Clinical Practicum Exam #2

intervention

a dynamic process that occurs in a systematic way and includes research evidence, clinical expertise, and client preferences (dynamic, not random, EBP)

basic goals

the broad areas of focus for intervention (the purpose for intervention)

intermediate goals

the specific area within the broad focus that will address the goal (the focus of intervention)

specific goals

direct examples of the intervention’s target (the exact goals of intervention)

probes

collecting data to monitor progress and examine how the client is doing with their goals

zone of proximal development

the area between what a client can do independently and what they can’t do even if they have support

specific

what do you want to achieve

measureable

can you observe it so that it can be measured and data can be collected

attainable

can you reach this goal in a reasonable amount of time

relevant

does it contribute to growth

time-bound

what amount of time will it take to accomplish

multiple means of representation

provide many ways for the client to learn a skill

multiple means of expression

provide many ways for the client to express a skill

multiple means of engagement

provide many ways for the client to learn to keep them motivated and promote generalization

long-term goal

the broad change to the target skill that you want a client to achieve over a period of time

short-term goal

the incremental steps that we take to get the client to achieve their long-term goal

performance

what target skill do you want the client to be able to do

condition

what conditions will take place for the client to complete their target skill

criterion

how well or to what level will the client perform their target skill

environment

create a good environment and consider what is in the room, what materials you are providing during the session, and the environment of the room

people

consider who is in the room and how those people interact including stimuli, reinforcements, corrections, and feedback

behavior

describe behaviors objectively and be sure to note how the client acts or responds using descriptive and factual language

plan

observe an entire session and observe multiple session over a period of time to see how the client responds and improves

focus

know what is being observed and focus on those behaviors throughout the session

context

know where the observation is taking place, who will be in the room, and what activities they will be doing

objective descriptions

be detailed and objective with descriptions and do not include any biases or stereotypes

interpreting

collect the facts and determine what they could mean for the client in terms of a communication disorder (discuss your interpretation with others)

next steps

determine if the client needs therapy, what disorder they have, if therapy is effective, are they making progress, and when they should be dismissed

received knowledge

knowledge we get from a reliable source

experimental knowledge

knowledge we learned from personal experiences

subjective knowledge

knowledge we get from a get feeling

scientific knowledge natural science

knowledge discovered through the scientific method

scientific knowledge human science

knowledge gained by looking at patterns of human behavior

theoretical knowledge

knowledge that uses logic to create a theory

electronic medical record (EMR)

an electronic place that contains all client records and helps maintain client confidentiality

HIPAA

health insurance portability and accountability act, protects confidentiality in the medical field

FERPA

family education rights and privacy act (medical records), protects confidentiality in the school setting (educational records)

diagnostic reports

a written summary of the evaluation that is also called and evaluation report

demographics

any identifying information (name, date of birth)

problem statement

a brief statement that describes the problem/concern

history

a case history that may include birth history, medical history, educational history, social history, and work history (conduct an interview to gain more information)

behavioral observations

comments on the attention and cooperation of the client during testing

formal assessments

include the full name and purpose of the exam that was given

informal assessments

hearing assessments, oral mech exam, speech/language samples, voice, and fluency assessments

impressions

a summary of all the information gathered through the assessments including the communication diagnosis and impact on academics and work

recommendations

what should the focus of therapy be, how often and long should the services be, what is the outlook for improvement

prognosis

the outlook for improvement and the expected response to intervention

IFSP

children 0-3, reviewed every 6 months

individualized family service plan

IFSP

IEP

children 3-21, reviewed every year

individualized education program

IEP

extended school year

does the child experience regression after summer break and can that regression be corrected, if the regressions do not improve the child may be a candidate for ___________

goals, services delivered, least restrictive environment

essential considerations when writing an IEP

plan of care

treatment plan in the medical setting are often called a ______________

SOAP notes

notes about our session that are written after each time we see a client to document what occurred during the session

subjective

§  This section includes a brief description of the client’s attendance, behavior, and relevant client/family comments

