Behandelingsmetho
diek
Semester 2 – 2025
Hoorcolleges en
literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD
,Inhoudsopgave
HC 1 – INTRODUCTIE..........................................................................................8
DE KLINISCHE CYCLUS.............................................................................................................. 8
Voorbeelden van slechte doelen.....................................................................................9
Behandeldoelen.............................................................................................................. 9
In kaart brengen doelen/ hulpvragen bij een cliënt........................................................9
DE BEHANDELCYCLUS............................................................................................................... 9
Casus oefening............................................................................................................. 10
EVALUEREN VAN EEN BEHANDELING...........................................................................................11
HC 1 – LITERATUUR..........................................................................................13
RUIJSSENAARS, A.J.J.M. (2014). LEERPROBLEMEN EN LEERSTOORNISSEN: REMEDIAL TEACHING EN
BEHANDELING. HULPSCHEMA’S VOOR OPLEIDING EN PRAKTIJK. P.39-55............................................13
Klinische cyclus als grondfiguur bij de behandeling van leerstoornissen......................13
Diagnostische cyclus en de behandeling van leerstoornissen......................................13
Behandelingscyclus...................................................................................................... 13
RUIJSSENAARS, A. J. J. M ET AL. (2012). ORTHOPEDAGOGIEK: ONTWIKKELINGEN, THEORIEËN EN
MODELLEN. P.188-197.......................................................................................................... 15
6.1 Vraagstellingen tijdens behandelingscyclus...........................................................15
6.2 Verantwoord methodisch handelen........................................................................15
6.3 Interventiemodellen............................................................................................... 16
STELLING, D. ET AL. (2014). GOED BEDOELD. BEHANDELDOELEN BINNEN DE KINDER- EN
JEUGDPSYCHIATRIE NADER BEKEKEN. P27-31..............................................................................18
Belang van behandeldoelen......................................................................................... 18
SMART nader bekeken.................................................................................................. 18
TIEMENS, B.G. ET AL. (2010). HET DOEL HEILIGT HET MIDDEL. EEN HULPMIDDEL BIJ HET STELLEN VAN
EVALUEERBARE BEHANDELDOELEN. P.785-798...........................................................................19
Belang van goed geformuleerde doelen.......................................................................19
Hoe SMART is SMART?.................................................................................................. 19
TIEMENS, B.G. (2017) ROM ALS TOMTOM: ALS ROUTINE OUTCOME MONITORING ECHT ROUTINE ZOU ZIJN.
P489-493.......................................................................................................................... 19
Functie van ROM: feedback.......................................................................................... 20
ROM als tomtom........................................................................................................... 20
HC 2 – FUNCTIONELE ANALYSE 1.......................................................................20
VOORBEELD: LEROY............................................................................................................... 20
Echter…........................................................................................................................ 20
TOEGEPASTE GEDRAGSANALYSE & -THERAPIE (APPLIED BEHAVIOR ANALYSIS).....................................21
Drie leerprocessen:....................................................................................................... 21
BEKRACHTIGING: SOCIAAL VS. NIET-SOCIAAL...............................................................................21
Voorbeelden: sociale vs. niet-sociale aard....................................................................22
MOTIVATIONAL OPERATIONS: SCHOMMELINGEN IN GEDRAG.............................................................22
Voorbeelden:................................................................................................................ 22
Functionele analyse: evidentie.....................................................................................23
Functionele analyse: stappen.......................................................................................23
VERKENNEND GESPREK: KLACHTANALYSE....................................................................................23
PROBLEEMGEDRAG DEFINIËREN................................................................................................24
Kwaliteit van de definitie.............................................................................................. 24
UITSLUITEN VAN ORGANISCHE FACTOREN....................................................................................24
UITVOEREN FUNCTIONELE ANALYSE............................................................................................24
HC 3 – FUNCTIONELE ANALYSE 2.......................................................................26
FUNCTIONELE ANALYSE: STAPPEN.............................................................................................. 26
FUNCTIONELE ANALYSE UITVOEREN............................................................................................26
CAI: Merel..................................................................................................................... 26
Indirecte observatie: vragenlijsten...............................................................................26
Directe observatie........................................................................................................ 27
HYPOTHESE FORMULEREN T.A.V. HET GEDRAG.............................................................................27
Hypothese formuleren op basis van VFP.......................................................................27
1
, SELECTEREN VAN EEN PROCEDURE............................................................................................ 28
Selecteren van procedure: aandachtspunten...............................................................28
Ordeningen procedures................................................................................................ 29
HYPOTHESE TOETSEN DOOR TRY-OUT PROCEDURE........................................................................29
HC 2/3 – LITERATUUR.......................................................................................30
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 2: P.8-11
......................................................................................................................................... 30
Positive Reinforcement................................................................................................. 30
Negative Reinforcement............................................................................................... 30
Automatic reinforcement.............................................................................................. 30
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 10: P.159-
177................................................................................................................................... 31
Functional Assessment Methods...................................................................................31
Direct methods............................................................................................................. 31
Analogue methods........................................................................................................ 31
Indirect methods.......................................................................................................... 32
Scaling methods........................................................................................................... 32
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 12: P.195-
212................................................................................................................................... 33
Functional assessment and the treatment planning process........................................33
Why choose a function based intervention?.................................................................34
The need for interprofessional team planning..............................................................34
Treatment planning...................................................................................................... 34
Developing a function-based treatment plan................................................................36
Defining and measuring behavior.................................................................................36
MATSON, J.L. (2009) APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPRECTRUM DISORDERS.
