Ch. 3 Flashcards Preview

CDS 3200 EXAM 1 > Ch. 3 > Flashcards

Flashcards in Ch. 3 Deck (46)
Loading flashcards...
1
Q

evaluating research

A

practitioners understand how to weigh research evidence to choose approaches that demonstrate strong efficacy, evidence, and efficiency

2
Q

evaluating- EFFICACY

A

the extent to which a specific intervention, procedure, or service produces a beneficial results under ideal conditions

3
Q

evaluating- EFFECTIVENESS

A

the extent to which a specific intervention results in positive outcome when it is used in routine practice

4
Q

evaluating- EFFICIENCY

A

the most efficient means to rehabilitae an individual’s communication disorder

5
Q

skill of asking questions

A

asking how and why specific interventions or assessments are chosen
ask questions to help understand the child’s disorder

6
Q

skills of using data

A

the decision maker uses both objective and subjective data to accurately document a communication disorder

7
Q

objective data q

A

based on observable phenomena (ex. rating scales, behavioral/classroom observations, test scores)

8
Q

subjective data

A

represent an individual’s opinion (concerns of a teacher or a parent)

9
Q

multicultural factors

A

how do you feel the US has changed to make multicultural issues important?
what factors must be considered with regard to multicultural issues?
what kinds of questions might we ask ourselves during assessment and intervention regarding multicultural factors?

10
Q

innovation and change

A

why is it important for skilled practitioners to be open to innovation and change?
-have to be open to finding new data and doing new research

11
Q

critical thinking parameters

A
  • accuracy and scope of information
  • evaluating the evidence
  • change and adaptability
12
Q

accuracy and scope of info:

A

objective info= specific documentations and data

subjective info= something that is reported

13
Q

scope

A

have i considered their multicultural background and have i used subjective and objective info

14
Q

evaluating and evidence

A

did i get this data myself or from someone else?

15
Q

change in adaptability

A

is it the best approach for the child and is it motivating for the child

16
Q

4 aspects of clinical practice

A
  • assessment
  • intervention
  • environment
  • progress monitoring
17
Q

purpose of assessment

A

so we know what to work on with the child, and it gives us a starting point of where she is and what is the next step, identify subdomains and what they are having trouble with

18
Q

language difference

A

reflects a cultural or regional pattern

identify children who have a language difference versus a true language disorder

19
Q

language disorder

A

impaired comprehension and/or use of spoken, written, and/or other symbols systems

20
Q

at risk

A

a child that may develop difficulties with language (ex. low socioeconomic status)

21
Q

disability

A

person has reduced ability to be successful; something negatively impacting their communication

22
Q

handicap

A

social impact of the disability (diff making friends at school)

23
Q

impairment

A

some kind of loss of physiological, psychological structure (emotional impact of dysarthria)

24
Q

primary prevention

A

we see that there may be a possible problem with this child -there isn’t a delay or disorder identified yet

25
Q

secondary prevention

A

we noticed there is a delay and we will provide early intervention so the problem doesn’t get worse

26
Q

tertiary prevention

A

we have identified a problem and we have to do something about the problem to prevent secondary issues from happening- we know there is a problem and it may be long term so we can help the individual

27
Q

intervention

A

we need to consider the child’s age and their stage

28
Q

intervention goals

A

facilitate communication development (ultimate goal)
change or eliminate an individual’s underlying communication problem (ultimate task)
change specific aspects of the individuals communication function by teaching specific skills
teaching compensatory techniques to improve the individuals communication functioning

29
Q

compensatory techniques

A

alternate strategy - ex. if a child is having problems writing, maybe he can type on a keyboard in class

30
Q

least restrictive environment

A

when someone has a disability, we want them to be in a typical, everyday, environment that their peers are also in (what is the level they can be involved with others)

31
Q

IEP

A

what are the child’s needs and how are we going to provide that support for them?

32
Q

differential instruction

A

how do we figure out what this child needs and what is the best approach of intervention based on their needs

33
Q

inclusion

A

ties in with least restrictive environment- we want that child to be included with their peers as much as possible

34
Q

goals of an IEP

A

to set reasonable learning goals for the child
permit the child to learn in the least restrictive environment to the maximum degree possible
state the school services to be provided
have input from all stakeholders (parents, teachers, SLP, OT, etc)

35
Q

backward design

A

started with an overall goal and worked backwards (motivated to reach the end goal)

36
Q

environment: routines based interviewing

A

used to assess a child’s developmental and communication status
gain info about day-to-day life
tune in to a family’s feelings about their child
prioritize intervention goals

37
Q

high level of engagement

A

child evidence problem solving and challenge, even if he fails the first time
child uses language, pretend play, drawing that allow him or her to reflect on the past, talk about the future, and construct new forms of expression

38
Q

moderate-high level of engagement

A

child manipulates objects to create, make, or build something
shows intentionality
child demonstrates differentiated behavior

39
Q

moderate-low level of engagement

A

attention to the activity by looking at an object or person (at least 3 seconds)
observed to demonstrate a serious facial expression and quieting of motor activity

40
Q

low level of engagement

A

undifferentiated behavior

non-engaged behavior

41
Q

distributed classroom intervention

A

spread out practice a little bit longer (

5 min/ 5 times a week)- may be used for artic

42
Q

massed practice of classroom intervention

A

one day a week for 25 minutes - do longer and more in depth therapy

43
Q

data collection procedures

A

allows the practitioner to track a student’s progress from one session to another
documents the effectiveness of the intervention approach
maximize the effectiveness of the intervention

44
Q

quantitative data

A

scores and numbers from an assessment

45
Q

qualitative data

A

used to interpret the quality of the child’s performance

46
Q

rubric

A

a way of setting different standards and criteria for how we are going to measure data