§  We must back up anything we say with evidence (we should not include opinions that are not based on fact)

objective

§  This section contains data and facts only

§  We will include the client’s performance throughout the session including the number of trials, correct responses, and percentage accuracy

§  We can include family coaching and the types of prompts and cues we used

§  Any data from screenings or evaluations would be listed here

assessment

§  This section review changes in the client’s performance (did they get better, worse, or stay the same)

§  We can include the effectiveness of cues and reinforcements to explain changes in performance

§  We can also determine if any goals were met, but no statements should be made that cannot be supported by evidence

Plan

§  This section includes what we plan on doing in future sessions and why including the goals, reinforcements, prompts, and stimuli we intend to use

§  We can include any changes we are making to treatment along with why we are making those changes

progress reports

reports composed to summarize a client’s current performance, help the clinician make clinical decisions, and communicate important information to the client and their caregivers

background information

a short summary about the client that includes their information, relevant history, their diagnosis, how many sessions they have attended, and the timeframe that they attended those sessions

therapeutic goals

the goals and objectives that were addressed over the timeframe the client was attending therapy

procedures

the strategies used during intervention including any stimuli, modeling, prompting, or specific therapy techniques

progress

a comparison of the client’s performance when they first started therapy and their performance now that looks for any improvement and is based on data

conclusion

the clinician impressions of the data, communication strengths, and communication needs based on the client’s current level of functioning

reccomendations

a description of what should be done moving forward including modifications to goals, changes to session length or frequency, or dismissal of the client

discharge summary

a document similar to a progress report that includes background information, current performance, and recommendations that indicate the client should be removed from the caseload

intrinsic motivation

motivation that comes from within

extrinsic motivation

motivation that comes from outside sources

communicating expectations

when we know that we are expected to do we are more successful and feel more prepared

enthusiasm

how strong feelings of excitement and caring about a person or activity

animation

the ability to portray your feelings in a dynamic way

volume

the loudness of our voice is often matched by our clients

preparation

being prepared and organized is key to a successful session

pacing

we should adjust the pace of our directions and activities based on the needs of our client

fluency

when we are prepared and have activities and materials ready, we can keep the session moving and fluent and keep our client engages

scope

the range of activities that we can use to address a specific skill

sequence

the logical order of our activities (from easy to hard and structured to unstructured)

antecedents

what comes before a response

altering

drawing the client’s attention to the stimulus that’s coming

cueing

a subtle hint

modeling

showing or telling the client what response to give

prompting

a direct form of instruction

learning modalities

the different styles of learning

questioning

instead of asking a client if they can do something, nicely tell them what you need them to do

wait time

give your client time to respond to questions (5-7 seconds)

describing and demonstrating

clearly describe and show clients how to complete your activities successfully

verbal praise

general or specific verbal reinforcements like “good job” or “I like how you stuck your tongue between your teeth on your “th” sound”

primary reinforcers

social reinforcers like high fives or edible reinforcers like crackers that are innate rewards to the client

tokens

providing token, stickers, or prizes as reinforcements for good behavior or correct productions

data collection

a record of client responses

preferred practice patterns

provide guidance to SLPs regarding best practices they should use to provide excellent service to clients

scope of practice

determine the 8 domains of service delivery and 5 domains of professional practice that SLPs must and can work within

position statements

show ASHA’s official position on specific issues that may be controversial like cochlear implants and transgender voice therapy

technical reports

give documentation and research to support ASHA’s position statements on various issues

direct therapy

therapy where the clinician is face-to-face with a client or group of clients  

indirect therapy

therapy that does not include direct contact between the clinician and client and instead focuses on collaboration and communication with other professionals to benefit the client indirectly

individual therapy

therapy where the clinician works with the client one-on-one

group therapy

therapy where the clinician works with a group of clients simultaneously

consultation

an indirect service in which the SLP offers suggestions or recommendations to other professionals