Test 1 vocab Flashcards
(78 cards)
1
Q
Artistry
A
- merging of the what and how of our profession
* bridge between research-based knowledge and practical application
2
Q
Therapeutic Interaction
A
- Responsive fluid exchange between clinician and client
- Conversation
- Actions of the client and the clinician
3
Q
Task Analysis
A
- Behavior concept - tasks are broken down into component parts in order to learn the parts separately, then put back together to demonstrate the target or task
- Break it down, learn it, put it back together
4
Q
Hierarchy of treatment
A
Small bits at a time - like running a marathon, you have to start small and build up
5
Q
Interpersonal Communication skills
A
- Interactions used to engage others
* empathy, politeness, non-verbal behavior
6
Q
Therapeutic-specific skills
A
- taught and learned in relation to their applications in s-l therapy
- Enthusiasm, animation, seating arrangements, pacing, fluency, learning modalities, reinforcers
7
Q
Therapeutic mindset
A
- mental disposition or attitude that predetermines the SLPs responses to and interpretations of situations that occur in therapy sessions
- Continuously assess stimuli, responses, all other interactions and be ready to act or respond accordingly
8
Q
Function of the therapeutic mindset
A
The awareness of the options and the preparedness to select and implement the appropriate option for the situation
9
Q
Anticipation
A
• consider, predict or anticipate what might happen and be ready
10
Q
Evaluation
A
Be ready to assess what is happening
11
Q
Interaction
A
- ready-to-respond mode
- questions that can note client’s expressive language, phonological skills, conversational pitch, intensity, fluency, etc.
12
Q
Facilitator
A
SLP doesn’t simply correct the disorder, but serves in a role that helps the client improve communication skills
13
Q
Interpersonal Demeanor
A
- Being an effective communicator
* Consider the personality and basic needs of the client before beginning therapy
14
Q
5 keys of communicaiton
A
- Two-way and symbolic
- Real-life process
- receiver phenomenon
- Complex, transitory, continuous
- Contextually-based event
15
Q
What constitutes a good communicator?
A
Engage in not only message sending and receiving, but in playing a game of constant interaction with the words as well as other things
16
Q
Nonverbal behaviors
A
Eye contact, facial cues, proximity, body language
17
Q
Affect
A
- The feeling, emotion, mood, and temperament associated with a thought
- interactions, relationships, and client progress
- Manipulate our affect to influence therapy
- Read affective behaviors associated with the client during tx in order to respond and make changes
18
Q
Professionalism
A
- Appearance (dress, hairstyle, grooming)
- Communicate - answer calls and emails in a timely manner
- Metered confidence, professional speech and vocab
- Responsible, timely, polite, calm, poised, neat, available, accountable
19
Q
Define Therapeutic Process
A
- Broad-based professional procedures, activities, and interactions with clients designed for the intervention of communication disorders
- “improve quality of life by reducing impairments of body, activity limitation, participation restrictions, environmental barriers of the individuals they serve”
20
Q
3 things to increase confidence
A
- Gather information: age, gender, documented disorder, suspected disorder
- Interpret findings: explain normal, mild, moderate, severe disorders
- Develop conclusions and appropriate rationales: is therapy indicated? Why or why not?
21
Q
ASHA Principle I
A
Individuals shall honor their responsibility to hold paramount the welfare of the persons they serve professionally
•All about the people
22
Q
ASHA Principle II
A
Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance
• Professional competence
23
Q
ASHA Principle III
A
Individuals shall honor their responsibility to the public by promoting public understanding of the profession, supporting development of services designed to fulfill the needs of the public, and by providing accurate information in all communications involving any aspect of the professions, including dissemination of research findings in scholarly activities, and the promotion, marketing, and advertising of products and services.
•Public understanding
24
Q
ASHA Principle IV
A
Individuals shall honor their responsibilities to the profession and their relationships with colleagues, students, and members of other professions and disciplines
25
Rules of ASHA I
* Shall provide services competently
* shall use every resource, including referral
* no discrimination
* don't discontinue service without reasonable notice
26
Rules of ASHA II
* engage in the aspects that are within the scope of practice
* Engage in lifelong learning
27
Rules of ASHA III
* don't misrepresent credentials, education, training, experience
* Don't participate in conflict of interest activities
* refer on basis of referral, not for personal gain
* don't misrepresent research
* be honest with the public in all aspects
28
Rules of ASHA IV
* Uphold dignity and autonomy of the profession, maintain harmonious relationships
* Don't engage in dishonesty, fraud, deceit
* Don't sleep with clients
* Give credit where its due
* Comply with code of ethics and tell on people when they don't
29
Progress of IDEA
EHA (75) --> Amended in 86 ---> Amended in 90 and became IDEA --> Amended in 97 --> Amended in 2004 ---> Additional funding in 2009
30
EHA
* 1975
* First federal law mandating FAPE
* Parents don't pay for speech therapy
* Appropriate could mean sped day class
31
EHA 1986 Amendment
Include children birth to 5
32
IDEA 1990
* Extend S-L therapy to autism and TBI
* AAC Devices
* LRE - Allowed mainstreaming
33
IDEA 1997
* Expanded to include developmentally delayed children 3-9 years old
* mediation for parents to resolve disputes
* grants for technology, disabled infants, parent training, professional development
34
IDEA 2004
* Aligned with NCLB - compliance to focus on student achievement
* Added "highly qualified" for sped professionals
35
IDEA 2009
Additional 12.2 billion for American Recovery and Reinvestment Act
36
What does IDEA stand for
Individuals with Disabilities Education Act
37
504 Plan
* Equitable treatment and rights to services for clients with or without an IEP
* allows for accommodations and modifications
38
What is an IEP
Individualized Education Plan for over 3 years old
39
What is IFSP
Individualized family service plan for under 3
40
HIPPA Intent
* prevent loss of insurance when changing jobs
| * ensure privacy of PHI
41
Patient's RIghts
* make informed choices
* find out how PHI is used
* Limit release of PHI
* Get copies of their records
42
What is protected
• tests, blood work, diagnoses, conversations, medical information that identifies you
43
Individually identifiable health information
name, address, phone, email, med rec #, ssn
44
Employer's Responsibilities
* Notify patients of rights
* adopt privacy procedures
* train employees in privacy
* designate somebody to be in charge
45
Who follows hippa?
