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Intro to Clinic Pro.
Intro to Clinic Procedures Exam 2
| Question | Answer |
|---|---|
| Intervention | The clinician continously assesses a cliens progress toward estalished goals and modifys them if nessassary |
| Long Term Goals | is identifying the communication behaviors to be aquried over the course of the treatment program |
| Programing | Selection, sequencing, and generalization, of therapy targets |
| Behavior Modifications | Systemtic use of specific stimulus-responce-consequence procedures |
| Key Teaching Strategies | Use of basic techniques to facilitate learning |
| Session design | Organization and implementation of therapy sessions including interpersonal dynamics |
| Data Collection | Systematic measurement of client performance and treatment efficacy |
| Pretreatment Baseline | clinician designed measures that provide multiple opportunities for a client to demonstrate a given communicative behavior |
| Developmental/Normative Strategy | Targets are taught in the same order as they would emerge developmentally EX; the earliest aquired behavior is selected as first therapy objectives |
| Client Specific Strategy | Therapy targets are chosen based on an individuals specific needs rather than according to developmental norms |
| Stimulability | the degree to which a client can approximate the correct production of an error pattern ot immitation |
| What are the 3 Factors that determine progression of therapy | Stimulus type, task mode, responce level |
| Stimulus Type is known as | nature of input used to elicit target responce |
| Task Mode is known as | the type of clinician supportprovided to obtain desired resopnces |
| Responce Level is known as | degree of difficulty of target responces |
| Branching | immediatly modifying task |
| stimuls is | an event that precedes and elicites a responce |
| Physical enviroment can be changed by | location room, building, real world locations |
| Behavioral Objectives | objectives that are clearly stated used for effectivness |
| "do" Statement | identifies the specific action the client is expected to perform |
| Condtion | identifies the situation in which the target behavior is to be performed |
| Criterion | specified how well the target behavior must be performedfor ovjective to be achieved |
| Behavior Modification | Based on the theory of operant conditioning and involves the relationship amoung a stimulus and responce and a consequent event |
| Responce | the behavior exhibited by an individual on presentation of the stimulus |
| Consequence | an event that is contingent on and mmediatley follows the responce |
| Positive reinforcement | rewarding event or condition that is presented contingent an the performance of a desires behavior |
| negative reinforcement | an unpleasent event/condition is removed contingent on the performance of a desired behavior |
| satiation | reinforcements loses its appeal as a reward if presented to often |
| "Time out" procedures | involve the temporary isolation or reoval of a client to an enviroment with limited or no opportunity to recieve positive reinforcement |
| Responce Cost Occur | when previously earned positive reinforcers are deducted or taken back each time theundesirable behavior is demonstrated |
| Behavior management | PBS is recomended and is an approach that uses stagetites to minimize opportunities to problematic behaviors |
| Direct Modeling | the technique used in the early stages of therapy |
| Prompts | extra verbal and nonverbal cues designes to help a clent produce the target behavior |
| Attentional cues | improve performance by focusing a clients concentration on the task at hand |
| Instructional cues | provide info that is related to specific target behavior being attempted |
| Negative practice | a strategy intended to enhance a clients awarentss of the salient characteristicsof error pattern |
| Evidenced-based practice | EBP is an approach to intervention |
| Intital Therapy Plan | ITP developed at treatment begining for client |
| Individualized Education Plan | IEP |
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BLA3171