SHS 516 -test 3 -p7 from book

Assessment of Cog Operations heading pg 483-484 -Verbal comprehension-

- choose a word that means about the same as given word

Convergent task

- could be wh questions Using social greeting Object manipulation and description-e.g. a slot machine Acting out and describing sequences with props- e.g. using slot machines or ordering lunch Picture description- e.g. describe the picture of 'Taj Mahal Casino' or "Caesar's Palace Casino' Event description- describe roulette Discussing- video taping Structured answers- what does the dealer deal? How many cards are in a deck? Identifying places and activities · Answering questions about reading material or videos · Barrier tasks

Definitions under Learning heading pg 476 (cereal learning) -Classifying objects

- involves cognition of semantic classes

Definitions under Learning heading pg 476 (cereal learning) -Sensitivity to problems

- is primarily cognition of meaning-ful implications

Definitions under Learning heading pg 476 (cereal learning) -Deduction

- is primarily in the area of convergent production because it has to do with drawing firms conclusions

Definitions under Learning heading pg 476 (cereal learning) -Reasoning

- redefined as relational thinking, involves mostly cognition and convergent production—but especially cognition of semantic systems.

Cognition-

- tasks include, comprehension of videos, newspaper stories, reading signs and directions Matching related words- (e.g. draw a line from each word in the lfet hand column to the related word in the right hand column Word categorization tasks- circle the word that belongs in the category "Atlantic city) Write in a new word that does belong Yes/no questions- e.g. reach each question, and mark yes or no Sentence arrangement- of scrambled sentence for target core vocabulary items (e.g. rearrange these words to form correct sentence. Atlantic city are we to going)

Definitions under Learning heading pg 476 (cereal learning) -Induction

-is thought to be in the area of cognition because of its discovery properties

Principles of intervention pg 488 -Intervention should be oriented toward the following traditional therapeutic principles: (p2)

7. Begin with exaggerated sensory stimulation—for example, talking through a microphone or using a variety of inflectional patterns (McConnell, Love, & Smith, 1974)—and then gradually decrease this exaggeration. 8. Begin with short stimuli/responses, and move toward longer stimuli/responses 9. Begin with continuous reinforcement, and move toward intermittent reinforcement (Grant, Hake, & Hornseth, 1951; Jensen & Cotton, 1960). 10. Begin with clinician reinforcement, and move toward self-reinforcement (Staats, 1968).

Behavioral Tests

Alternative Expressional Groups:Group pictured expressions in different ways so that each group expresses a common thought, feeling, or intentions. Cartoon Predictions: Choose one of three alternative cartoon frames that can be most reasonably predicted from the given frame. Expression Grouping: Choose one of four expressions that belongs with a given group by virtue of common psychological dispositions. Expressions: Choose one of four expressions that indicates the same psychological state as another given expression.

Principles of intervention pg 488 -Intervention should be oriented toward the following traditional therapeutic principles: (p1)

Begin with the tangible (here and now), and move toward the representational. 2. Begin with the concrete, and move toward the abstract. 3. Begin with the simple, and move toward the complex. 4. Begin with the real, and move toward the complex. 5. Begin with actions on objects, and move toward verbalizations concerning these actions. 6. Begin with simple classifications, and move toward reclassifications and multiple classifications.

Divergent Semantic Tests

Common Situations: List problems that are inherent in a common situation. Brick Uses: LIst many different uses for a common object. Product Improvement: Suggest ways to improve a particular object. Consequences: List the effect of a new and unusual event. Object Naming: List objects that belong to a broad class of objects. Differences:Suggest ways in which two objects are different. Word Fluency: List words that contain a specified word or letter. Planning Elaboration: List many detailed steps needed to make a briefly outlined plan work.

Convergent Semantic Tests

Picture Group Naming: Write a class name for each group of five pictured objects. Associations: Write a word that is associated with each of two given words. Largest Class: Form the largest class possible from a given list of words so that the remaining words also make a class. Attribute Listening: List attributes of objects needed to serve a specific function.

Semantic Memory Tests

Picture Memory: recall names of common objects pictured on a previously studied page. Recalled words: recall words presented on a study page. Word Recognition: Recognize whether given words were on a previously studied page. Memory for Facts: Answer questions regarding information previously given in two sentences.

