Intervention Procedures For Slp Final Exam

Front 1

Transfer & Generalization

Back 1

Client's were not retaining what was learned in therapy
Pragmatics brought about arguments against drill (too unnatural)
Overall, clinician's were not finishing their job

Front 2

Descriminative Stimulus

Back 2

Sets occasion for response - but here, only one stimulus was doing so

Front 3

Stimulus Generalization (SG) aka Associative Spread

Back 3

Occurs when a learned beh in response to a particular stimulus is evoked by stimuli that are similar to the original one

Front 4

Stimulus bound

Back 4

Where a person has no SG

Front 5

Any new skill . ..

Back 5

Is Stimulus bound when 1st learned, until it is practiced in a number of different ways and settings

Front 6

Probs in Traditional Tx

Back 6

Client would be dismissed, after demonstrating correct beh, while they were still SB

Front 7

Current view

Back 7

Goals should not be just to dev. a beh - want child to be able to generalize this beh

Front 8

Part of our goal inTX

Back 8

Facilitate SG

Front 9

Different ways to facilitate SG (5 overview)

Back 9

1) Change RE schedule & type of RE that approximates those behs that are more natural
2) Want Tx interaction to be as close to desired interaction outside Tx
3) Practice in numerous other settings in which beh will be helpful
4) Practice new Sp/Lg beh with other people beside the clinician
5) Try to build self-mngmt & monitoring skills

Front 10

Response Generalization

Back 10

One stimulus sets the occasion for many different responses

Not often used by SLP
Is used by supervisors

Front 11

When teaching RG

Back 11

Are teaching client to make ___ to one stimulus you present

Front 12

Other way to teach RG

Back 12

Don't teach specific techniques (not just one way) to allow you to come up you own ideas to solve problems

Front 13

How promote RG?

Back 13

1) Provide client with a # of approp. resps to a given stimulus
2) Have client learn ea. resps per SG - that is in a # of different settings w/a # of diff people, in a # of diff pragmatic and linguistic contexts
3) Allow client ot practice at shifting response on command so they have a facility with all

Front 14

Do we use RG on all clients?

Back 14

NO

Front 15

Therapy requires 2 elements to be present

Back 15

: 1) it must be helping someone to do something that he/she could not do on their own, and 2) feedback must be provided to the client regarding the quality of their responses.

Front 16

How help someone to do something?

Back 16

A) Prompting
B) Breaking down resps reqs. by manipulating the S or the R; arrange session so the client can do something they couldn't do on their own

Front 17

Without both elements

Back 17

No Tx is taking place
But, doesn't mean client isn't learning

Front 18

If want to make sure you're doing Tx

Back 18

1) How am I helping to do something they couldn't do otherwise?
2) Am I providing feedback?

Front 19

How know if Tx is good Tx?

Back 19

by seeing improvement in any measurement you're taking

Front 20

Measurement

Back 20

Is vital for
1) Guide to future
2) Tells you whether Tx is effective or not

Front 21

Clinician should note . . .

Back 21

When no improvement is happening

Front 22

Plateau

Back 22

Where cannot get beyond 80% correct

Front 23

Plateau requires

Back 23

Different techniques
1) Change what you're doing to get beyond

Front 24

Initial mastery

Back 24

80%

Front 25

Four stages of learning

Back 25

1) Initial acquisition (lowest)
2) Advanced Acquisition
3) Initial Mastery (60-80%)
4) Total Mastery (100%)

Front 26

Initial acquisition

Back 26

0-20%
Unable to perform the beh except maybe by mistake or random chance

Front 27

Advanced acquisition

Back 27

30-50% correct
Why? Distracted, not motivated or trying very hard
Usu. when at this stage, dealing with motivation or att'n factors

Front 28

Initial mastery

Back 28

60-80% correct
Can perform beh most of the time
Still misses periodically
Many people will give up here

Front 29

Total mastery

Back 29

100% correct
Periodically can be wrong
KEY: Beh has been internalized by client in clinic
Many programs stop here
Reason for probs with transfer of skills

Front 30

Problem with stopping at TM

Back 30

Given technique may work well for one stage but not at another
should be clue that you need to change something
Impt: what works at one stage may not work at another

Front 31

Modeling

Back 31

Helps to Advanced acquisition (up to 50%)
Won't get them past this point
Model won't get them beyond 80%

Front 32

Any type of prompt

Back 32

Initial to advanced acquisition
Modeling and all prompts are the strongest techs at initial acquisition

Front 33

Drill or practice

Back 33

Is a tech used in Tx
use toward end of Initial acquisiton to Initial mastery
To 80%
Most impt. tech for getting to 80% -- Once client's at 40-50%
Things are slower at initial stages
once child starts getting it --use drill and practice

Front 34

Visual imagery

Back 34

Used at initial acquisition
Increases COGNITIVE AWARENESS of the problem and task:
Get client to understand more of what they're doing
E.g., teaching anatomy & physiology (with adult, not child)

Front 35

Increasing Cognitive Awareness

Back 35

ICA

Front 36

When does learning change?