HOOFDSTUK 2: P.14-32........................................................................................................ 36
Introduction.................................................................................................................. 36
Conceptual basis and foundation of applied behavior analysis (ABA)...........................36
Concepts and application............................................................................................. 37
ABA-based comprehensive approaches to autism treatment: Intervention programs
that utilize applied behavior analysis procedures.........................................................40
LANGTHORNE, P. ET AL. (2007). INCORPORATING MOTIVATION INTO THE FUNCTIONAL ANALYSIS OF
CHALLENGING BEHAVIOR. P.466-487........................................................................................40
The motivating operation............................................................................................. 41
Challenging environments............................................................................................ 41
Challenging needs........................................................................................................ 42
Een geïntegreerd model van uitdagend gedrag............................................................43
HC 4 – BEÏNVLOEDEN VAN GEDRAG/ AANLEREN VAN VAARDIGHEDEN..................44
ANTECEDENTE CONTROLE....................................................................................................... 44
NONCONTIGENTE BEKRACHTIGING (TIME-BASED DELIVERY OF STIMULI OR EVENTS)..............................45
TOKENSYSTEEM..................................................................................................................... 46
DIFFERENTIAL REINFORCEMENT................................................................................................. 46
Functionele communicatietraining................................................................................46
EXTINCTIE............................................................................................................................ 46
TIME-OUT: TUSSEN EXTINCTIE EN STRAF.....................................................................................47
RESPONSRESTRICTIE EN IMMOBILISATIE......................................................................................47
OVERCORRECTIE: POSITIEVE EN NEGATIEVE OEFENING...................................................................47
NEUTRALIZING ROUTINES, DESENTISATIE & FLOODING...................................................................47
TOEGEPASTE GEDRAGSANALYSE EN -THERAPIE.............................................................................48
Aanpassen van de (sociale) omgeving..........................................................................48
Aanleren meervoudige gedragingen: gedragsketens...................................................48
Operante conditionering: bekrachtiging.......................................................................49
Omgaan met fouten: als voorkomen niet lukt..............................................................49
Response shaping......................................................................................................... 49
Prompten: foutloos leren.............................................................................................. 49
Van trainen naar het dagelijks leven............................................................................50
HC 4 – LITERATUUR..........................................................................................51
2
, MATSON, J.L. (2009). APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS.
HOOFDSTUK 11: P.188-206.................................................................................................. 51
Introduction.................................................................................................................. 51
Assessment of adaptive skills.......................................................................................51
Selection of skills to train.............................................................................................. 52
Environmental manipulations.......................................................................................52
Prompting procedures.................................................................................................. 52
Task analysis................................................................................................................ 53
Shaping........................................................................................................................ 53
Chaining....................................................................................................................... 53
Errorless learning......................................................................................................... 53
Maintenance and generalization...................................................................................54
MATSON, J.L. (2009). APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS.
