling the client that producing the desired behavior will prevent the clinician from placing their hands over the client's hands
54
Is Negative Reinforcement common in SLP?
No Positive reinforcement is preferred
55
What is punishment?
An event that occurs due to the performance of undesired behavior
56
What is Type I of Punishment?
An aversive consequence that directly follows unwanted behavior (Frown, "No", bursts of white noise, etc.)
57
What is Type II of Punishment?
The withdrawal of something pleasant due to unwanted behavior
58
What are two examples of Type II Punishment?
Time-Out Response Cost
59
What is Time Out?
Temporary isolation | Removal to an empty room, no eye contact, facing blank wall, etc.
60
What is Response Cost?
Previously earned positive reinforcers are deducted in response to negative behavior (Sometime clinicians will begin each session with several unearned tokens)
61
Punishment should occur after ________. Punishment should be presented _________.
Every instance of unwanted behavior Immediately following the undesired behavior
62
Punishment should occur at the ________ rather than ________.
Earliest signs of the unwanted behavior Waiting until the behavior is full blown.
63
Punishment should not be programmed into ________; this creates the potential for ______ to the punishing stimulus, thus reducing its ______.
Graduated levels of intensity Client habituation Effectiveness
64
Punishment duration should be ______; lengthy periods of punishment call into question ________.
As brief as possible The strength of the chosen punishing stimulus
65
What are four possible negative consequences of punishment?
Anger Aggression Reluctance to engage in any communicative behavior with therapist Termination of treatment
66
What is Extinction?
When the frequency of behavior gradually decreases and ultimately disappears
67
What does PBS stand for?
Positive Behavioral Supports
68
What is Positive Behavioral Support?
A recommended system for dealing with unwanted behaviors
69
To come up with a PBS, the clinician should: Write a description of the ______, and explanation of ______, and an estimate of ______. ______ events that appear to _______. The _____ or _____ behavior. The _____ that will help the client achieve the desired behaviors
Problematic behaviors … Why it impedes learning … Its severity (frequency, intensity, duration, etc.) Antecedent … Trigger the behavior Desired … Alternative Supports (teaching strategies or environmental modifications)
70
What is a Schedule of Reinforcement?
How often the reinforcement will be delivered
71
What are the two types of Reinforcement Schedules?
Continuous Reinforcement Intermittent Reinforcement
72
What is Continuous Reinforcement?
A reinforcer presented after every correct performance
73
Continuous Reinforcement is sometimes called ______.
Dense
74
Continuous Reinforcement tends to generate a ______ of response.
Very high rate
75
What is the two primary disadvantages of Continuous Reinforcement?
The behaviors being reinforced are very susceptible to extinction It can interfere with a a steady flow of response from the client
76
What is Intermittent Reinforcement?
Only some occurrences of a correct response are followed by a reinforcer
77
Intermittent Reinforcement is also called _______.
Lower density
78
What are the four types of Intermittent Reinforcement?
Fixed Ratio Fixed Interval Variable Ratio (VR) Variable Interval (VI)
79
What does VR stand for?
Variable Ration
80
What does VI stand for?
Variable Interval
81
What is a Fixed Ratio Schedule? | 2
The reinforcement is delivered after a specific number of correct responses The number is predetermined and stays constant throughout the therapy session
82
Does a Fixed Ratio Schedule tend to elicit a high rate of response?
Yes
83
What is a Fixed Interval Schedule?
Reinforcement is delivered for the first correct response after a predetermined time period (every 3 min., etc.)
84
Does a Fixed Interval Schedule tend to elicit a high rate of response?
No
85
What is a Variable Ratio Schedule?
The number of correct response needed varies from trial to trial The pattern is set ahead of time by the clinician
86
What is the benefit to a Variable Ratio Schedule? | 2
It can be more effective since the client cannot predict the random pattern Every response seems to have an equal chance of being reinforced
87
What is a Variable Interval Schedule?
The reinforcer is given to the first correct response to varying time periods
88
In general practice, ______ is used to establish a new target behavior. ______ are introduced in subsequent stages of therapy to promote maintenance and generalization.
Continuous reinforcement Intermittent schedules
89
A rule of thumb is to switch to lower density intermittent schedules when the target response rate increase ___-___% over the baseline measures.
30-50%

Clinical Methods (11 decks)

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