Chapter 5: Obtaining Information (Information-Gathering Interviews)

Vocabulary flashcards capturing key terms and definitions related to information-gathering interviews in speech-language pathology as described in the lecture notes.

Information-getting interview

A structured interview used to determine whether a problem exists, gather information to identify the cause, assess related factors, predict future communication abilities with or without intervention, and develop treatment recommendations, goals, and procedures.

Purposes of information-getting interviews

Determine whether a problem exists; obtain information to identify its cause; assess factors related to the problem; predict future communication abilities with or without intervention; develop treatment recommendations and goals.

Successful informational interview requirements

Effective interactional abilities; knowledge of interviewing techniques; skill in asking questions and obtaining information; careful listening; knowledge about communicative development and disorders.

Presession Orientation

Pre-session activities to prepare for a session, including staff contact or telephone contact and sending written information; often includes case history and release of information forms to reduce anxiety.

Case history form

A form provided to patients or caregivers for completion prior to the first visit to collect background information.

Release of information form

A form used to authorize sharing of client information with others as needed.

Pamphlets/brochures

Printed informational materials provided to help clients understand what will occur in the first session and reduce anxiety.

Professional titles in interviews

Use of titles (Mr./Mrs./Ms.) to engender respect; avoid first names without permission; adapt to setting; conventions may vary by context.

Rapport

A harmonious relationship between clinician and client established through a friendly tone and appropriate small talk.

Punctuality

Being on time to establish rapport and reduce anxiety.

Comfortable setting

An attractive, comfortable environment that facilitates communication.

Verbal and non-verbal communication

The messages conveyed through spoken language and body language; use accessible language and appropriate nonverbal cues.

Cultural sensitivity

Knowledge of and openness to learning about clients' cultures and customs; willingness to consider other viewpoints.

Opening phase

Initial phase of the interview where the clinician introduces themselves, defines roles, conveys purpose, explains confidentiality and duration, and repeats titles/names.

Confidentiality

Assurance that information will be kept private and shared only with appropriate people, with disclosure governed by consent and policy.

Transition to body

The point at which the clinician begins asking for information, using open-ended, general questions to start the discussion.

Open-ended questions

Questions that invite descriptive responses (e.g., “Tell me about…”) and tend to open up discussion.

Non-threatening questions

Questions designed to encourage communication and minimize defensiveness.

First focus

The initial words from parents that reveal the focus or focuses and levels of concern.

Ice-breakers

Helpful statements to ease starting the interview, such as acknowledging that it can be difficult to decide where to begin.

Body of the Interview

The main portion focusing on the client; includes gathering developmental and present status, confirming data, obtaining family history, medical history, educational history, socioeconomic background, and therapy history.

Funnel sequence

An interview sequence that begins with general, open questions and proceeds to closed questions.

Inverted funnel sequence

An interview sequence that begins with specific, closed questions and proceeds to open questions.

Two general sequences

Both funnel and inverted funnel sequences can be used to open up clients; choice depends on the client and context.

Reluctant clients

For hesitant clients, start with more closed-ended questions and gradually move to open-ended questions.