Clinical Procedures In Speech Pathology

Front 1

Seating Arrangement

Back 1

-Access to materials

-Access to client

-Record keeping/data collection

Front 2

Reinforcement

Back 2

-Verbal

-Nonverbal

-Continuous vs intermittent

Front 3

Chile Affects

Back 3

-Client puts you on a behavior plan

Front 4

Verbal Praise

Back 4

-Alternatives to "good job"

- "i like the way you put your tongue there"

Front 5

Continuous

Back 5

-continuously providing child with reinforcement

-can be bad

Front 6

Intermittent

Back 6

-variable schedule reinforcement is the best intermittent reinforcement

-after every 3...you get this

Front 7

Primary Reinforcement

Back 7

-Edibles are temporary

Front 8

Secondary Reinforcement

Back 8

-activities, objects, or tokens

Front 9

Tertiary Reinforcement

Back 9

-Praise

Front 10

Verbal Models

Back 10

-Aligns with direct teaching

-Say exactly what it is you want your client to do

-Make statements such as "come sit down with me"

Front 11

Cloze Sentence

Back 11

-Fill in the blank

- "the boy is in the t......_____" Tree!"

Front 12

Pre-teaching

Back 12

"remember when you do X, you have to do Y...lets practice"

Front 13

Choice Consistency

Back 13

-aligns with stimulus presentation

-what level of complexity (object, photo, picture, then line drawing)

Front 14

Task Design

Back 14

-Should elicit the target

-should encourage normal conversation

-think ahead of how to get client to elicit target

Front 15

Physical Assist

Back 15

-touching client and getting their lips to do something

Front 16

Placement Cues

Back 16

-Verbally telling client where to place articulator (put tongue between your teeth)

Front 17

Visual Cues

Back 17

-Showing the client (model)---with mirror

Front 18

Imagery

Back 18

-Sammy Snake

-create an image of a specific sound

Front 19

Phonetic Context

Back 19

-surrounding sounds that can support o interfere with production of the target (select stimuli that targets are related to increase success)

Front 20

Nonverbal Communication

Back 20

-avoid sarcasm

-your verbal and nonverbal cues need to match

Front 21

Data

Back 21

-the representative sample of a client's ability and PROGRESS

-statement regarding intervention methods

Front 22

Testing

Back 22

-Focus on the clients skills with stated level of support (conditions/prompts)

Front 23

Generalization

Back 23

-Just because client does well in session doesn't mean client is doing well with skill in life

-give homework

Front 24

Novel Tasks

Back 24

-those the client has never seen before

Front 25

Across contexts

Back 25

-use journal, log technology for client, caregiver to track progress

Front 26

Repeated Data Points

Back 26

-Progress needs to be demonstrated across time, people, contexts

-Need 3 data points for a trend

-need mean for pre, treatment, and generalization sets

Front 27

Teaching

Back 27

-Focus on how the client is responding to methods

-INUPUT and OPPORTUNITY

-Take notes on methods used

-take notes on client responses to methods

Front 28

Organization of Session

Back 28

-Pretest

-Teach

-Post- test

Front 29

Writing Objectives

Back 29

-Always target the skill you are teaching and yo want the client to demonstrate

-Never write what you don't want to see!

Front 30

4 Components of Writing Objectives

Back 30

1. Client

2. Condition (context, culture, stimuli)

3. Behavior

4. Criteria

Front 31

Condition

Back 31

-time/place

-materials, methods, context

Front 32

Behavior

Back 32

-MUST BE OBSERVABLE

-stated using verbs

-State exactly what you want the client to do

Front 33

Observable Behaviors

Back 33

-match, repeat, fold, pour, measure, point

-sitting in a chair with his/her feet on the floor

Front 34

Criteria

Back 34

-Performance level- how well do you want the client to perform the behavior before you determine that the target has been achieved

-60-80% criteria is good

-Criteria and data collection have to match

Front 35

Frequency Recordings

Back 35

-GOOD DISCRETE BEHAVIORS

-clear beginning and clear end

-such as joint attention or producing a word or speech sound

-can include frequency/time

Front 36

Latency Recording

Back 36

-Measurement from time of presentation of stimulus to time the behavior is observed

-method that measures behavior with time

Front 37

Duration Recordings

Back 37

-how long the behavior occurs (will remain seated for 7 minutes)

-method that measures behavior with time

Front 38

Partial Interval Recording

Back 38

-Determine an amount of time (5 minutes) and if the behavior is observed for any PART of the time interval a + is recorded (ex. raising hand to speak)

-Don't know if they're making progress

Front 39

Whole Interval Recording

Back 39

-Determine an amount of time (5 minutes) and if the behavior is observed for ALL the interval is a + recording (ex. sit in seat)

Front 40

Momentary Time Sampling

Back 40

-in that moment in time do you see the behavior you want?

-Ex. Every 10 minutes, select the moment in time...is he/she calm and alert? was your client managing saliva?

-random

Front 41

Programming for Generalization

Back 41

-State the level of prompts in the objective/ goal

-State that the behavior will be seen across multiple sessions for achievement

Front 42

Behavior Data

Back 42

-product of measuring and recording behavior

Front 43

Behavior data is used for...

Back 43

-used to establish baseline of the target behaviors to increase or decrease. Data can give us information on when behaviors are most likely to occur!

-helps guide decisions on making changes to intervention and whether they need to continue

Front 44

Long-term Goals

Back 44

-relatively broad changes in communication behavior to be achieved during a course of therapy

Front 45

Pretest

Back 45

-allows a clinician to establish that the client is not already consistently correct on target behavior

Front 46

Post-test

Back 46

-determines the client's consistency with target behavior

Front 47

Task analysis

Back 47

-larger goal is broken into smaller steps that can evaluate input/output

Front 48

Continuum of naturalness

Back 48

-the degree to which intervention contexts correspond to everyday comm. situations

Front 49

Assistive Technology (AT)

Back 49

-augment speech production capabilities

Front 50

Clinician Directed Approaches (CD)

Back 50

-the clinician controls all aspects of intervention: determining therapy goals, selecting stimulus materials, choosing the type & frequency of reinforcement, identifying target responses

Front 51

Antecedent

Back 51

-(stimulus) --the clinician provides a model of desired behavior or prompt to produce it

Front 52

Behavior

Back 52

-the client responds by producing a target behavior

Front 53

Consequence

Back 53

-the clinician provides reinforcement if the client's behavior was produced correctly

Front 54

drill

Back 54

-presents stimulus "Good Job"

Front 55

drill-play

Back 55

only reinforced with correct production of target

Front 56

Client Centered Approaches (CC)

Back 56

-wait for client to initiate behavior

-clinician follows client's lead and offers meaningful response

Front 57

facilitative play

Back 57

-indirect stimulation technique during natural course of play

Front 58

functional therapy

Back 58

-activities of daily living which the client practices with support & scaffolding from the clinician

Front 59

focused stimulation

Back 59

-clinician deliberately organizes the verbal and nonverbal environment to increase likelihood that the client will produce the target form

Front 60

Least to Most Prompting

Back 60

verbal, visual, proximity, and taxtile (physical assist)