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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 |
Created by:
BLA3171