SHS 402 - Exam 1 Review 2023/2024
dynamic process - ANSWER-clinician continuously assesses the patient's progress
toward goals and modifies as necessary
ultimate goal of intervention - ANSWER-teach strategies for facilitating the
communication process rather than teaching isolated skills
intervention program design - ANSWER-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
teaching skills - ANSWER-required to achieve specific outcomes in given situations
teaching strategy - ANSWER-enable the individual to know when and how to use their
skills in new and varied learning contexts
when is intervention terminated? - ANSWER-once client achieved goals or no longer
demonstrates progress
programming - ANSWER-selection, sequencing and generalization of therapy targets
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
data collection - ANSWER-systematic measurement of client performance and
treatment efficacy
selection of therapy targets - ANSWER-establish goals. Pre-treatment baselines.
Developmental/Normative Strategy OR Client-Specific Strategy.
developmental/normative strategy - ANSWER-based on known normative strategies.
Targets are taught in the same general order as they emerge developmentally
client-specific strategy - ANSWER-targets based on individual's specific
needs.Frequency of communication behavior occurs in activities of daily living (ADLs).
Importance of communicative behavior. Potential for mastery of the communication skill
, stimulus type - ANSWER-nature of input used to elicit target responses. (Direct physical
manipulation, concrete symbols, or abstract symbols - like oral or written language)
task mode - ANSWER-type of clinician support/scaffolding to obtain desired response.
(Imitation, cue/prompt, or spontaneous)
response level - ANSWER-degree of difficulty of target response. (Increase length and
complexity of desired response, decrease latency between stimulus presentation and
client response)
branching - ANSWER-a technique used by clinician when client does not perform as
predicted. Clinician must recognize this situation when it occurs and immediately modify
the task rather than persisting with the original plan
generalization/carryover - ANSWER-client's ability to transfer newly mastered behaviors
to everyday environment
factors that influence degree of success - ANSWER-1. Variety of stimuli
2. Vary physical environment
3. Vary the audience
general discharge guidelines - ANSWER-1. Attainment of communication skills that are
commensurate with a client's chronological/developmental age.
2. Attainment of functional communication skills that permit a client to operate in the
daily environment without significant handicap.
3. Lack of progress.
components of objectives - ANSWER-do (action) statement, condition, criterion
functional behavioral objectives - ANSWER-statement that describes specific target
behavior that is observable and measureable.
stimulus - ANSWER-(antecedent: A) an event that precedes and elicits a response
response - ANSWER-(behavior: B) behavior exhibited that results from the stimulus
consequence - ANSWER-(consequence: C) an event that is contingent on and
immediately follows the response
consequence events - ANSWER-Reinforcement: increase the probability that a
particular behavior will recur. Punishment: Decrease the frequency of a behavior
primary reinforcement - ANSWER-susceptible to satiation, difficult to generalize outside
of therapy, difficult to reinforce immediately after each occurrence
secondary reinforcement - ANSWER-Social: verbal praise, smiling, eye contact
dynamic process - ANSWER-clinician continuously assesses the patient's progress
toward goals and modifies as necessary
ultimate goal of intervention - ANSWER-teach strategies for facilitating the
communication process rather than teaching isolated skills
intervention program design - ANSWER-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
teaching skills - ANSWER-required to achieve specific outcomes in given situations
teaching strategy - ANSWER-enable the individual to know when and how to use their
skills in new and varied learning contexts
when is intervention terminated? - ANSWER-once client achieved goals or no longer
demonstrates progress
programming - ANSWER-selection, sequencing and generalization of therapy targets
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
data collection - ANSWER-systematic measurement of client performance and
treatment efficacy
selection of therapy targets - ANSWER-establish goals. Pre-treatment baselines.
Developmental/Normative Strategy OR Client-Specific Strategy.
developmental/normative strategy - ANSWER-based on known normative strategies.
Targets are taught in the same general order as they emerge developmentally
client-specific strategy - ANSWER-targets based on individual's specific
needs.Frequency of communication behavior occurs in activities of daily living (ADLs).
Importance of communicative behavior. Potential for mastery of the communication skill
, stimulus type - ANSWER-nature of input used to elicit target responses. (Direct physical
manipulation, concrete symbols, or abstract symbols - like oral or written language)
task mode - ANSWER-type of clinician support/scaffolding to obtain desired response.
(Imitation, cue/prompt, or spontaneous)
response level - ANSWER-degree of difficulty of target response. (Increase length and
complexity of desired response, decrease latency between stimulus presentation and
client response)
branching - ANSWER-a technique used by clinician when client does not perform as
predicted. Clinician must recognize this situation when it occurs and immediately modify
the task rather than persisting with the original plan
generalization/carryover - ANSWER-client's ability to transfer newly mastered behaviors
to everyday environment
factors that influence degree of success - ANSWER-1. Variety of stimuli
2. Vary physical environment
3. Vary the audience
general discharge guidelines - ANSWER-1. Attainment of communication skills that are
commensurate with a client's chronological/developmental age.
2. Attainment of functional communication skills that permit a client to operate in the
daily environment without significant handicap.
3. Lack of progress.
components of objectives - ANSWER-do (action) statement, condition, criterion
functional behavioral objectives - ANSWER-statement that describes specific target
behavior that is observable and measureable.
stimulus - ANSWER-(antecedent: A) an event that precedes and elicits a response
response - ANSWER-(behavior: B) behavior exhibited that results from the stimulus
consequence - ANSWER-(consequence: C) an event that is contingent on and
immediately follows the response
consequence events - ANSWER-Reinforcement: increase the probability that a
particular behavior will recur. Punishment: Decrease the frequency of a behavior
primary reinforcement - ANSWER-susceptible to satiation, difficult to generalize outside
of therapy, difficult to reinforce immediately after each occurrence
secondary reinforcement - ANSWER-Social: verbal praise, smiling, eye contact
