Exam 2 Clinical methods

baseline

Clinician-designed measures that provide multiple opportunities to demonstrate communicative behavior before treatment. 

Baseline Rule of Thumb

20 stimuli per baseline. Used to set criteria for goals. 

Selecting target behaviors

Choose based on a normative (age-based) or client-specific approach. Targets should make an immediate difference, expand communication skills, and be culturally appropriate. 

Goals

long-term (big picture outcome)

include big 9 area

Objectives

short-term (measurable steps)

should be consistent with LTG and flow from it

Components of Goals

Performance, Condition, Criterion

Core Treatment Target 1

Gather present and manipulate stimulus items to evoke specific target behaviors. 

Core treatment 2

Shape and strengthen the target behaviors by positive reinforcement of various sorts. 

Core Treatment 3

Decrease undesirable verbal and nonverbal behaviors by specific response consequences 

Core procedure 4

Train family members and others. 

Imitation

used in modeling and prompting-client imitates modeled speech or behavior.

the response must be directly after

Fluency Shaping

Teaches fluent speech patterns (slow rate, gentle onset, relaxed breathing

Direct Stuttering Reduction

reduces stuttering moments directly using feedback or response-contingent techniques. 

Fluency Reinforcement

Rewards fluent utterances with positive reinforcement. 

Cluttering

Fluency disorder with rapid/irregular speech and reduced awareness. 

Immediate Triggers in the enviornment

External Triggers:

• being told to begin/stop a task

• non-preferred staff giving directives

• being told no

• transitioning

• teacher attention to peer

• noise level

• lighting

Covert Triggers in the Enviornment

Internal triggers:

• parent incarceration

• change of medication

• birth of a new sibling

• irregular sleep schedule

• trauma

• disability

• hurried routine

true

t/f

Baseline data are essential for goal setting

true

t/f

goals and objectives must be measurable and functional 

true

t/f

The ABC model= Antecedent, behavior, consequence

false

t/f

Reinforcement should only be used a the beginning of therapy. 

true

t/f

behavior management strategies differ from children and adults.

Performance, condition, criterion

componets of behavioral objectives

Performance

states the specific action the client is expected to do or perform

ex. list, count, label, repeat, name

Condition

Specify what I will provide to the individual in order to help the client do the task

ex. in all word positions, during reading tasks, without a model, while describing pictures

Criterion

States how well target behaviors must be performed for the objective to be achieved

ex. 90% of attempts, 20 of 25 pictures, 3 consecutive sessions

Problem with standardized assessments

may not reflect real-life communication

limited to test items

lack context

effective treatment

measurable,

data-driven

functional

client-centered

Parts of an objective

who

will do what

under what condition

how well

by when

SMART Objectives

s- specific

m- measurable

a-attainable

r-relevant

t-timely

habilitaton

teaching new skills never aquired

rehabilitation

restoring lost or diminished skills

Writing goals Question

What is the end result the client needs to be a competent communicator?

Kay Hall

Retired SLP who worked in the school setting and spoke for accommodations and modifications for IEPs

Modification

change in what a child is taught and/or how a child works at school

accomidation

a change that helps a student overcome or word around a disability.

Karen Lock

School SLP taught about behavior modifications an increasing expected behaviors while decreasing unexpected behaviors