Clinical Applications 2024 Exam 1

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Psychology

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Name: Sydney Sky ODonnell COMD 4350-Clinical Applications Spring 2024-Exam #1 2/28/24 There are 5 Essay Questions. Each question is worth 20 points for a total of 100 points. Each question as a rubric assigned to it. 1. Discuss the foundational components of the 4 main learning theories and how each one can relate to teaching and/or therapy intervention. Rubric- 5 points each for clearly discussing each learning theory and stating its relation to teaching/therapy (20 total Points) • The first learning theory is behavioral. It focuses on the idea that behavior can be measured and observed. It states that behavior is shaped through reinforcers. For behavioral theory some of the learning components that can be used in therapy include providing prompting and cuing to guide client to a certain behavior and stating the objective and breaking that down into sequential steps. • The second theory is cognitive learning theory. This is where cognition is the mental process of gaining knowledge and understanding through the senses, experiences, and thoughts. It is important for SLPs because it establishes the expectation for typical cognitive development. • The third theory is Humanistic/Experiential theory. This theory was created by Abraham Maslow, and he believed that experience was the primary phenomenon for human learning. This theory, when implemented into therapy, creates physical climates to meet the client’s needs and maintains a supportive emotional climate. • The last theory is the social orientation theory developed by Vygotsky. He believed that social interactions profoundly influence cognitive development over the span of the person’s life. It could be applied to therapy by structuring part of the therapy session into small groups. 2. Discuss the 3 parts of a typical therapy session and what should take place in each part. Also, please discuss the difference between the teaching component of a session and eliciting/recording data. Rubric- 5 points each for clearly discussing each part of a session (15 possible) & 5 points for clearly. discussing the difference between eliciting/recording and the teaching component (20 total Points) • The three parts of a therapy session include the Introduction, Body, and Conclusion. • The introduction phase starts with greeting and rapport where you greet the client and make them feel comfortable. The next phase is reviewing what you did last session, and lastly collecting any homework. • For the body phase, it starts with the establishment phase, where you go over what today’s session will be about. Next is the eliciting and recording phase where you elicit and record data. Lastly is the teaching phase where the errors in the data collected are reviewed and taught to the client. • For the conclusion you start with a summary of how the session went and review the activities you completed, provide any homework is needed, and give a reward and dismal. • The eliciting and teaching phases are very different. The eliciting and recording phase come first. Elicit means to bring forth or draw out. In this part of the session the slp is trying to elicit the target behaviors through games, activities, pictures and

Name: Sydney Sky ODonnell imitations. At the same time they will be recording client responses to collect objective data. They should try to elicit 5-10 trials. • The teaching phase is where concepts of therapy are taught by the slp to the client. The Slp will use their knowledge to help the communicative behaviors. The errors collected in the eliciting and recording phase will be taught and corrected in the teaching phase. The teaching phase helps the client learn what they need to do independently to be successful. 3. Define and give an example of each of the following therapeutic skills: modeling, prompting, cueing, shaping. Rubric- 5 points each for clearly defining and providing an example of each therapeutic skill (20 total Points) • Modeling is when you perform the behavior you want to target yourself and then the client imitates it. Ex. Would be asking the client to imitate a sound you made as closely as possible. • Prompting is where you lead them to the correct response using nonverbal/ verbal stimuli to increase the probability that the client will respond in a desired manner. Ex. Would be “I see with my …..” they should say eyes. • Cueing is an aid to promote the correct response, it is like a hint. Cueing could be used through a gesture or facial expression. • A prompt is direct and leads to the correct answer. A cue is indirect and serves as a hint. Cues remain and prompts fade. • Shaping breaks down the target word and slowly pieces it back together. It is learned in steps till you get the desired behavior. 4. Explain the use of positive reinforcers in a therapeutic setting. Define and provide examples of verbal praise, tokens, and primary reinforcers. Explain what a reinforcement schedule is. Rubric- 2.5 points for clearly explaining the use of reinforcers. 5 points each for defining verbal praise, token, and primary reinforcers with examples (15 possible). 2.5 points for explaining a reinforcement schedule. (20 total points) • A positive reinforcer is anything that follows a response, which increases the frequency of that response. It is used as motivation to the client and as a reward for correct responses. • Verbal praise is like saying Good Job! Or Awesome! After the client says something correctly. • Tokens are rewards through objects like a small toy or candy. • Primary Reinforcers are like food and drinks. • There are also tangible reinforcers which are like stickers and small toys, and non-tangible reinforcers that are like play time and story time. • A reinforcement schedule is either continuous or intermittent. A continuous reinforcement schedule would be giving a child a reward after each time they get something right. An intermittent schedule would be where they get a reward after a certain number of correct answers. Like 3, 5, or 10. 5. As a new SLP, you are providing therapy to a 4-year-old male working on language goals. To devise engaging activities, you decide to consider the 3

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