ASU SHS 402 EXAM 1 QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026

ASU SHS 402 EXAM 1 QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026 UDL - Answers Universal Design Principles for Learning UDL parts - Answers multiple means of representation multiple means of expression multiple means of engagement multiple means of representation - Answers AAC Pictures multiple means of expression - Answers ASL Pointing multiple means of engagement - Answers Family School Support that will help the client interact in different environments General principles of intervention - Answers Dynamic process - program designed with careful consideration to client's verbal and nonverbal cognitive abilities. Knowledge of client's level of cognitive function is critical in making decisions about eligibility for treatment and select appropriate therapy objectives - ultimate goal is to teach strategies for facilitating the communication process rather than teaching isolated skills - Skills vs Strategies Dynamic process - Answers clinician continuously assesses the patient's progress toward goals and modifies as necessary Skills - Answers clients' ability to achieve a specific outcome in a specific situation Strategies - Answers enable the individual to know when and how to use their skills in new and varied learning contexts Skills vs. Strategies (ROTBSSS) - Answers Realistic: When possible, teach in a realistic context to provide opportunities to engage in meaningful communicative contexts. Specific: Specific to client's deficits and individual learning style Success: Ensure that the client experiences success throughout all stages of therapy One Step: Therapy goals are tailored to promote a client's knowledge one step beyond the current level Terminate: Terminated once client achieved goals or no longer demonstrates progress Based: Based on Scientific evidence Sensitive: Sensitive to client's cultural and linguistic background Fundamental principles (PBKSD) - Answers Programming Behavior Modification Key Teaching Strategies Session Design Data Collection Programming - Answers selection, sequencing, and generalization of therapy targets Behavior Modification - Answers systematic use of specific stimulus-response-consequence procedures Key Teaching Strategies - Answers use of basic training techniques to facilitate learning Session Design (Fundamental Principles) - Answers organization and implementation of therapy sessions, including interpersonal dynamics Data Collection - Answers systematic measurement of client performance and treatment efficacy (Programming) Selection of Therapy Targets - Answers - Establish goals - Pretreatment baselines - Developmental/Normative Strategy - Client-Specific Strategy Developmental/Normative Strategy - Answers Based on known normative strategies Targets are taught in the same general order as they emerge developmentally (Programming) Sequencing of Therapy Targets - Answers Under 50% accuracy - provide more support and start at lower response level 50-75% - start at same difficulty level (Sequencing) Stimulus type - Answers nature of input used to elicit target responses - direct physical manipulation - concrete symbols: objects, pictures, drawings - abstract symbols: oral and written language (Sequencing) Task mode - Answers type of clinical support/scaffolding to obtain desired responses (cues for client) - imitation - cue/prompt - spontaneous (Sequencing) Response level - Answers degree of difficulty for target response - increase complexity and length of desired response - isolation - syllable - word - carrier phrase: phrase, sentence - text: decreased latency between stimulus and response Generalization/carry over - Answers client's ability to transfer behaviors to the real world. Factors of success: 1) Variety of stimuli in therapy - use real objects 2) Varied physical environment 3) Varied therapy audience Branching - Answers modifying difficulty level in response to client's success - when task may be too hard/easy - requires immediate clinician modification of the task - achieve by increasing/decreasing difficulty level by one step Termination of therapy - Answers 1) Attainment of communication skills commensurate with chronological/developmental age or premorbid status. 2) Attainment of functional communication skills 3) Lack of progress persisting beyond a predetermined period. (Can put therapy on hold for 6 months and see if there is any change without therapy) SMART goal - Answers Specific, Measurable, Attainable, Realistic, Timely "Johnny will use requesting phrases correctly 3 times within a school day when verbally prompted by his teacher" SMART goal components - Answers Do statement: action Condition: identifies situations where the behavior should be performed - when, where, in whose presence, what materials and cues will be used to elicit the target Criterion: - how well the target behavior must be performed for the objective to be achieved - express by % correct, within a given time period, minimum number of correct responses Behavioral model (ABC) - Answers Antecedent event (stimulus): an event that precedes and elicits a response Behavior that results from the stimulus (response) Consequence: an event that is contingent on and immediately follows the response (reinforcements or punishment) Reinforcement - Answers increase the probability that a behavior will occur Types of Reinforcement - Answers Positive (primary and secondary): - rewarding that is presented depending on the performance of a desired behavior Negative - an unpleasant event/condition is removed depending on the performance of a desired behavior Positive Primary Reinforcement - Answers Contingent events with favorable client reaction (due to biological/physiological makeup i.e. food) - susceptible to satiation - hard to generalize - hard to reinforce immediately after occurence Positive Secondary Reinforcement - Answers Perceived as rewarding - Social: verbal praise, eye contact, smile - Token: symbols/objects (stickers) - Performance feedback: biofeedback, graphs, rating scales Punishment - Answers decreases the likelihood of a behavior Positive behavioral support (PBS) - Answers - Proactive approach that uses interpersonal and environmental strategies to minimize opportunities of problematic behavior and encourages socially useful behaviors - More preventative and positive in nature - SLPs can prevent problematic behaviors if materials are creative, interesting, and session is well-paced Schedule of reinforcement - Answers Continuous (for every correct performance) and intermittent (only some correct responses intermittent reinforcement - Answers Fixed ratio - every so many times Fixed interval - every 5 min/30 sec Variable ratio - one every 2, one every 5, one every 8 Variable interval - from immediately - 5 sec - 20 sec ABA - Answers Applied Behavior Analysis: manage challenging behaviors - describe the challenging behavior (frequency, intensity, duration) - identify antecedent event (what is the trigger) - identify desired (alternative) behavior - identify ABA interventions - Answers Behavior Modification Discrete Trial Training Shaping Fluency Based Instruction Pivotal Response Treatment Incidental Teaching Task Analysis/Chaining DTT - Answers Discrete Trial Training - ABC - Move from traditional block trials to task interspersal (previously mastered materials interspersed with targets) - Errorless procedures: prevention and interruption of errors with antecedent strategy as most to least prompting Pivotal Response Training/Natural Environment Teaching - Answers - Takes place in typical environment - Items chosen by child - Variation in instructional targets every few trials - Loose shaping contingencies - Natural reinforcers - Playful interactions Incidental Teaching - Answers - Student initiates the teaching by indicating interest - Based on the interest expressed, strategies are used to evoke an elaboration of the response - Elaboration provides access to the item of interest - Make use of natural environment - Capitalizes on periods of high motivation to facilitate learning - Makes use of naturally occurring reinforcers - Reinforces an important class of behaviors (initiations)