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21 Cards in this Set
- Front
- Back
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Basic principles of intervention |
It's adynamic process, shouldbe designed with careful consideration of client’s cognitive ability, ultimategoal is to teach strategies for facilitating the communication process—notteaching isolated behaviors, shouldbe taught in a communicative context—be meaningful and in realistic situations, shouldbe individual-oriented |
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Treatment models (3) |
Developmental model, functional model, and client-specific model |
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Treatment approaches (3) |
Client-centered, hybrid, and clinician directed |
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Intervention building blocks (5) |
Programming, session design, key teaching strategies, behavior modification, and data collection
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Behavioral objectives and its 3 parts |
Astatement that describes a specific target behavior in observable &measurable terms.
Made up of a 'do' statement, a condition, and a criterion. |
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Long-term goals |
Communicationbehaviors to be acquired over the course of the treatment program
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Short-term goals |
Specificobjectives the client must master before he or she is able to achieve the longterm goal
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Weekly targets |
Specifywhat should be accomplished during the session; smallsteps toward short-term objectives
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Key teaching strategies and examples |
Techniques used to facilitate learning; specificstrategies implemented at different points throughout the interventionprocess (modeling, prompting, fading, etc.)
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Cueing hierarchy |
Maximal (75% or more support), moderate (25-75% support), or minimal (less than 25% support). |
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Examples of cues |
Remember to keep the tongue behind the gate! Watch me! Remember the rule for this sound? |
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Fading level of support |
Reducingor eliminating the amount of support being given in gradual steps whilemaintaining the target response. Encourages generalization. |
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Facilitating participation |
Tasks must be age-appropriate, fun, have a specific goal, incorporate a challenge, and give the client a sense of accomplishment |
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Reinforcement |
Somethingtoprovide strength, for support, and/or to increase behavior.
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Types of reinforcement |
Positive/negative |
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Schedule of reinforcement |
Continuous (every response) -->intermittent (only some responses) |
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Managing non-purposeful undesirable behavior |
Changesensory stimuli, provideroutine, increasestructure, redirect, simplify.
Reinforce good behavior |
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Managing purposeful undesirable behavior |
Modifytask, providemore reinforcement, providesense of control, introducemeaningful/engaging activities, providepositive reinforcement
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Punishment |
Withdrawalof a pleasant condition contingent on the demonstration of an unwantedbehavior.
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Types of punishment (2) |
Time out and response cost (previously earned 'points' are taken away upon bad behavior) |
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Generalization |
Taking what is learned during therapy and applying it across different environments |
