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35 Cards in this Set
- Front
- Back
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PROMPTS |
provide additional verbal or nonverbal cues to facilitate a production of a correct response. -Verbal, visual, tactile, physical |
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Mileau Teaching |
Stresses use of ongoing activities for intervention. Involves prompting and reinforcement in natural activities. -Incidental teaching -Mand Model |
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FOCUSED STIMULATION |
deliberately arranges environment to increase the likelihood of spontaneous response.More clinician centered control -false assertions/feigned misunderstanding -forced/contingent choices -violating routines -withholding objects and turns |
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INCIDENTAL TEACHING |
-client can see desired objects, but cannot get them. Client initiates interaction to get a desired object. Clinician uses this opportunity to get a more specific target |
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MAND MODEL |
-clinician watches the client, and when they show interest in something, the clinician "mands" a response |
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FEIGNED MISUNDERSTANDING |
pretends not to understand message, in order to receive clarification |
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FORCED CHOICE |
-Form of focused stimulation. Given a limited set of responses to choose from, each containing a target. |
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CONTINGENT CHOICES |
-asks the client a question in order to clarify a message |
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VIOLATING ROUTINES |
-clinician omits the expected action in a routine in order to elicit the response from the client |
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WITHHOLDING OBJECTS AND TURNS |
-form of focused stimulation -clinician neglects to provide an expected object in response to the client |
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SCRIPT THERAPY |
-teach targets in familiar routine or script -acting out, overlearning, varying the script, carrying it into a real situation |
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INTERRUPTED BEHAVIOR CHAIN |
-Variation of script -insert new behaviors into chain of events -client must recover and get back on script |
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CONVERSATIONAL COACHING |
-script therapy variation -simulates conversation in a structured context. -uses prepared conversation scripts. -clinician prepares script about interest, experiences |
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DIRECT MODELING |
-clinician directed -more in beginning states of therapy, and at new levels -most commonly used |
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INDIRECT MODELING |
-more client centered -clinician demonstrates a specific behavior frequently to expose the client to numerous examples -designed to heighten awareness |
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CLOZE TASKS |
-use a "fill in the blank" format -begin utterance and pause for child to complete |
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PREPARATORY SETS |
-provides a child with the basic syntactic organization of the concept or morpheme expressed -indirectly demonstrates how to use the target forms and then provides the child with an opportunity to engage in similar discourse by following the initial model |
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SHAPING |
-"shaping by successive approximation" -behavior broken down into small components and taught in an ascending sequence |
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ATTENTIONAL PROMPTS |
-improve performance by focusing a client's concentration on task |
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FADING |
-stimulus or consequence manipulations are reduced in gradual steps while maintaining the target response |
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EXPANSIONS |
-Reformulate reponse into more mature of complete version |
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Recast |
-expand utterance by using different sentencetype |
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NEGATIVE PRACTICE |
-client is required to intentionally produce a target behavior using a habitual error pattern. -highlight contrast between error pattern and desired response |
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3 factors of naturalness |
1. activity 2. physical context 3. comm. partner |
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4 HYBRID APPROACHES |
-focused stimulation -milieu teaching -script therapy -conversational coaching |
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4 BENEFITS OF LANG SAMPLE ANALYSIS |
-increased sensitivity for diagnosis of lang. disorder -increased ecological validity -improved validity for children who are difficult to test -ability to use assessment results to guide treatment planning |
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REPRESENTATIVENESS |
-strong resemblance to the kinds of interactions in which clients really engage |
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CULTURAL SENSITIVITY |
-must be attentive to relevance of sampling procedures |
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SAMPLES CAN EXAMINE... |
-semantics -syntax -pragmatics -phonology -fluency -prosody -resonance |
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PRESCHOOL LANG SAMPLING |
-15-20 min closed questions -MLU -lang assessment, remediation, and screening procedure |
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SCHOOL-AGE SAMPLING |
-open ended questions -SALT |
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WHY SAMPLE COMM? |
-gold standard for determing to what extent impairment affects functioning -a part of every assessment and treatment plan -provides client-centered speech |
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3 FACTORS OF EBP |
- external evidence: current research -internal evidence: clinical expertise -internal evidence: client values |
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CLINICIAN/CLIENT CYCLE |
-Clinician: stimulus -client: response -clinician: consequence, reinforce, corrective feedback -Client: corrected response |
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