HOOFDSTUK 12. P.207-224.................................................................................................. 54
Discrimination or generalization?.................................................................................54
Generalization and Autism Spectrum Disorder (ASD)...................................................54
Strategies to promote generalization...........................................................................55
Planning for generalized outcomes...............................................................................56
HC 5 – MEDIËREND LEREN................................................................................58
INTRODUCTIE........................................................................................................................ 58
Feuerstein.................................................................................................................... 58
THEORIE.............................................................................................................................. 58
De pedagogische driehoek........................................................................................... 58
Mediated learning experience (MLE).............................................................................59
Mediatie is…................................................................................................................. 60
Uitgangspunten bij mediatie......................................................................................... 60
DE COGNITIEVE KAART............................................................................................................ 60
HC 5 – LITERATUUR..........................................................................................62
KOZULIN, A. ET AL. (1995). MEDIATED LEARNING EXPERIENCE AND PSYCHOLOGICAL TOOLS: VYGOTSKY’S
AND FUERSTEIN’S PERSPECTIVES IN A STUDY OF STUDENT LEARNING. P.67-75..................................62
Direct learning versus mediated learning.....................................................................62
Mediated interaction: Philosophical and sociological aspects.......................................62
Vygotsky’s theory of mediated activity........................................................................62
Mediated learning experience (MLE).............................................................................63
Cultural difference and cultural deprivation.................................................................63
The matrix of interaction between MLE and psychological tools...................................64
Educational applications: instrumental enrichtment.....................................................64
Research on IE implementations..................................................................................65
Educational applications: learning activity...................................................................65
FEUERSTEIN, R. ET AL. (1980). INSTRUMENTAL ENRICHTMENT: THEORETICAL BASIS, GOALS AND
INSTRUMENTS. P. 401-424..................................................................................................... 66
General goals of FIE...................................................................................................... 66
Definition of target population......................................................................................67
Theoretical basis.......................................................................................................... 67
Mediated Learning Experience (MLE)............................................................................67
Subgoals of the FIE program......................................................................................... 68
HC 6 – STRATEGIETRAINING..............................................................................70
TERUGBLIK DIAGNOSTISCHE CYCLUS.......................................................................................... 70
STRATEGIETRAINING............................................................................................................... 70
Taakanalyse.................................................................................................................. 70
Strategietraining – HOE > visuele ondersteuning.........................................................71
Strategietraining – HOE > Instructieprincipes...............................................................71
Strategietraining – HOE > Feedback.............................................................................71
HC 6 – LITERATUUR..........................................................................................72
RUIJSSENAARS, A.J.J.M. (2014). LEERPROBLEMEN EN LEERSTOORNISSEN: REMEDIAL TEACHING EN
BEHANDELING. HULPSCHEMA’S VOOR OPLEIDING EN PRAKTIJK.........................................................72
Typen kennis, kwaliteit van kennis en leren.................................................................72
3
diek
Semester 2 – 2025
Hoorcolleges en
literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD
,Inhoudsopgave
HC 1 – INTRODUCTIE..........................................................................................8
DE KLINISCHE CYCLUS.............................................................................................................. 8
Voorbeelden van slechte doelen.....................................................................................9
Behandeldoelen.............................................................................................................. 9
In kaart brengen doelen/ hulpvragen bij een cliënt........................................................9
DE BEHANDELCYCLUS............................................................................................................... 9
Casus oefening............................................................................................................. 10
EVALUEREN VAN EEN BEHANDELING...........................................................................................11
HC 1 – LITERATUUR..........................................................................................13
RUIJSSENAARS, A.J.J.M. (2014). LEERPROBLEMEN EN LEERSTOORNISSEN: REMEDIAL TEACHING EN
BEHANDELING. HULPSCHEMA’S VOOR OPLEIDING EN PRAKTIJK. P.39-55............................................13
Klinische cyclus als grondfiguur bij de behandeling van leerstoornissen......................13
Diagnostische cyclus en de behandeling van leerstoornissen......................................13
Behandelingscyclus...................................................................................................... 13
RUIJSSENAARS, A. J. J. M ET AL. (2012). ORTHOPEDAGOGIEK: ONTWIKKELINGEN, THEORIEËN EN
MODELLEN. P.188-197.......................................................................................................... 15
6.1 Vraagstellingen tijdens behandelingscyclus...........................................................15
6.2 Verantwoord methodisch handelen........................................................................15
6.3 Interventiemodellen............................................................................................... 16
STELLING, D. ET AL. (2014). GOED BEDOELD. BEHANDELDOELEN BINNEN DE KINDER- EN
JEUGDPSYCHIATRIE NADER BEKEKEN. P27-31..............................................................................18
Belang van behandeldoelen......................................................................................... 18
SMART nader bekeken.................................................................................................. 18
TIEMENS, B.G. ET AL. (2010). HET DOEL HEILIGT HET MIDDEL. EEN HULPMIDDEL BIJ HET STELLEN VAN
EVALUEERBARE BEHANDELDOELEN. P.785-798...........................................................................19
Belang van goed geformuleerde doelen.......................................................................19
Hoe SMART is SMART?.................................................................................................. 19
TIEMENS, B.G. (2017) ROM ALS TOMTOM: ALS ROUTINE OUTCOME MONITORING ECHT ROUTINE ZOU ZIJN.