Doctors, nurses, hospitals, clinics, snfs, hmo, medicare, medicaid, health insurer's insurance
46
Who doesn't have to follow hippa?
life insurance companies, employers, schools, workers comp, state agencies, law enforcement
47
Define a learning theory and how its helps us
* The process by which people accumulate experiences and make them into new meanings
* helps us see where all the things we do and what we learn comes from / research base
48
4 Main learning theories
1. Behaviorism
2. Cognitive
3. Humanistic / Experiential
4. Social orientation
49
Behaviorism: overview
Overt behaviors can be observed, measured, and manipulated
50
Pavlov
Classical Conditioning: Stimulus-response
• a neutral stimulus becomes associated with a conditioned response
• Therapy: prompting and reinforcing
51
Watson
Practice strengthens learning
| • therapy: artic therapy / drills
52
Skinner
Operant Conditioning: every action is driven by a reward
• Individual behaves in a certain way, receives reward and bond is established
• Therapy: stimulus - reward - expectations of continuing the correct response while removing reward
53
ABA
Antecedent, Behavior, Consequence
| • Behavior therapy is necessary for language therapy
54
Cognitive Learning Theory
Acquisition or reorganization of the cognitive structures humans process and store information
55
Piaget - stages of development
1. Sensorimotor: 0-2
2. Preoperational: 2-7
3. Concrete Operational: 7-12
4. Formal operations: around 12
56
Sensorimotor
```
Motor reflexes (birth to 1)
Touch and movement (1-2)
```
57
Preoperational
* Acquisition of symbols in area of language, mental imagery, drawing
* greatest increase in language (75% of all vocab is learned by 4)
* Figurative play
58
Concrete Operational
* Quality and time
* theory of conversion
* points of view of others, humor, more adult like thinking
* abstract thinking/perspective taking
59
Formal Operational
* Develops ability to reason on the basis of theory and concrete realities
* hypothetical though
60
Assimilation
Ability to transform incoming information so it fits with existing thinking
61
Accommodation
The way in which a person adapts his or her way of thinking regarding new experiences
62
Equilibration
Encompasses assimilation and accommodation and refers to overall interaction between existing ways of thinking and new experiences.
• Disequilibrium is involved
63
Humanistic / Experiential Theory
Experience is the primary phenomena in learning
64
Maslow's Hierarchy of needs
1. Physiological
2. Safety
3. Love / belonging
4. Self-esteem
5. Knowledge / understanding
6. Self-actualization
65
Where in maslow's hierarchy does learning happen?
Self-acualization - difficult if other needs are not met first
• we need to make sure the client is respected and feels safe
66
Carl Rogers: Learning occurs best when...
1. Topic is relevant
2. Threat is low
3. Is self-initiated
67
Why is h / e theory important to slps?
1. create physical climates to meet clients needs (rule of 90s)
2. maintain a supportive emotional climate
3. develop challenging and meaningful activities
68
Social Orientation Theory (Vygotsky)
* Social interactions are vital to cognitive development
| * learning occurs with more competent persons
69
Social orientation therapy techniques
* Description: adult labels what child is seeing
* Self-talk: adult describes what she is doing
* Parallel talk: adult describes what child is doing
* expansions
* group therapy
70
Global Learning Style
* Whole-part-whole
* Bottom line without the details
* Need breaks, snacks, mobility
71
Analytical learning style
* step by step
* need directions/details
* need little distraction
72
Auditory modality
Verbal directions, group discussion, very little note taking, studies with music playing
73
Visual
Likes handouts, drawings, mind-mapping, lots of notes, color as a learning aid
74
Tactile
hand-on manipulatives, get up and perform, walk, application of concept in motor
75
Concrete to Abstract learning
Artic: isolation to whole word
Language: literal to idoms
76
General to specific learning
Langauge: categories - dogs in general to dog breeds
77
Simple to complex learning
Number of directions
78
Other sensible learning environment things
* attention and focus
* duration of attention is developmental (1 min/year)
* processing and remembering is best when personalized, organized, developed around prior knowledge
* repetitive
* rapport