Back 36

Learning changes once you get to 80%
• Imagine if you did most things at 80% criterion
o Accidents
o 80% of steps were good, 20% fell down
o 80% of the time you say your name correctly
• Everyone reaches a ceiling before they get to total mastery
• School districts think it takes too much time to get to 100%
o Most data indicates that when you get to 80% they continue not to know it real well, don’t automatically get to 100%

Front 37

In order to choose appropriate Tx techniques

Back 37

use 4 stages of Learning

Front 38

Initial Acquistion

Back 38

DEF: stage at which person is unable to perform beh. except by mistake or random chance (here, dealing with ability factors)
a. 0-20%
b. Receptive: When there’s a 50% scale – 2 items – what is IA stage – what percentage is IA? 50%
i. IA stage changes depending on task
ii. If 3 items, IA would be 33%
c. Anything that’s expressive is on 0-100% scale
d. CLOSED SET: Anything that you point to (receptive) depends on number of items
i. Example of elective mute – wrong 100% of the time – odds of doing so are about 1:20 million

Front 39

Advanced Acquisition:

Back 39

Stage where client correct 30-50% of the time
a. # of reasons: distracted, not motivated, not trying very hard
b. Shows they know something, just don’t know it well enough
c. Often dealing here with attention or motivational factors

Front 40

Initial Mastery

Back 40

60-80% correct responding
• Can perform beh most of the time
• Still misses periodically
• Many clinicians will give up here
• Reason for probs w/transfer of skills

Front 41

Total mastery

Back 41

Total Mastery: about 100% correct
• Periodically can be wrong
• KEY: beh. has been internalized by client in clinic room

Front 42

Problem:

Back 42

• a given technique may work well for one stage, but not at another
• should be a clue to you that something should be changed
• Impt. what works at one stage, may not work at another

Front 43

Modeling

Back 43

Helps at IA to AA (i.e., to about 50%); won’t put client past this but gets them thru their initial/advanced acquisition; at 80% model won’t get them beyond 80% (don’t bring model in beyond 80%)

Front 44

Prompting

Back 44

IA to AA – any type of prompts

Front 45

Strongest techs for initial acquisition

Back 45

Prompting and modeling

Front 46

Drill/Practice

Back 46

begins end of IA to IM (Initial Mastery) – up to the 80% plateau

Front 47

Most impt tech to get to 80%

Back 47

Drill and practice
once the client is at 40-50%

Front 48

Visual imagery

Back 48

used at initial acquisition (blowing popping sounds)

Front 49

Increasing Cognitive Awareness of the Problem and the Task (ICA)

Back 49

Get the client to understand more of what they’re doing, e.g., teaching anatomy and physiology (for adult, not child)

Front 50

ICA works at IA

Back 50

E.g., blowing, popping sounds where explaining what these are – providing image, and explanation of what you’re working on

Front 51

Explanations fall into IA

Back 51

a. Any explanations used at the beginning of Tx fall into this category
i. Just explaining not strong at this stage
ii. Explanation will rarely result in getting client to do what want to do

Front 52

ICA very strong at TM

Back 52

a. One way to get a client who’s at 80% over the hump is by ICA
b. All of these techs require making the client an active worker in the Tx process
i. Idea – when at 80% is on auto-pilot, nothing to push him higher  not thinking enough

Front 53

Tech 1 for getting from 80% to TM

Back 53

1. Explaining the prob and testing him on it

a. Part of testing – means you create some visual aids is to get client thinking about it (e.g., of 50 “is” when working on copula is)
b. Ask client to eval own responses and make his own chart of it – will focus client and cause him to attend more
c. Show the goal by means of visual aid
d. Best way  thru charting progress – esp. when up at 70% and want to get to 100%, make a big thing about your charting
e. Ask client if there are any ways he can think of to help him remember it – we want to get him to 100%, would have some RE to back it up (special surprise)

Front 54

Tech 2 for getting from 80% to TM

Back 54

Highlighting the goal to get to TM

Front 55

Tech 3 for getting from 80% to TM

Back 55

Increasing Motivation: valuable any time stuck but particularly impt. when trying to get to TM

Front 56

What is greatest predictor of future behavior?

Back 56

Past behavior

Front 57

Waterbed concept of Tx

Back 57

Tx constantly moving like a waterbed
up/down, up & down
Want to see some noticeable improvement at the END OF EACH SESSION

Front 58

Learning objectives: book's objection

Back 58

Given any objective in a subject area with which you are familiar, be able to identify (label) correctly the performance, the conditions, and the criteria of acceptable performance when those characteristics are present.

Front 59

Instruction is EFFECTIVE to the degree it succeeds in:

Back 59

• Changing students
• in desired directions
• and not in undesired directions

Front 60

3 Characteristics of Objectives

Back 60

1) Performance
2) Conditions
3) Criterion

Front 61

Performance

Back 61

always states what a learner is expected to be able to do/produce to be considered competent: e.g., be able to ride a unicycle

Front 62

Conditions

Back 62

an objective describes the important conditions (if any) under which performance is to occur, e.g., given a produce and a customer, be able to described the key features of the product

Front 63

Criterion

Back 63

: an objective describes the criteria of acceptable performance (how well someone would have to perform to be considered competent): with a computer with word processing software, be able to write a letter; criterion: all words are spelled correctly , no grammatical or punctuation errors and the addressee is not demeaned or insulted
a. NOTE: sometimes criteria are useless – but the more you say about your goal the better your intent will be described

Front 64

False performance

Back 64

Fails to describe what someone would have to do to demonstrate mastery -- ths is, it Contains no performance:
Examples:
have a thorough understanding of particle physics
demonstrate a comprehension of the short story form
be able to relate to others in a demonstration of empathy

Front 65

False Givens

Back 65

Words or phrases that ff the word given in an objective but that describe something other than the specified conditions the learner must have or be denied when demonstrating an achievement of the objective
E.g.,
given 3 days of instruction