P489-493.......................................................................................................................... 19
Functie van ROM: feedback.......................................................................................... 20
ROM als tomtom........................................................................................................... 20
HC 2 – FUNCTIONELE ANALYSE 1.......................................................................20
VOORBEELD: LEROY............................................................................................................... 20
Echter…........................................................................................................................ 20
TOEGEPASTE GEDRAGSANALYSE & -THERAPIE (APPLIED BEHAVIOR ANALYSIS).....................................21
Drie leerprocessen:....................................................................................................... 21
BEKRACHTIGING: SOCIAAL VS. NIET-SOCIAAL...............................................................................21
Voorbeelden: sociale vs. niet-sociale aard....................................................................22
MOTIVATIONAL OPERATIONS: SCHOMMELINGEN IN GEDRAG.............................................................22
Voorbeelden:................................................................................................................ 22
Functionele analyse: evidentie.....................................................................................23
Functionele analyse: stappen.......................................................................................23
VERKENNEND GESPREK: KLACHTANALYSE....................................................................................23
PROBLEEMGEDRAG DEFINIËREN................................................................................................24
Kwaliteit van de definitie.............................................................................................. 24
UITSLUITEN VAN ORGANISCHE FACTOREN....................................................................................24
UITVOEREN FUNCTIONELE ANALYSE............................................................................................24
HC 3 – FUNCTIONELE ANALYSE 2.......................................................................26
FUNCTIONELE ANALYSE: STAPPEN.............................................................................................. 26
FUNCTIONELE ANALYSE UITVOEREN............................................................................................26
CAI: Merel..................................................................................................................... 26
Indirecte observatie: vragenlijsten...............................................................................26
Directe observatie........................................................................................................ 27
HYPOTHESE FORMULEREN T.A.V. HET GEDRAG.............................................................................27
Hypothese formuleren op basis van VFP.......................................................................27
1
, SELECTEREN VAN EEN PROCEDURE............................................................................................ 28
Selecteren van procedure: aandachtspunten...............................................................28
Ordeningen procedures................................................................................................ 29
HYPOTHESE TOETSEN DOOR TRY-OUT PROCEDURE........................................................................29
HC 2/3 – LITERATUUR.......................................................................................30
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 2: P.8-11
......................................................................................................................................... 30
Positive Reinforcement................................................................................................. 30
Negative Reinforcement............................................................................................... 30
Automatic reinforcement.............................................................................................. 30
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 10: P.159-
177................................................................................................................................... 31
Functional Assessment Methods...................................................................................31
Direct methods............................................................................................................. 31
Analogue methods........................................................................................................ 31
Indirect methods.......................................................................................................... 32
Scaling methods........................................................................................................... 32
MATSON, J.L. (2012). FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS. HOOFDSTUK 12: P.195-
212................................................................................................................................... 33
Functional assessment and the treatment planning process........................................33
Why choose a function based intervention?.................................................................34
The need for interprofessional team planning..............................................................34
Treatment planning...................................................................................................... 34
Developing a function-based treatment plan................................................................36
Defining and measuring behavior.................................................................................36
MATSON, J.L. (2009) APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPRECTRUM DISORDERS.
HOOFDSTUK 2: P.14-32........................................................................................................ 36
Introduction.................................................................................................................. 36
Conceptual basis and foundation of applied behavior analysis (ABA)...........................36
Concepts and application............................................................................................. 37
ABA-based comprehensive approaches to autism treatment: Intervention programs
that utilize applied behavior analysis procedures.........................................................40
LANGTHORNE, P. ET AL. (2007). INCORPORATING MOTIVATION INTO THE FUNCTIONAL ANALYSIS OF
CHALLENGING BEHAVIOR. P.466-487........................................................................................40
The motivating operation............................................................................................. 41
Challenging environments............................................................................................ 41
Challenging needs........................................................................................................ 42
Een geïntegreerd model van uitdagend gedrag............................................................43
HC 4 – BEÏNVLOEDEN VAN GEDRAG/ AANLEREN VAN VAARDIGHEDEN..................44
ANTECEDENTE CONTROLE....................................................................................................... 44
NONCONTIGENTE BEKRACHTIGING (TIME-BASED DELIVERY OF STIMULI OR EVENTS)..............................45
TOKENSYSTEEM..................................................................................................................... 46
DIFFERENTIAL REINFORCEMENT................................................................................................. 46
Functionele communicatietraining................................................................................46
EXTINCTIE............................................................................................................................ 46
TIME-OUT: TUSSEN EXTINCTIE EN STRAF.....................................................................................47
RESPONSRESTRICTIE EN IMMOBILISATIE......................................................................................47
OVERCORRECTIE: POSITIEVE EN NEGATIEVE OEFENING...................................................................47
NEUTRALIZING ROUTINES, DESENTISATIE & FLOODING...................................................................47
TOEGEPASTE GEDRAGSANALYSE EN -THERAPIE.............................................................................48
Aanpassen van de (sociale) omgeving..........................................................................48
Aanleren meervoudige gedragingen: gedragsketens...................................................48
Operante conditionering: bekrachtiging.......................................................................49
Omgaan met fouten: als voorkomen niet lukt..............................................................49
Response shaping......................................................................................................... 49
Prompten: foutloos leren.............................................................................................. 49
Van trainen naar het dagelijks leven............................................................................50
HC 4 – LITERATUUR..........................................................................................51
2
, MATSON, J.L. (2009). APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS.
