Term
| Basic Methods of Treatment |
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Definition
- Evoke communicative behaviors
- Create nonexistent communicative behaviors
- Increase existing communicative behaviors
- Strengthen and sustain communicative behaviors
- Control undesirable behaviors
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Term
| How to evoke communicative behaviors |
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Definition
Instructions
Modeling
Prompting
Physical Stimuli |
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Term
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Definition
| Describe the skill to be learned. Set up the target behaviors |
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Term
| Instructions in treating Articulation Disorders |
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Definition
Give instructions on how to produce them. Describe tongue positions, lip configurations, direction of airflow, mouth opening or closing, and other actions necessary to produce the target sounds.
Example: Instructions to teach the correct production of /f/ |
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Term
| Instructions in treating language disorders |
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Definition
Instructions may be given about when to use the selected target language feature or element. You may describe the conditions under which a feature is used.
Example: Instructions to teach appropriate greeting responses |
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Term
| Instructions in treating voice disorders |
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Definition
First you must instruct your clients about the particular target and how to achieve it.
Example: Instructions to increase oral resonance with greater mouth opening |
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Term
| Instructions in treating fluency disorders |
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Definition
| Example: Instructions to teach rate reduction through syllable stretching |
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Term
| How to Prepare Effective Instructions |
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Definition
1. Select the target behavior
2. Make an analysis of the target behavior
3. Find out how the target behavior can be evoked
4. Write out instructions that help evoke the target behavior
5. Instruct at the client's level of education and sophistication
6. Rehearse the instructions
7. Deliver instructions in a natural, conversational manner
8. Test the client's understanding of your instructions
9. Repeat all or portions of your instructions whenever the client makes mistakes that suggest that the instructions are not remembered.
10. Give new instructions whenever you change the target behavior or you shift training to a higher level. |
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Term
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Definition
| The clinician's production of a client's target response. |
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Term
| To be called imitation, a response should meet two criteria |
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Definition
1. Imitated response should be topographically similar to the modeled stimulus
2. Imitated response should immediately follow the modeled stimulus |
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Term
| Modeling in the Treatment of Articulation Disorders |
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Definition
1. Give instructions as described
2. Model the articulatory movements or positions and the target sound while giving instructions
3. Ask the client to imitate the sound you modeled. Prepare a collection of taped models and use whenever necessary |
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Term
| Modeling in the treatment of language disorders |
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Definition
1. Instruct the client about the modeling and imitation sequence
2. Show a picture or object
3. Ask a relevant question - What do you see? What is the boy doing?
4. Model the target response - Say, I see two books. The boy is running
5. Fade or withdraw modeling (but not the relevant question) as the imitative response is reliably produced |
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Term
| Modeling in the Treatment of Voice Disorders |
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Definition
1. Instruct the client in the modeling-imitation sequence
2. Model the vocal target behavior
3. Use taped models when necessary
4. Tape record teh client's correct imitations
5. Use the client's productions as models
6. Fade modeling by asking the client to produce the target behavior; do not model |
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Term
| Modeling in the treatment of Fluency Disorders |
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Definition
1. Instruct the client in the modeling-imitation sequence
2. Model each of the specific fluency skills separately, especially in the beginning stages.
3. Model a new skill when the earlier skill is correctly imitated
4. Model the combined skills in the sequence they are taught
5. Model the entire fluency skills in words, phrases, and sentences.
6. Fade modeling by asking the client to produce the target behavior; do not model |
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Term
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Definition
1. Decide whether you will model the target response or whether taped or otherwise mechanically represented models will be used.
2. Use a client's own correct response as a model, if appropriate.
3. Model often in the early stages of treatment, because it is needed to establish the target behavior.
4. Model consistently and continuously in the beginning until the imitated responses are produced reliably.
5. Model judiciously. Do not overuse modeling and do not continue modeling when the client meets an objective criterion.
6. Reinstate modeling when the client fails to give the correct response without it.
7. Fade a complex and lengthy model, instead of stopping suddenly.
8. Model every new target response when first introduced.
9. Model the same target response when training is moved to a higher level.
10. Reduce the frequency of modeling in the final stages of treatment.
11. Ask the client to imitate your model promptly
12. Reinforce the imitated responses. In the beginning, reinforce approximations of the model, but reinforce only promptly produced responses. |
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Term
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Definition
A prompt is a gentle hint. It is a minimal clue sufficient to evoke a response.
A prompt is often a partial stimulus
Some prompts are indirect stimuli (they only suggest the target response instead of displaying it)
Some prompts are a special feature of modeled responses
Several other kinds of prompts are nonverbal. |
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Term
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Definition
A prompt is a gentle hint. It is a minimal clue sufficient to evoke a response.
A prompt is often a partial stimulus
Some prompts are indirect stimuli (they only suggest the target response instead of displaying it)
Some prompts are a special feature of modeled responses
Several other kinds of prompts are nonverbal. |
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Term
| How to Prompt effectively |
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Definition
1. Use partial modeling to prompt the target responses if this would work.
2. Give your prompts promptly.
3. Prompt more frequently in the beginning stages of treatment. Gradually reduce frequency as the correct responses become more stable and the responding becomes faster.
4. Prefer a subtle or short prompt over a loud or lengthy prompt. Gesture over Verbal.
5. Fade prompts by making them progressively subtler or shorter
6. Teach family members to prompt the target behaviors in a subtle manner. |
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Term
| How to effectively use physical stimuli |
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Definition
1. Objects over pictures
2. select pictires that are three-dimensional, colorful, and realistic.
3. Use pictures and objects in the early stages of treatment.
4. Use pictures in storybooks. Read the story to the child and ask him or her to retell the story while looking at the pictures.
5. Discontinue the use of pictures as soon as possible. Do not overuse pictures in the later stages of treatment when conversational or more naturalistic speech should be evoked. |
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