Study Guide Flashcards
(76 cards)
1
Q
What are the 3 criteria of a goal/critical elements?
A
- Performance/behavior
- Conditions = context
- Criterion = accuracy
2
Q
What is performance/behavior?
A
- Observable, measurable behavior that is desired to be changed
3
Q
What are the performance words used?
A
- Verbalize
- Produce
- Request
- Say
- Use
- Imitate
4
Q
What is condition=context?
A
- What you do; what you will provide to the client to facilitate performance success
- Probably will include: Prompts you’re going to give and Environment you are in
5
Q
What is criterion=accuracy?
A
- percent accuracy
- How the client “should” respond
- EX: During 2 out of 3 session, J.J. will do ______ 5 times in a 15 minute period.
6
Q
What is goal writing?
A
- The client will do “what behavior, to what extent for how long.”
7
Q
What is the communication ladder?
A
- It is a behavior modification tool
- It breaks down behavior and non-verbal responses
- Constantly prompting and shaping to move forward
8
Q
Who was the communication ladder targeted for?
A
- Client’s with behavior issues
- Client’s with select mutism
9
Q
How is the communication ladder different than prompting?
A
- Because it looks at how you are prompting the behavior, NOT speech and language
- Looking at how you are shaping behavior to get cooperation and compliance so you can move onto working on speech and language goals
10
Q
List from the beginning stage (top) to the advanced stage (bottom) the Communication ladder hierarchy.
A
- Follow directions - stand up, point to your chest
- Pointing - point where you want to go
- Nodding/shaking/shrugging - shake your head y/n
- Make faces - smile if that’s okay
- Non-word sounds - “uh huhh” or “uh-uh”
- 1 word answers - forced choice
- Multiple word answers - forced choice
- Open-ended questions
- Longer responses
- Eye contact
- Spontaneous language
11
Q
T/F: the first step, following directions, is a behavior technique?
A
TRUE
12
Q
Which stage consists of AIM (acknowledge, interpret, model)?
A
- Make faces
- You are acknowledging their facial expression, interpreting it and then modeling for them
13
Q
Describe the “1 word answers - forced choice”
A
- You want to give them an out!
- “or neither”
- “or something else”
14
Q
Describe “multiple word answers - forced choice.”
A
- “Dog, Cat, or something else”
15
Q
Which stage is more specific for clients with select mutism?
A
-eye contact
16
Q
What are the two major types of reinforcers?
A
- Primary
- Secondary
17
Q
What are primary reinforcers?
A
- Those that satisfy the biological need.
- These are often edible reinforcers
18
Q
Which clients it is most appropriate to use primary reinforcers?
A
- young, non-verbal, low-functioning clients
19
Q
What are the concerns with primary reinforcers?
A
- client must be hungry
- Food must be a preferred food
- Weight gain
- Allergies
- Medical conditions
- Swallowing issues
20
Q
What are the secondary reinforcers?
A
- Social reinforcers
- Toys, games, etc.
- Intrinsic (i.e. the need to be successful)
21
Q
What are the different types of reinforcement categories?
A
- Words of affirmation
- Acts of service
- Receiving gifts
- Quality time
- Physical touch
22
Q
Give two examples of words of affirmation.
A
- I like it when people tell me good things about me
- I like it when people tell me why they like me
23
Q
Give two examples of acts of service.
A
- I like it when people do work for me.
- I like it when people help me with my work.
24
Q
Give two examples of receiving gifts.
A
- I like it when I earn money.
- I like it when I can buy things that I want.f
25
Give two examples of quality time.
- I like doing fun things with people I like.
| - I like spending time with my friends.
26
Give two examples of physical touch.
- I like it when I get high five for doing a good job.
| - I like it when someone rubs my back
27
What are the two types of reinforcement schedules?
- Continuous
| - Intermittent
28
What is continuous schedule of reinforcement?
- Client receives a reinforcer following each response
- Works best when a new target behavior is being taught
- More powerful in the beginning stages of therapy
29
What is intermittent schedule of reinforcement?
- Client receives a reinforcer only after a certain predetermined number of responses
- typically reserved for intermediate to advanced stages
30
What are the different types of seating options?
- Cluster seating - chairs/floor
- Diagonal seating
- Kidney-shaped table
- Mounted mirror seating
- Seating across the table
- Side-by-side seating
31
Which are the two most common seating options for testing?
- Diagonal seating
| - Seating across the table
32
Which seating option is ideal for groups and classroom setting?
- Kidney-shaped seating
33
Which seating option is beneficial for oral-motor and articulation?
- Mounted mirror seating
| - Biofeedback allows them to see themselves
34
What is probing?
