Exam 1-SLP 125

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volcom1120
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67733
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Exam 1-SLP 125
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2011-02-21 03:18:13
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Exam 1
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  1. 3 "cyclical Process"
    • Assessment (evaluation)
    • Plan (goals and objectives)
    • intervention (treatment and therapy)
  2. Multicultural
    "helpful hints"
    • Formal titles (Mrs/Mr)
    • learn correct pronunciation of name
    • modify items to as appropriate
  3. Parents and the "cyclical" greaving process
    • 1.denial
    • 2.anger
    • 3.barganing
    • 4.depression
    • 5.acceptance
  4. Preassessment info
    & examples
    • 1.Written case history (med/ed records)
    • 2.interview w/parent (info getting & giving,councling)
    • 3.info from other professionals (med/ed/OT/PT)
  5. Assessment Process
    • obtain historical info
    • interview clients fam
    • sample and evlauate speech/lang use
    • screen hearing
  6. Screening vs Assesment
    • S: informal-further evlauation
    • A:formal-diagnose & identify what is needed to help
  7. Role and Scope of SLPA
    • Role: write daily notes/data
    • follow treatment plan from SLP
    • assist in assessment
    • celerical duties, equiptment checks, feeding
    • Scope: do NOT...
    • do evaluations
    • interpret data
    • sign documents
  8. 2 normal patterns of 2nd lang acqusition
    • code switching
    • language loss
    • interlanguage
    • scilent period
  9. Componants of Language
    Form:
    Content:
    Use:
    • Form: Phonology, morphology, syntax
    • Content: semantics
    • Use: pragmatics
  10. Authentic Assessment
    • Realistic situations
    • observations
    • lang sampling
    • symbolic play
    • video & audio
  11. Westby..."Symbolic play is an essential prerequsite for true language"
    • play skills
    • cognition
    • language
  12. Elicting a language sample
    • ask open ended questions
    • toys to help facilitate language
    • model a topic
    • narrative
    • monologue (re tell story)
  13. Type-token ratio measures what?
    (TTR)
    • functional vocabulary skills
    • (Number of diff words divided by total number of words = TTR)
  14. Main componants of IDEA (Individuals w/ Disabilities Ed Act)
    • FAPE (free appropriate public ed)
    • LRE (least restrictive enviorment)
    • "people first" & "child first" movement
    • established special ed program
  15. SOAP
    • S-subjective (your opinion, summary)
    • O-objective (measurable findings)
    • A-assesment (current diagnosis, ststus)
    • P-plan (plan of action...coninute w treatment 2x/week)
  16. 5 building blocks of effective instruction
    • programing
    • data collection
    • behavior modification
    • key teaching stratiges
    • session design
  17. Sequencing therapy targets
    • Stimulus Type (what is used to elict target response)
    • Task Mode (amount of clinition support)
    • Response Level (degree of diff of target response)
  18. Goals (objective)
    *1
    • Do (action)
    • Condition (situation)
    • Criteria (measurement)
  19. Establishing Therapy (normative and client specific targets)
    *1
    • Norm: order in which they emerage developmentally
    • CS: specific needs of client

  20. Branching
    *1
    recognizing when a task is too easy or hard and immediatly modefying it
  21. Targeting generlazation/carry-over in therapy
    *1
    • Homework (not new learning, something they have mastered)
    • Vary Stimuli (change out pictures w diff ones)
    • Vary Pysical Enviorment (home, class, playground)
  22. Data Collection
    *2
    • accuracy level of what you are working on
    • Reinforcement tokens can be used to track data
  23. Behavior modification (ABC)
    *3
    • Antedent
    • Childs Behavior
    • Consequence
  24. Types of reinforcement
    *3
    • Positive:
    • Primary: food, fave toy
    • Secondary: token
    • Negative: escape, avoidance
    • Punishment: verbal no, frown, time out
  25. Schedules of reinforcrment
    *3
    • Continuous: after every response
    • Intermittent: only some responces recieved it
  26. Key Teaching Strategies (8)
    *4
    • 1. Direct Modeling (hand over theirs)
    • 2. Inderect Modeling(its blue, what is it?)
    • 3. Shaping by Successive Aproximation(breaking it down into easy steps)
    • 4. Prompts(something you do to reminds them)
    • 5. Fading(fade from direct to indirect)
    • 6. Expansion(take what child says and complete the sentance)
    • 7. Negitive Practice(say it correctly and old error pattern)
    • 8. Target Specific Feedback(correct or incorrect)
  27. Session Design (5)
    *5
    • 1. Lesson Structure (guidelines for effective instruction)
    • 2. Tainging Protocol (present stimuli, wait for responce...)
    • 3. Task Order (easy-hard-easy pattern)
    • 4. Dynamics of Therapy (clinition/client relationship, pace, materials, proxemics, enviorment)
    • 5. Group Therapy(by age, gender, disorder type, 2-6 members)
  28. Service Delivery Models in Ed Setting
    • Pull out model (from class to speech)
    • Collaberative (other professionals)
    • Team Teaching (acts as extra teacher in class)
    • Self Contained (SLP lead teacher in Lang Class)
  29. Specific Language Imparements (SLI)
    language maluration is 12 months behind cronological age w/o evidance of sensory or intelectual defects, developmental disorders and there is social and emotional coditions.
  30. Cognitive-Communication Disorders (characteristics)
    • attention
    • perceptionmemory
    • orginization
    • daily living
    • learning
  31. Concomitant or casual conditions related to comm dis in children
    • ADD
    • ADHD
    • LD
    • Autism
    • TBI
    • Hearing/visual imparement
  32. 3 Different learning styles (and examples)
    • Visual: See it like a picture of an object
    • Auditory: listening, through music or a recorder
    • Tactile/Kenistetic: hands on, puzzle
    • Axons: Carry information away from the cell body
    • Dendrites: Carry information to the cell body
  33. Synapse: Information flows between neurons across the synapse
  34. Developmental Plasticity
    • Sensory information floods newborn’s brain
    • “Experience builds brains” – G. R. Buckendorf
  35. Enviormental influances on brain development
    • Trauma: emotional, physical, neiglet
    • Stimulation/experance:over stimuli or deprivation
    • Child/Parent interaction: saftey and stability, oppurtunities for interaction

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