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