- Investigating the clients skill in producing non-targeted response on the basis of generalization
- Minute you get the response you want you then probe for what the next goal might be (going up a level)
35
T/F: Probes may be conducted in all areas of therapy?
TRUE
36
What are the two types of probes?
- Pure
| - Intermixed
37
What are pure probes?
- Only non-targeted words
38
What are intermixed probes?
- Both non-targeted and targeted words are used
39
What is the baseline?
- Client's pretreatment response accuracy or on previous session goals
40
What is motivation?
- A stimulus or force that causes a person to act
41
What are the two types of motivation? **
- Intrinsic
| - Extrinsic
42
What is extrinsic motivation?
- External to the client (i.e. tokens)
43
What is intrinsic motivation?
- Caused by an internal force or stimulus (i.e. desire to improve)
44
Which of the two types of motivation is the strongest in terms of impacting learning?
- Intrinsic
45
What is an antecedent?
The events that occur before the response/behavior
- May be objects, pictures, instructions, modeling, prompting, manual guidance, and other special stimuli
46
In terms of when you write a goal and you think of the 3 critical elements, which one is the antecedent?
- Condition: prompts & environment
47
What is alerting stimuli?
- When clinician draws attention to the upcoming stimuli
48
What is modeling?
- The clinician's production of a target behavior for the client to imitate
49
What is prompting?
- Using special stimuli, verbal or non-verbal, to increase the probability that the client will respond in a desired manner
50
What is cueing?
- An aid to promote a correct response
51
What are the three types of cueing?
- Auditory
- Tactile/kinesthetic
- Visual
52
What is the idea of a SOAP note?
- It is brief and informative
- Focused on what others need to know and include whatever information an insurance company would need to see to justify your continued involvement with the patient
53
What goes in the S (subjective) section?
- non-measurable information
| - happy, grumpy, cooperative, angry, tired, willing to participate, etc.
54
What goes in the O (objective) section?
- measurable information
| - test scores, percentages
55
What goes in the A (assessment/analysis) section?
- Describe your analysis of session
- Note if prompting faded; talk about percent; prompting technique; analyze results (what are they telling you) & talk about trials (2/7=I, 5/7 - 71% vp or less, 7/7=100% model)
56
What is the P (plan) section?
- Outline the course of treatment. Any changes to objectives activities, reinforcement schedules should be included.
- "continue plan of treatment (POT)" & "Focus on...."
57
What is receptive language?
* NEED TO KNOW THE DIFFERENCE BETWEEN THIS AND EXPRESSIVE LANGUAGE SO KNOW THE DEFINITION!**
Understanding of concepts, vocabulary (syntax) and following directions
58
What is expressive language?
**NEED TO KNOW THE DIFFERENCE BETWEEN THIS AND RECEPTIVE LANGUAGE SO KNOW THE DEFINITION!**
The ability to use (express) concepts, vocabulary, and wants and needs.
59
What is the best proximity for behavioral management?
- Intimate space 0 - 1.5 feet
| - Personal space 1.5 - 4 feet
60
T/F: Direct teaching descriptions include: feature, function, and class?
TRUE
61
What is feature?
- attribute
62
What is function?
- what you do with it
63
What is class?
- what group it falls under
64
POSSIBLE TEST Q:
- She will ask about a client with a behavior problem and non-verbal responses.
- Know behavior techniques
- Give the steps on how you will move forward
65
T/F: WE WRITE SPEECH AND LANGUAGE GOALS ONLY!!
TRUE
66
Naturally occurring indirect communication consists of what?
- Descriptions: Adult labels or describes what child is doing or seeing
- Self-talk: Describe own activities while playing with child
- Parallel-talk: Describe what the child is doing
- Expansions: Additions to the child's one or two word utterances
- Extensions: Expansion +
- Recasts: Repeating with correction or function of utterance
67
What are the goals of language therapy?
- Improving semantics, syntax, morphology, phonology, and/or pragmative language skills
68
What is semantics?
- Concept and word meaning
69
What is syntax?
- Rules of speech
70
What is morphology?
- Units of meaning
71
What is phonology?
- Study of sound system
72
What is pragmatics?
- Appropriate use of language in context
73
In language therapy, who does indirect treatment designed for?
Young children and other clients who operate as non-verbal
74
T/F: indirect treatment is naturalistic, less structured, and play-oriented?
True
75
What is indirect treatment based on?
The assumption that variables observed in normally developing children are effective clinical treatment strategies for language impaired children
76
Who is direct treatment designed for?
Clients who use verbal expression but have delays in language skills
