SHS 402 EXAM 1 QUESTIONS AND ANSWERS WITH COMPLETE SOLUTION.
Programming - (ANSWER)Selection, Sequencing, Generalization
Behavior-Modification - (ANSWER)systematic use of specific stimulus-response consequence procedures
Key Teaching Strategies - (ANSWER)Use of basic training techniques to facilitate learning
Session Design - (ANSWER)Organization and implementation of therapy sessions including interpersonal
dynamics. The client should experience success at each stage.
Data Collection - (ANSWER)The systematic measurement of client performance and treatment efficacy
Fundamental Principles - (ANSWER)Programming, Behavior Modification, Key Teaching Strategies,
Session Design, Data Collection
The Ultimate Goal of intervention - (ANSWER)To teach strategies for facilitating communication; speech
and language skills
Process of intervention - (ANSWER)Identification, review existing knowledge of the problem, hypotheses
for how to solve, manipulation of variables, collection and analysis of data, conclusions
Dynamic Process - (ANSWER)clinician continuously assesses the patient's progress toward goals and
modifies as necessary.
Skills - (ANSWER)required to achieve specific outcomes in given situations
Strategies - (ANSWER)enable the individual to know when and how to use their skills in new and varied
learning contexts
Selection of Therapy Targets - (ANSWER)Establish goals: Pretreatment guidelines,
developmental/normative strategy, client specific strategy
, SHS 402 EXAM 1 QUESTIONS AND ANSWERS WITH COMPLETE SOLUTION.
Sequencing Therapy Targets - (ANSWER)Stimulus type, task mode, response level
Stimulus type - (ANSWER)Direct, Concrete (objects, photographs, drawings), abstract (oral and written
language)
Task mode - (ANSWER)The type of clinician support to obtain desired response. Imitation, Cue/Prompt,
Spontaneous
Response Level - (ANSWER)degree of difficulty of target response. increase length and complexity.
decrease latency between stimulus presentation and client response
Branching - (ANSWER)technique used by clinician when client does not perform as predicted. They must
recognize when a task is too easy or too difficult. change one step up or down based on therapy
hierarchy
Generalization/carry over - (ANSWER)client's ability to transfer newly masted behaviors to everyday
environment. variety of stimuli, physical environment, and audience.
Termination of Therapy - (ANSWER)Attainment of communication skills for clients developmental age.
Attainment of functional communication skills to operate in daily environment. Lack of progress
Do Statement - (ANSWER)identifies the specific action the client is expected to perform (produce /f/)
Condition - (ANSWER)identifies the situation in which the target behavior is to be performed (imitation)
Criterion - (ANSWER)specifies how well the target behavior must be performed for the objective to be
achieved (90% accuracy)
Operant Conditioning - (ANSWER)Stimulus, response, consequence
Programming - (ANSWER)Selection, Sequencing, Generalization
Behavior-Modification - (ANSWER)systematic use of specific stimulus-response consequence procedures
Key Teaching Strategies - (ANSWER)Use of basic training techniques to facilitate learning
Session Design - (ANSWER)Organization and implementation of therapy sessions including interpersonal
dynamics. The client should experience success at each stage.
Data Collection - (ANSWER)The systematic measurement of client performance and treatment efficacy
Fundamental Principles - (ANSWER)Programming, Behavior Modification, Key Teaching Strategies,
Session Design, Data Collection
The Ultimate Goal of intervention - (ANSWER)To teach strategies for facilitating communication; speech
and language skills
Process of intervention - (ANSWER)Identification, review existing knowledge of the problem, hypotheses
for how to solve, manipulation of variables, collection and analysis of data, conclusions
Dynamic Process - (ANSWER)clinician continuously assesses the patient's progress toward goals and
modifies as necessary.
Skills - (ANSWER)required to achieve specific outcomes in given situations
Strategies - (ANSWER)enable the individual to know when and how to use their skills in new and varied
learning contexts
Selection of Therapy Targets - (ANSWER)Establish goals: Pretreatment guidelines,
developmental/normative strategy, client specific strategy
, SHS 402 EXAM 1 QUESTIONS AND ANSWERS WITH COMPLETE SOLUTION.
Sequencing Therapy Targets - (ANSWER)Stimulus type, task mode, response level
Stimulus type - (ANSWER)Direct, Concrete (objects, photographs, drawings), abstract (oral and written
language)
Task mode - (ANSWER)The type of clinician support to obtain desired response. Imitation, Cue/Prompt,
Spontaneous
Response Level - (ANSWER)degree of difficulty of target response. increase length and complexity.
decrease latency between stimulus presentation and client response
Branching - (ANSWER)technique used by clinician when client does not perform as predicted. They must
recognize when a task is too easy or too difficult. change one step up or down based on therapy
hierarchy
Generalization/carry over - (ANSWER)client's ability to transfer newly masted behaviors to everyday
environment. variety of stimuli, physical environment, and audience.
Termination of Therapy - (ANSWER)Attainment of communication skills for clients developmental age.
Attainment of functional communication skills to operate in daily environment. Lack of progress
Do Statement - (ANSWER)identifies the specific action the client is expected to perform (produce /f/)
Condition - (ANSWER)identifies the situation in which the target behavior is to be performed (imitation)
Criterion - (ANSWER)specifies how well the target behavior must be performed for the objective to be
achieved (90% accuracy)
Operant Conditioning - (ANSWER)Stimulus, response, consequence
