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Behavioral Terminology
- describes the condition under which a behavior should occur
- states how often the behavior is expected to occur
- states how the behavior will be evaluated relative to
- frequency of occurrence
- quality of performance
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LTG considerations
- required
- concluding behaviors expected within a specified period of time
- provides framework for logically sequenced STOs
- represents your insight and understanding of client's needs
- INDIVIDUALIZED
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LTGs are the foundation of treatment
requires
- rationale
- knowledge of severity of the disorder
- consideration of associated behaviors
- attainable within specified time frame
- written using behavior terminology
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LTG Summary
- Long term goal development must include consideration of
- rationale (why doing?)
- no rationale leads to disaster
- severity
- associated behaviors
- time frame for attainment
- written using behavioral terminology
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LTGs
- LTGs are the concluding behaviors that you expect the client to achieve over a specified but typically expanded period of time
- development of LTGs is necessary for development of logically sequential STOs.
- this is the first opportunity to demonstrate professional insight and understanding of the client's needs relative to an identified disorder
- LTGs must be comprehensive and appropriate for the client as well as the disorder (INDIVIDUALIZED)
- anything out of the ordinary should be acknowledge and justified in writing (eg not working on/delayed and identifies problem is resolved/concluded)
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LTGs are the foundation of treatment
development or construction of theis foundation requires
- 1. development of a rationale
- 2. establishment of the severity of the disorder
- 3. consideration of the associated behaviors
- 4. should be attainable within a specified time frame
- 5. written using behavioral terminology
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behavioral terminology
- describes the condition
- describes how often the behavior is desired
- describes the criteria of how it will be evaluated relative to frequency of occurrence and quality of performance
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STOs
- reflective of heirarchal system which should
- provide an outline or roadmap
- use clear and concise behavior terminology
- appropriate for the disorder, age, interests, environment, etc.
- attainable in specified time frame
- support client interest and motivation
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Objectives must be functional
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Session objectives
- related to STOs and previous performance
- provides ongoing data collection
- promotes clinician sensitivity
- indicators of effective and efficient interventions
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indicators for change
- client plateau
- ineffective clinical approach
- status of client changes (environment,. medicines, illness, emotional, etc.)
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Clinician problems
- differentiating between
- clinical procedures (clinician)
- behavior objectives (client)
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Clinician Procedures - you
- the objective "specify the type/frequency of the response from the client"
- verbal/non-verbal
- given 100 response opportunities
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behavioral objectives - client
- the behavioral objective -
- "participate in play activities" or "increase verbal/non-verbal responses during play activities"
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Mager definition of objective
a description of a performance you want learners to be able to exhibit before you consider them competent
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Mowrer definition of objective
one which is stated in terms of behaviors which can be observed and measured
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Mager Importance of Objectives
- must be clearly defined otherwise one does not have a basis for selecting materials, content, or procedures. reduces confusion
- must be clearly stated. otherwise one does not know that has been accomplished. identifies completion
- enable the client to participate meaningfully. no secrets about targeted behaviors. allows the client to take ownership. tell them what you want them to do
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important that the "reader" and "writer" of the objective share a common unerstanding of the behavior to be targeted and evaluation of the skill.
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Behavioral Objectives
Performance
- states what the learner is expected to do or perform in order to demonstrate mastery of the objecive.
- the DOING or VERB part of the objective must be countable.
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slippery or vague which can not be measured or require additional explanation
COVERT VERBS
- know
- understand
- appreciate
- demonstrate
- perform
- select
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Performance Covert Verb Indicators
- Mager
- whenever the performance stated in an object is covert, add an indicator behavior to the objective
- ex) be able to identify (underline or circle) misspelled words on a given page of news copies
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Behavioral Objectives
Condition Component
- states the condition imposed on the client under which the performance is to occur or be completed. the demonstration of achievement of the targeted behavior
- This "terminal behavior" should be "detailed enough to be sure the desired performance would be recognized by another competent individual, and detailed so that others understand your intent and YOU understand it"
- conditions should specify what you will provide to the client to help or assist in doig the task, or it may describe what you will deny the client
- the condition can also pinpoint where the behavior will be performed, when it will be performed, and in whose presence it will be performed (mowrer)
- condition aspects are not always necessary but recommended
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Common SLP Condition Examples
Articulation
- in all word positions
- in isolation
- with his mouth open at least 1 inch
- in consonant-vowel combinations
- during spontaneous conversation
- during reading
- without a model
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Common SLP Condition Examples
Phonology
- on spontaneously produced monosyllabic target words
- without a pause between the 2 consonants
- in bisyllabic words
- when preceding vowels
- of all appropriate contexts
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Common SLP Condition Examples
Language
- in a children's dictionary
- of common objects
- given a field of three
- while describing pictures
- during conversation
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Common SLP Condition Examples
Voice
- when 8 choices are presented
- one session after the clinician's explanation
- on the vowels /o/ and /i/
- on vowel-consonant combinations
- on vowels
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Common SLP Condition Examples
Fluency
- consisting of prolongations lasting longer than 2 seconds
- in front of his class
- for 5 minutes
- while talking on the phone
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Common SLP Condition Examples
Pragmatics
- which is out of reach
- when a familiar joint action routine is initiated by SO
- during communication episodes
- upon seeing the clinician
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Common SLP Condition Examples
Problem Behavior
- without yanking the clinician's arm
- after the removal of constraints
- when a desirable toy is within reaching distance
- without throwing a temper tantrum
- within a 2 second period of time
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Behavioral Objectives
Criterion
- states how well the learner is expected to perform. Mager states " criterion is the standard by which performance is evaluated, the yardstick by which achievement of the objective is assessed."
- The criterion resemble an adverb statement int aht it states HOW or WHEN the objective is to be met (mowrer)
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Behavioral Objectives
Criterion
commonly stated in terms of
- speed - a time limit with whicha given performance must occur
- accuracy - a more mathematical/scientific feature
- quality - the desired quality of performance of the amount of deviation would be defined; not common feature for SLP
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if there is no criterion stated then you must assume it is 100%
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Common criterion
- in 90% of his attempts
- in 90% of all appropriate contexts
- in 8 of 10 attempts
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Summary
The behavioral model is not only used by SLPs.
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importance of lesson plans
- the session/lesson plan may be developed for each session or for a block of time such as a week
- the frequency of the developemnt of session plans may be influenced by the length of the sessions, the frequency of treatment, and the client's rate of progress
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Short-Range Objectives / Short-Term Objectives
- concerned with small unit of behavior and should be attainable in a short period of time
- the outline or plan for achieving the long range goals
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Procedures
statement of procedures used to meet each objective listed, typically include a rationale
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Long Term Goals
accomplishment of identified behaviors in time sensitive
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relationship between long and short
- must be consistent
- assist in the overall instructional process
- short term must be attainable before accomplishment of long term
- progress will determine adding or deleting steps
- mastery of short term leads to mastery of long term
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