Clinical Methods

ebp triangle

clinical expertise, evidence, client/patient perspective

evidence

research and literature

client perspective

values/what they care about in therapy

informal assessement

not compared to a norm, not formal tests, evaluation of skills in communication context

formal assessments

gone through a lot of testing so they can be norm referenced, strict procedures. norm referenced or criterion referenced

norm referenced

compare against same age peers, sample population, pls, gfta

criterion referenced

checklist/set they can do, competency based standards

gfta

child artic, formal

slums

screening tool for cognitive impairment, for elderly people

pls

child language, norm referenced

standard scores

determine how close/far from average a client may be

femat

dementia criterion referenced

western aphasia battery and boston

adult language test

cognitive linguistic quick test

adult cognitive

celf

child language, standardized norm referenced

goal writing

smart, timing, accuracy, what is it, context (initial at word level), clinician support

long term goals

more general, short term build up

patient centered therapy activities

functional (translates to real life), meets needs (treat language if they come in for language), buy in (what do they care about)

proxemics

how you set up therapy room, how to organize space, client friendly, keep their abilities in mind, environment

what is a cue

anything that helps a client achieve a task

semantic cue

about meaning

environmental cue

use something in the environment to help them remember, (everything you see a flower make sure your tongue is in the right spot)

orthographic cue

about the letter

when should a goal be modified

articulation linguistic complexity hierarchy. think about zpd

ethnographic interview benefits

used to validate assessment findings (describe functional impairments), gather insight about client and family, foster buy-in and rapport, guides assessment choices

interviewing tips

open ended questions (tell me about), avoid leading questions, summarize to clarify understanding

informal assessments benefits

assess abilities in specific skills, compare to own past performance, adapt to clients ability

informal assessment example

language sample, observation, intelligibility, role play, complete functional tasks, visual tracking in reading

observation environment

where, space features

observation people

what are all people involved doing (clinician, family, client)

behavior

speech, language, nonverbal interaction, be objective in descriptions

observation therapy plan

in session and across overall plan of care

formal assessments benefit

normative data, determine severity, qualification for services, establish baseline

smart goal

specific, measurable, achievable, relevant, time bound

session design

checkin, assess, teach, practice, wrap up

task order for session

easy hard easy

materials

appropriate for age, development, language, gender, cultural background, interest, simple and quick

proxemics

how client and clinician are set up in relation to each other (face to face, side by side, side by side in front of a mirror

baseline data

without prompting, correct vs incorrect to percentage, determine if a skill should be a target

best potential for improvement

at least 50% baseline accuracy

data collection types

tallies, percent mastery, base 10 data sheet, likert scale, rubric, goal attainment scale, self rating, sould level meter, social communication rating scale, language sample, play sample, audiogram, mlu

data collection principles

change based on task, distinguish level and type of cueing and corrections, for conversation, based on time rather than total number of responses for more complex/conversation goals

cueing benefits

framework for intervention, give varying support, start easy get harder, work towards independence

general hierarchy (least invasive to most)

pause, verbal, gesture, modeling, physical

aphasia cueing (least to most)

function, carrier phrase, rhyming, written or letter cue, phonemic cue, model

comprehension cueing (least to most)

open ended question, simple question, written cues, limited multiple choice with limited options, yes/no

memory cueing

independent, shorten time delay, cue verbally to use encoding strategy, model strategy, semantic or choice cue, written cue

cueing tips

least amount necessary, give clues strategically, personalize cues, let patient decide when they want one, be flexible, fade support