| Term | Definition |
| successful counseling tips | -active listening
-open ended questions
-focus on solution
-summarize |
| 3 goals of intervention (EMT) | -eliminate/alleviate
-modify the disorder
-teach compensatory strategies |
| types of clinical documentation | -progress report
-SOAP notes
-evaluations
-insurance forms
-discharge summary
-goals/objectives |
| who do clinicians communicate with? | -families
-insurance companies
-private/state agencies
-medical doctors
-interdisciplinary team (IDT) |
| what types of scenarios require clinical communication? | -interviews/evaluations
-referrals
-lack of progress
-behaviors
-attendance
-not enough therapy |
| counseling do's | -Listen respectfully
-acknowledge feelings/perspectives
-solution focused approach
-positive
-believe attitude
-respect and caring
-validate feelings |
| counseling don'ts | -Judgemental
-criticism
-interrupting
-lack of structure/control
-frustration-anger (reacting emotionally)
-nonverbal "i don't care" |
| solution focused techniques | -prepare location/space/time
-follow up on what was said/heard
-focus on what's next
-follow up visit
-"stick the landing" |
| what does HIPAA stand for? | Health Insurance of Portability and Accountability Act |
| aspects of a clinical evaluation | -reason for referral
-background info
-tests/assessments administered and results
-behavioral observations
-interpretation
-summary
-recommendations |
| planning treatment for children | -individualized education program (IEP)
-individualized family service plan (IFSP) done every 6 months from birth to 3 y/o
-2005 IDEA Act (every student succeeds)
-done annually from 3 - 21 years |
| planning treatment for adults | -plan of care (POC)
-prognostic statement
-functional goals/quality of life
-medical needs
-document progress for insurance reasons |
| SMART goals | -Specific
-Measurable
-Achievable
-Relevant
-Timebound |
| creating goals for treatment | -Patient/family/client centered
-Everyday tasks/routines - what they want/need
-Focus on independence, engagement, social relationships
-Multiple deficits, severity
-Include IDT; family, teachers, caregivers
-Address most important barriers first |
| skilled services (IDEAAA) | -Evaluate
-Diagnose
-Improve, increase
-Analyze
-Adapt
-Assess |
| unskilled services | -Passive, not detailed or analytic
“Played go fish child named animal”
“Fed patient puree diet”
“Read story” |
| what is a goal | -describes what will be done
-describes intended target
-observable and measurable |
| 6 step approach to intervention decisions | 1. develop PICO question
2. internal evidence
3. external evidence
4. evaluate external evidence
5. integrate internal and external evidence
6. apply and evaluate outcome |
| 3 components of EBP | -clinical expertise
-evidence
-client/patient/caregiver perspectives |
| framing the question (PICO) | -population
-intervention
-comparison
-outcome |
| gathering evidence | -Internal: unique client, families needs/values, performance over time, progress-clinician experiences, work environment
-External: scientific literature-conclusions from all evidence not created equal
-strong? weak? |
| internal evidence | -Is client demonstrating a response to the intervention?
-Is response significant, especially for the client?
-How much longer should you continue intervention?
-Is it time to change therapy target, intervention approach, or service delivery model? |
| external evidence | -determine the relevance to your question
-appraise the validity and trustworthiness
-review the results and conclusions |
| how does a client DECIDE what to do? | -Define question
-Extrapolate information
-Consider clinical expertise
-Incorporate needs of client
-Develop treatment plan
-Evaluate decision |
| hierarchy of evidence | -Meta analysis
-Systematic reviews
-Randomized controlled trials
-Cohort studies
-Case control studies
-Case series/case reports
-Animal studies/laboratory studies |
