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34 Cards in this Set
- Front
- Back
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3 major factors that determine the progression of therapy seque
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stimulus type
task mode response level |
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selection, sequencing, and generalization of therapy targets =
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programming
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building blocks of therapy:
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programming
behavior mod key teaching strategies session designs data collection |
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use of basic training techniques to facilitate learning
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key teaching strategies
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nature of input used to elicit target response=
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stimulus type
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type of clinician support/scaffolding provided to obtain desired responses=
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task mode
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degree of difficulty of target responses=
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response level
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3 main factors that can influence the degree to which successful generalization occurs:
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stimuli
physical environment audience |
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contingent events to which a client reacts favorably doe to the biological makeup or physiologic predisposition of the individual.
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primary reinforce (food)
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contingent events that a client must be taught to perceive as rewarding
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DZXCreinforcers
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does treatment work? =
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effectiveness
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does one treatment work better or faster than another? =
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efficiency
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in what ways does treatment alter behavior? =
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effects
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what does SOAP stand for?
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subjective
objective assessment plan |
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(SOAP):
- What they’re doing when they walk in, what are they like? Are they ready to work? Are they late? Straight forward. |
subjective
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(SOAP):
- Record data collected for each task. |
objective
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(SOAP):
- Interpret the data. |
assessment
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(SOAP):
- what I’m going to do next time. |
plan
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30 minute session:
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intro: 2-3 min
body: 24-26 min - establishment - eliciting phase - teaching phase closing of session: 2-3 min |
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speech errors exhibited by hearing impairment:
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omission of final consonants
substitution of voiced consonants for voiceless substitution of stops for nasals, fricatives, and affricates omission of consonants in blends omission of initial consonants vowels |
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screen at these frequencies:
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1000
2000 4000 |
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screen at this loudness level:
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20dB
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3 ways to assess language skills:
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standardized tests
language samples narrative language |
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role of SLP in literacy: 5
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prevention
identification assessment intervention other roles |
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phonemic or semantic; words with different phonemes are added each time=
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paraphasia
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inventing words that have no meaning=
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neologism
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inappropriate continuation of a response after question=
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perseveration
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greatest amount of spontaneous recovery after aphasia occurs during:
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first 2 months after injury
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prevalence of stuttering:
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1-1.5%
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how many will recover without treatment?
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50-80%
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4 strategies of fluency shaping:
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light artic contacts
slower speech continuous phonation easy onset |
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3 strategies of stuttering modification:
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pull-outs
cancelations preparatory sets |
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self analysis of stuttering is being aware of:
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type
severity secondary behaviors |
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what is a functional voice disorder?
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happen because of behaviors
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