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Clin Process FInal
Clinical Processes-Clay-Final-Dec 2019
| Question | Answer |
|---|---|
| speech disorder | impairment of the articulation of speech sounds, fluency, and/or voice |
| language disorder | impaired comprehension and/or use of spoken, written, and/or other symbol systems |
| Receptive language | comprehension, understanding communication material-input |
| Expressive language | the output, verbal or written communication, talking, signing |
| Albert Marabian- spoken % | 7% |
| Albert Marabian-voice/tone % | 38% |
| Albert Marabian-body language % | 55% |
| Functions of Behavior | Gain access to something tangible. Gain attention from others. Escape/avoid task. Behaviors that yield sensory needs. |
| Behavior always _____ and serves a _____ | communicates, function |
| ITP meaning and setting | individualized treatment plan: used in schools, for children |
| POC meaning and setting | plan of care: adult and medical |
| FCS meaning and setting | Final Case Summary: child and school |
| IPN meaning and setting | Interval Process Note: adults and medical |
| IEP meaning and setting | Individualized Education Plan: children in schools |
| IFSP meaning and setting | Individual Family Service Plan: free and appropriate education, family resources |
| Therapeutic Process steps 1st step | evaluation/assessment |
| Therapeutic Process: step 2. eval drives your | baseline |
| Therapeutic Process: 3. baseline drives your | plan of treatment/goals |
| Therapeutic Process: 4: plan/goals drive your | intervention |
| Therapeutic Process: 5. intervention leads to | mastery of skills |
| purpose of assessment | Assessment determines where client is functioning without intervention |
| Feedback during assessment | Evaluated and not made aware of accuracy, not given opportunity to produce better |
| Hierarchies-Van Riper Articulation, expressive, receptive | Isolation → syllables → words → phrases → sentences → conversation → carryover/generalization. Modeled → delayed modeled → Unmodeled |
| Five Components of a well-written goal | FUNCTION OF GOAL 1. THE PERSON 2. PERFORMANCE 3. CONDITION 4. CRITERION 5. NUMBER OF SESSIONS UNTIL MASTERY |
| Goal condition | independently, in modeled words, etc. |
| Goal criterion | with 80% accuracy, in 8 out of 10 opportunities, etc. |
| Scaffolding | support given during the learning process which is then tailored to the needs of students with the intention of helping students achieve goals |
| Prompts | elicit a response and cues are hints |
| Reinforcement Ratios: 1:1 | after every response you give a reinforcement (best to establish a target, new learner) |
| Reinforcement Ratios: Varied | After every 2,7, etc. you give reinforcement |
| tangible reinforcement | something you can have, ex: stickers |
| RIOT | Review Interview, Observe, Test |
| ICEL | Instruction, Curriculum, Environment, Learner |
| Never ask a question _____ | you do not want the answer to |
| Rapport | accounts for at least 30% of client’s progress in intervention. Natural and developed |
| Couseling stages | Establish therapeutic relationship, implement counseling intervention, terminate therapeutic relationships |
| Intervention for Adult Disorders | Aphasia, TBI: work on fluency, naming |
| __% of all incarcerated adults cannot read at 4th grade level | 70% |
| If a child cannot read, SLP your focus should be helping to increase ______skills | phonological awareness |
| # of ASHA observation hours needed | 25 |
| ASHA's CCC stands for | Certificate of Clinical Competence |
| First word at age __ | 12 mo |
| How many words at age 3 | 1000-3000 |
| Who to collaborate with for fluency | Squires |
| Who to collaborate with for voice | Bohnenkamp, |
| Who to collaborate with for dysphagia | Pitts |
| Phonological awareness | pre literacy skills. Ex: rhyming, blending |
| Phonology | sound patterns. Ex: cluster reduction, final consonant deletion |
| Is phoneme elicitation just for children? | No, can be for stroke patients |
| if someone asks how you did on a quiz, how do you respond? | I did my best, eliminate competitiveness |
Created by:
baileyullrich
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