HOOFDSTUK 11: P.188-206.................................................................................................. 51
Introduction.................................................................................................................. 51
Assessment of adaptive skills.......................................................................................51
Selection of skills to train.............................................................................................. 52
Environmental manipulations.......................................................................................52
Prompting procedures.................................................................................................. 52
Task analysis................................................................................................................ 53
Shaping........................................................................................................................ 53
Chaining....................................................................................................................... 53
Errorless learning......................................................................................................... 53
Maintenance and generalization...................................................................................54
MATSON, J.L. (2009). APPLIED BEHAVIOR ANALYSIS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS.
HOOFDSTUK 12. P.207-224.................................................................................................. 54
Discrimination or generalization?.................................................................................54
Generalization and Autism Spectrum Disorder (ASD)...................................................54
Strategies to promote generalization...........................................................................55
Planning for generalized outcomes...............................................................................56
HC 5 – MEDIËREND LEREN................................................................................58
INTRODUCTIE........................................................................................................................ 58
Feuerstein.................................................................................................................... 58
THEORIE.............................................................................................................................. 58
De pedagogische driehoek........................................................................................... 58
Mediated learning experience (MLE).............................................................................59
Mediatie is…................................................................................................................. 60
Uitgangspunten bij mediatie......................................................................................... 60
DE COGNITIEVE KAART............................................................................................................ 60
HC 5 – LITERATUUR..........................................................................................62
KOZULIN, A. ET AL. (1995). MEDIATED LEARNING EXPERIENCE AND PSYCHOLOGICAL TOOLS: VYGOTSKY’S
AND FUERSTEIN’S PERSPECTIVES IN A STUDY OF STUDENT LEARNING. P.67-75..................................62
Direct learning versus mediated learning.....................................................................62
Mediated interaction: Philosophical and sociological aspects.......................................62
Vygotsky’s theory of mediated activity........................................................................62
Mediated learning experience (MLE).............................................................................63
Cultural difference and cultural deprivation.................................................................63
The matrix of interaction between MLE and psychological tools...................................64
Educational applications: instrumental enrichtment.....................................................64
Research on IE implementations..................................................................................65
Educational applications: learning activity...................................................................65
FEUERSTEIN, R. ET AL. (1980). INSTRUMENTAL ENRICHTMENT: THEORETICAL BASIS, GOALS AND
INSTRUMENTS. P. 401-424..................................................................................................... 66
General goals of FIE...................................................................................................... 66
Definition of target population......................................................................................67
Theoretical basis.......................................................................................................... 67
Mediated Learning Experience (MLE)............................................................................67
Subgoals of the FIE program......................................................................................... 68
HC 6 – STRATEGIETRAINING..............................................................................70
TERUGBLIK DIAGNOSTISCHE CYCLUS.......................................................................................... 70
STRATEGIETRAINING............................................................................................................... 70
Taakanalyse.................................................................................................................. 70
Strategietraining – HOE > visuele ondersteuning.........................................................71
Strategietraining – HOE > Instructieprincipes...............................................................71
Strategietraining – HOE > Feedback.............................................................................71
HC 6 – LITERATUUR..........................................................................................72
RUIJSSENAARS, A.J.J.M. (2014). LEERPROBLEMEN EN LEERSTOORNISSEN: REMEDIAL TEACHING EN
BEHANDELING. HULPSCHEMA’S VOOR OPLEIDING EN PRAKTIJK.........................................................72
Typen kennis, kwaliteit van kennis en leren.................................................................72
3
