Clinic

Front 1

purpose of intervention

Back 1

- eliminate an underlying problem (e.g. provide hearing aids)
- modify disorder: teach specific behaviors to become more successful communicator
- teach compensatory strategies: make communication more functional

Front 2

therapy process

Back 2

- complete assessment
- determine significance of problem
- determine need for services
- determine problem area
- determine therapy approach
- establish new/compensatory behavior
- habituate
- generalize

Front 3

behavioral goals

Back 3

- instructional goals stated in terms of behaviors that can be observed and measured
- specify what we intend to accomplish with therapy
- NOT procedure

Front 4

types of behavioral goals

Back 4

- long term: describe what is to be accomplished before dismissal
- short term: describe steps to accomplish en route to LTG

Front 5

purpose of goals

Back 5

- establishes clinician accountability
- clarifies goals of treatment
- facilitates client learning
- provides clear method for evaluating progress

Front 6

determining significance of problem

Back 6

- difference from peers
- number of areas involved
- rate of change
- time since onset
- intellectual/post-onset expectations
- impact on functional capabilities

Front 7

writing goals

Back 7

- must be stated in terms that can be observed and measured
- includes "do", criterion, and conditions statement

Front 8

"do" statement

Back 8

- identifies specific action client is expected to perform

Front 9

conditions statement

Back 9

- identifies situation in which target behavior is to be performed
- specifies when behavior will occur, where it will be performed, and/or who will be present

Front 10

criterion statement

Back 10

- specifies how well target behavior must be performed

Front 11

clinician centered therapy

Back 11

- based on behavioral learning theory
- goal is to strengthen, weaken or develop a behavior
- drill based

Front 12

hybrid

Back 12

- drill play
- structured play

Front 13

child centered

Back 13

- functional
- play based

Front 14

stimulus

Back 14

- ways to elicit responses from client

Front 15

types of stimulus

Back 15

- auditory-verbal: instructional, modeling, imagery
- auditory-nonverbal (e.g. clapping, metronome)
- visual-written
- visual-non written
- kinesthetic/tactile

Front 16

using prompts

Back 16

- try something else if it's not working
- can use more than one type at a time
- use as many as necessary, but don't overdo it

Front 17

minimal cuing

Back 17

- general instructional
- visual-non written
- visual written

Front 18

moderate cuing

Back 18

- imagery
- tactile
- auditory-nonverbal

Front 19

maximum cuing

Back 19

- kinesthetic
- instructional
- modeling

Front 20

response

Back 20

- client's productions as a result of stimulus
- determine whether it is appropriate or not

Front 21

consequence

Back 21

- must occur immediately after client's response
- needs to either strengthen (reinforce) or weaken (punish) response

Front 22

positive reinforcement

Back 22

- method for increasing frequency of a behavior
- must fulfill a need/want of client

Front 23

types of reinforcement

Back 23

- primary: biologically determined, automatic response (e.g. edibles)
- secondary: learned to find reinforcing

Front 24

types of secondary reinforcement

Back 24

- verbal praise
- nonverbal messages
- objects
- informative feedback
- activities
- token economy

Front 25

which type of reinforcement to use

Back 25

- primary: used for young or low-functioning, not good for generalizing, can result in satiation
- social praise: most realistic, not highly motivating
- objects, games, tokens: motivating, easy to administer

Front 26

continuous reward schedule

Back 26

- reinforces every correct response
- helps generate high rates of responses
- use when just learning task
- not appropriate at conversation level
- behavior may decrease once reward is removed

Front 27

intermittent reward schedule

Back 27

- reinforcement after a variable number of responses
- fixed ratio: after predetermined number of responses
- variable ratio: after variable number of responses
- fixed interval: after fixed interval of time
- variable interval: after varying amounts of time

Front 28

punishment

Back 28

- way to decrease/weaken a behavior
- negative impact on response rate

Front 29

types of punishment

Back 29

- corrective feedback: telling client "no", describing what was wrong, best if followed by reinforcement
- response cost: remove reinforcing stimuli, works best at conversation level

Front 30

which reward schedule to use

Back 30

- continuous: when learning behavior
- ratio: when client can produce many times without error
- start with fixed, then switch to variable
- intervals not used much in therapy
- make changes in small, gradual steps

Front 31

factors influencing effectiveness of reinforcement

Back 31

- reward only behaviors you want to continue
- explain what client is supposed to do
- only reinforce to increase behavior
- do so immediately after target behavior
- vary reinforcement to avoid boredom

Front 32

therapy decision

Back 32

- evaluate correct response
- determine if reinforcement or punishment is needed
- determine if correct response is occurring more than incorrect (is it working?)

Front 33

basic hierarchy

Back 33

- isolation
- syllable
- word
- carrier phrase
- phrase
- sentence
- multiple sentences/targets
- semi-conversation
- conversation

Front 34

aphasia hierarchy

Back 34

- automatic speech
- repetition
- naming
- phrase formulation
- sentence formulation
- paragraph formulation

Front 35

if therapy does not work...

Back 35

- change stimulus
- change reinforcer
- change therapy approach
- move down on hierarchy

Front 36

therapy steps

Back 36

- must have cuing
- used to meet STO