Exam #2

Question 1

Medical conditions resulting in communication and swallowing disorders:

Answer 1

pg. 273

Question 2

Types of Therapy to offer

Answer 2

Individual vs. group
Interdisciplinary
Collaborative/Inclusive setting
Consultation
Client/Parent/Spouse Education

Question 3

Three prongs of Evidence Based Practice

Answer 3

The knowledge, judgment, and critical reasoning acquired through your training and professional experiences

Evidence (external and internal)
The best available information gathered from the scientific literature (external evidence) and from data and observations collected on your individual client (internal evidence)

Client/patient/caregiver perspectives
The unique set of personal and cultural circumstances, values, priorities, and expectations identified by your client and their caregivers

Question 4

6 Step approach to using Evidence Based Practice (pg 63)

Answer 4

1. PICCO- first step
   P - patient;
   I-intervention to be considered;
   C - comparison treatment;
   O - desired outcome
   2.
   3.
   4.
   5.
   6.

Question 5

Foundational Concepts for all treatment approaches:

Answer 5

Setting goals
Design
Teaching strategies
Data Collection
Behavior Modification

Question 6

Continuum of naturalness in teaching (ch 6)

Answer 6

Least to most natural

Question 7

Intervention Programs/Approaches

Answer 7

Lidcombe Program
Stuttering Modification Approach
V-Nest
Constraint Induced Language Therapy
DIR Model of Intervention
Auditory Verbal Therapy
PROMPT approach
Cycles approach
Total Communication
Hanen Program: It takes two to talk

Question 8

Communication Skills: Verbal

Answer 8

Close-ended questions
Open-ended questions
Restatement
Sharing
Minimal response/encourager
Silence (waiting)
Instruction
Interruption
Confrontation
Summarization

Question 9

Communication Skills: Non-Verbal

Answer 9

Body tension or movement
Proximity and posture
Facial Expression
Visual cues: movement hands, legs, body

Question 10

Reinforcement System

Answer 10

-Verbal Reinforcement
Children vs. Adults
-Natural Reinforcement
Response to communication (requesting and receiving)
-Tangible Reinforcement
Food, stickers, puzzle pieces, stamps
-Nonverbal Reinforcement
High-five, smile

Question 11

Scaffolding

Answer 11

To guide and support by Vitgostsky

(figure out where someone is at and will help guide for the next step)

Question 12

ZPD

Answer 12

zone of proximal development

Where the child is independently and how much further they can get with support.

Support comes social aspect from the parent.

Question 13

Teaching Strategies
know when to use them

Answer 13

Direct modeling-> this is A mug
Indirect modeling- You’re playing with a car, or the dog
Shaping- Successive approximation- Child working on r, and the child says wabbit. getting closer to the target is shaping
Prompts- pulling back on the support that is given.
Fading-
Expansion- If a child says “plane and points” and you say “look airplane”.
Recasting where the clinician repeats what the child says but adds the correction in the statement. The child says “plane sky.” Clinician says: yes, there is a plane in the sky.”
Negative practice where the child says the wrong target, so the clinician says “wabbit? with a grammace”
Target-Specific feedback

Question 14

Learning theories:

Answer 14

Behaviorism
-Classical/Operant conditioning
Social Interactionist
Cognitive learning
Constructivism
Motor Learning

Question 15

Communication Sampling

Answer 15

You can do through behavior assessment

Question 16

Treatment approaches

Answer 16

Programming: Setting Goals & Lesson Planning Selection, sequencing and generalization of therapy goals. Session design: Continuum of Naturalness Organization and implementation of therapy sessions, includinginterpersonal dynamics. Key Teaching Strategies: Learning Theories, Teaching Methods Use of basic teaching techniques to facilitate learning. Data Collection: Collection, Analysis and Documentation Systematic measurement of client performance and treatmentefficacy. Behavior modification: Reinforcement Systems Systematic use of specific stimulus-response-consequenceprocedures.

Question 17

Direct modeling versus
Indirect modeling

Question 18

Shaping

Answer 18

where the person is slowly getting closer to the target.

Question 19

Prompts

Answer 19

You sit on a _____. (chair)

Question 20

Fading

Answer 20

you got from direct to indirect modeling, you are fading the support from whatever the goal is

Question 21

Expansion

Answer 21

The child says “look a plane”
the clinician adds language

Question 22

Recasting

Answer 22

you recast what the client says but correct it

Question 23

Negative Practice

Answer 23

clinician says it wrong

Question 24

Target-Specific feedback

Answer 24

“yes that what good, but what i want you to do is move your tongue back a little more”

Question 25

Guidance

Question 26

Information

Question 27

Reward/Token Economy

Answer 27

rewards for completion of activity

Question 28

Ask what can your client do?Where does the error pattern occur?Example:Fronting : /t/ for /k/Initial /k/ = 90% accuracy (coat, cat, cow)Final /k/ = 60% accuracy (rake, snake, fake)Medial /k/ = 10% accuracy (making, blanket)What area do YOU choose as a goal?Why?

Answer 28

You work with final K at 60%, because the initial placement the child already is doing well, the medial is alreaady hard and they may not be able to do it.