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19 Cards in this Set
- Front
- Back
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Family-friendly
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[General] To explain in a manner that can be understood by individuals outside the field
[F1] Define professional jargon [F2] Provide examples of jargon if present [F3] Use behavioral descriptions as they relate to client [Example] The client exhibits a phonological processing disorder exemplified by final consonant deletion. This means that he leaves out the last consonant/sound in the word. For example, he says “bu” instead of “bus”. |
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Instructional Objective
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[General] Measurable goals for the therapy session
[F1] Expresses a level to strive for (fix phrasing) [F2] Can be client goals or clinician goals [F3] Can be receptive or expressive [Example] To produce /s/i at word level. |
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Procedure
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[General] Method that clinician uses to achieve goal
[F1] Can require a response from the client, or not (expressive or receptive) [F2] one of four federally mandated bases for Tx plan (check!!) [F3] The procedure is repeatable. [F4] At least one procedure per I.O. [Example 1] Elicitation and delayed modeling are types of procedures. |
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Baseline data
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[General] Measured ratios of behaviors in the absence of treatment[F1] Compared to all future data to determine Tx progress.
[F2] Un-reinforced during collection [F3] Generalizable to different situations [F3] Consistent in procedural design [Example] Out of 50 trials, the client correctly produced /s/i 50% of the time. |
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Reinforcement system
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[General] Strengthens a behavior by providing a valued stimulus after a desired response.
[F1] Always connected to the instructional objective [F2] Includes a reinforcement schedule (e.g. intermittent, continuous, fixed-ratio) – tells you WHEN to reinforce a behavior [F3] Clinician can choose a style of reinforcement (e.g. verbal, social, tangible) [Example] Intermittent verbal reinforcement, e.g. “good job” |
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Comprehension
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[General] Understanding the linguistic message and the context
[F1] NOT imitation alone **** change [F2] Comprehension is receptive, not productive [F3] Needed to successfully judge client’s behavior [Example] You tell the child to “Put the block in” and he puts the block in the box. |
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Behavioral description
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[General] Reporting observable behaviors
[F1] Starts w/a judgment and moves backwards [F2] Needs to examine something measurable [F3] Needs to examine something repeatable [F4] Allows reader to reach the same clinical judgment [Example] The client got out of his chair ten times during a 50 minute session. |
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Verbal following
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[General] Feedback to the client that the clinician is engaged/present in the session
[F1] On a continuum from non-verbal – paralinguistic – one word – verbal [F2] NOT part of Stimulus – Response – Reinforcement cycle [F3] Provides encouragement, approval, disapproval, enthusiasm, further info [Example] Clinician provided encouragement, e.g. “Only two more left” |
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Talk-time ratio
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[General] A proportion of clinician to client interaction
[F1] A way for the clinician to learn to self-monitor the amount of time s/he spends talking w/ the client [F2] Specify condition under which you’re observing it [F3] Identify the unit being measured (turns, MLU, words, utterances) [Example] In 1 minute social conversation, run-taking was measured. The ratio was 7:5. |
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Empathy
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[General] How the clinician attempts to relate to the client
[F1] Uses behavioral description [F2] Can add or detract from therapy session [F3] Is an inter-personal skill [Example] The clinician related to the client (e.g. “I like The Little Mermaid too!” |
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Task
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[General] The technique the clinician uses to carry out the procedure
[F1]The activities that make up the session [F2] Chosen to match client’s skill level (object-pictoral-verbal) [F3] Multiple tasks can be used to achieve one goal [Example] Time-pressure situation, picture cards |
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Treatment principles
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[General] Rules from which the Tx procedures are derived
[F1] Knowing a principle well can lead to a host of effective procedures [F2] They are General and Few [F3] They are Abstract [Example] Stimulus-Response, Reinforcement system, Discrimination, Extinction, Generalization, and Teaching Style/Learning Strategies |
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Long-term objectives
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[General] State the criterion to be reached for each target behavior in a distant point in time
[F1] Lasts the term of the treatment plan [F2] Establishing the expected level of performance [F3] Achieved through short-term objectives [Example] To increase correct production of /s/ in word initial position from 55% to 85% through word list practice |
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Short-term objectives
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[General] Used in order to make the LTO obtainable
[F1] Always contains the measurable performance and a repeatable condition [F2] Every STO has a repeatable condition, target behavior and Standard Criteria [F3] Are obtainable in a short period of time (e.g., one month) [Example] Correctly imitate /s/ in isolation 80% of the attempts |
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Delayed modeling
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[General] A clinical procedure that recasts the client’s error in correct form
[F1] Receptive procedure [F2] Form of demonstrating a desired verbal response [F3] Indirect way of shaping responses [Example] Client says, “We can ‘do’ it”, Clinician responds, “yes, we can glue it.” |
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Client-centered therapy
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[General] Personalizing therapy to the client FIX
[F1] One client's needs may be different from another's?? FIX [F2] The clinician may incorporate the client’s interests into the sessions [F3] Requires the clinician to individualize the therapy instead of using existing programs [Example] One fluency client may need to work on his or her confidence, while another may need to work on planning his or her speech |
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Disorder-centered therapy
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[General] Therapy centered around diagnosis or disorder
[F1] Can be generalized to all individuals with the disorder [F2] Can use existing programs [F3] Does not take individual variations of the disorder into consideration [Example] All fluency cases will be treated the same, but different than all voice cases |
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Target behavior
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[General] Behaviors that create obstacles to effective communication
[F1] Should be one target behavior for each LTO [F2] The starting point for creating LTOs and STOs [F3] Measurable behaviors focused on by the clinician as part of the treatment plan that revolve around the disorder itself [Example] Word-final /s/ |
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Ethnographic interviewing
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[General] Interviewing the client’s and his/her family’s by taking his/her cultural perspectives into consideration
[F1] Interviewing in the client’s/family’s native language [F2] Using open-ended questions [F3] Don’t impose personal beliefs on the client [Example] In Latino culture, maintain close proximity and display comfortable affect |
