Methods of Therapy Midterm

Learning theories

Behavioral

cognitive

humanistic

social learning

Behavior important people

Pavlov, Watson, Skinner

Cognitive important person

Piaget

Humanistic important people

Maslow

Rogers

Social Learning theory important person

vygotsky

behaviorism

the study of overt behaviors that can be observed and measured

Classical conditioning

take a neutral stimulus and associate it with a conditioned response

ex. dog hears a bell (neutral stimulus) gets food (unconditioned stimulus) putting them together during conditioning makes the bell a conditioned stimulus after conditioning

operant conditioning

specific consequences are associated with a voluntary behavior

rewards introduced to increase a behavior

punishment introduced to decrease a behavior

Behaviorism relevance to SLPs

to facilitate learning

cognitive learning theory

stages are stepwise in nature. one must be completed before moving on to the next

the four stages are stags of readiness for learning, allow for the appropriate selection of topics or targets

cognitive learning stages

sensorimotor

pre operational

concrete operational

formal operations

cognitive learning relevance to SLPs

establishes expectations for typical cognitive behaviors

it provides a point of reference against which client’s developmental data may be compared.

It provides support and direction for programming expectations for individual clients

Humanistic learning approach

human motivation is based on a hierarchy of needs'

lower tiers: physical needs, safety, belonging/love

higher needs: esteem, knowledge/understanding, aesthetic, and self-actualization

learning takes place at the level of self-actualization, and is difficult if lower level needs are unmet

humanistic approach relevance to SLPS

they remind SLPs to create physical climates to meet the needs of clients

ensure a proper emotional environment

develop challenging and relevant therapy activities to promote client progress

social learning theory

social interactions are the foundation of cognitive development

social learning relevance to SLPs

use of small group settings/small groups to foster social learning with peers and collaboration

peer modeling and peer evaluation

continuum, of naturalness

a way to describe how intervention contexts corresponds to everyday communication situations and interactions

clinician directed (directive), hybrid (blended), client centered (responsive)

Goals

general statements of desired outcomes over the course of treatment

example: improve overall articulation

objectives

include more specific language about condition and criterion for attainment

must have 5 main elements:

who, do, condition, criterion, support

quantitative data

numerical, measured data

qualitative data

describing, things that can’t be measured, descriptive, nonnumerical

purposes of collecting data

clinician accountability, demonstrates progress, measure how affective the intervention is

how to make data accessible

visual representation (chart, drawings)

color coding

include descriptions of what was collected and how

purposes of clinical reflection

self-monitoring, clinician accountability, procedural problem solving skills

3 levels of support

none, minimal, maximal

3 components of a clinical reflection

positive statement (what went well), opportunity for growth (what needs to be worked on), action plan to maintain positives and address negatives

4 stages of the dynamic clinical process

plan, do, check & reflect, adjust and act

dynamic clinical process explained

plan- lesson planning

do- treatment and teaching

check and reflect- review and analyze data

adjust and act- modify plans based on data analysis, review and revisit goals

explicit instruction

I do, we do, you do

ultimate goal of explicit intruction

independence

types of supports

visual, verbal, tactile, gestural

how do blooms taxonomy and explicit interaction relate to each other

blooms is a way to classify learning. it helps educators categorize their their instruction and activities as they relate to each tier of the taxonomy. some are more complex while some are more foundational (like remembering vs. creating)

Common behavioral functions

escape

attention

control

sensory

visual supports for behavior management

token board, timer, first then board, contract, behavior reminder sheet

function based approach to behavior management

trying to determine the “why” of a behavior and proactively meeting the needs/creating an environment for the client that avoids those issues

transition techniques

transition video, bring a comfortable item with them, control over order of activities, free-time at the end

Piaget and relevance to SLPs pt. 2

the 4 stages are the stages of readiness for learning. SLPs use this to appropriately select topics and targets. also establishes expectation for typical cognitive behaviors

how does HIPPA impact PNs

PNs cannot be shared or discussed with unauthorized individuals unless we receive explicit permission

reasons we write PNs

communicate progress, chronicles intervention, representation of your work to others

considerations for professional writing

dont use contractions, no personal pronouns, define jargon, avoid exaggerations

pieces of info in the background section

relevant clinical or medical info, school info, previous treatment at Naz or other clinics

EBP Components

internal and external evidence (current data and evidence)

parent/caregiver or client perspective (what they want)

clinical expertise (own clinical knowledge)