Skill/impairment level convergent tasks included:

Repetition of core vocabulary (e.g., Atlantic City—To o Atlantic City—We're going to Atlantic City) o Closure tasks (e.g., We're going to Atlantic City. We're going to ______.) o Naming tasks (e.g., What do we swim in?) o Category naming o Defining core vocabulary o Using core vocabulary words o Giving directions o Creating sentences for target core vocabulary items, (e.g., create sentences for these words and phrases, such as game-play) o Multiple choice questions relating to core vocabulary

Level 3: Specific Objectives To stimulate ability -Evaluative Thinking

TO judge the correctness, completeness, identity, relevance, adequacy, utility, safety, consistency, logical feasibility, and social acceptability of facts To judge the suitability of words to a topic.

Level 3: Specific Objectives To stimulate ability -Convergent Thinking

To answer questions about self/family/everyday life To name high- and low-frequency objects/events/relationships To name categories TO name objects/events/relationships within categories To describe objects/events/relationships To tell the function of objects and the purpose of events To define words To define words TO judge the suitability of class inclusion

p. 488 Level 1: Specific Objectives To Stimulate Ability Cognition:

To be aware of time/space/speech/emotional voice tone. To recognize stimulus equivalence, such as matching letters, matching objects to objects, matching objects to pictures, matching words to pictures, and matching words to objects. To recognize very high-frequency, concrete objects/events/relationships named. To recognize own name/family names. To follow one-part, simple commands. To understand simple greetings/requests/questions

Level 3: Specific Objectives To stimulate ability -Memory

To identify one to five names serially To follow one- to five-part directions and commands To remember one to five ideas/facts just presented To group items to facilitate recall To remember meaning in sentences/short paragraphs/stories/songs

Level 2: Specific Objectives To Stimulate Ability. -Convergent Thinking

To produce automatic language To complete high-probability phrases/closure tasks To name high-frequency objects/events/relationships To comment on objects noting their existence, nonexistence, recurrence, location, possession, and so forth

Level 3: Specific Objectives To stimulate ability -Divergent Thinking

To produce numerous logical possibilities/perspectives/ideas where appropriate To provide a variety of ideas where appropriate To change the direction of one's responses

Level 2: Specific Objectives To Stimulate Ability. -Cognition:

To recognize concrete, high-frequency, familiar objects/events/relationships To Recognize family names/body parts/community helper occupations To recognize high-frequency objects given their function To recognize high-frequency events described To recognize concrete, brief ideas

Level 3: Specific Objectives To stimulate ability -Cognition

To recognize high- and low-frequency objects/events/relationships To recognize high- and low-frequency objects/events/relationships described by function To recognize letter/color/form/number names and rhyme words To recognize phonetically similar words To recognize categories To comprehend concrete ideas/sentences To understand relationships between words

Level 2: Specific Objectives To Stimulate Ability. -Memory:

To remember one to three concrete, high-frequency objects/events/relationships, serially To execute one- to two-step commands, serially To remember one to four pictures, serially To group items to facilitate ability to recall

p. 488 Level 1: Specific Objectives To Stimulate Ability Memory:

To remember one to two letters/words/pictures To remember one to two high-frequency, concrete ovjects/events named.

p. 488 Level 1: Specific Objectives To Stimulate Ability Convergent Thinking:

To repeat one-syllable, high-frequency objects/events/relationships To produce automatic language TO complete high-probability closure tasks.

Semantic Awareness/Recognition Tests

Verbal Comprehension: Choose a word that means about the same as the given word. Reading Comprehension: Answer questions about a short passage. Verbal Opposites: Give a word that is opposite in meaning to the given word. Sentence Synthesis: Rearrange scrambled words to make a meaningful sentence. Vocabulary: Choose the alternative word that has the same meaning as a word that completes a sentence.

Semantic Evaluation tests

Word Checking: Choose one of four words that fits a single criterion. Double Descriptions: Select the one object of four that best fits two given descriptions or adjectives. Class Name Selection: Select a class name that most precisely fits a group of four given words. Commonsense Judgement: Select the two best of five given reasons why a briefly described plan is faulty.

Definitions under Learning heading pg 476 (cereal learning) -Analysis and synthesis-

area not coherent Structure-of-intellect (SOI) factors

Analysis and synthesis are not

coherent SOI factors

Definitions under Learning heading pg 476 (cereal learning) -Serial learning-

is essentially dealing with systems, because learned order is a system.

Serial Learning

is essentially dealing with systems, because learned order is a system. Reasoning, redefined as relational thinking, involves mostly cognition and convergent production-but especially cognition of semantic systems.

Induction

is thought to be in the area of cognition because of its discovery properties. Deduction is primarily in the area of convergent production, because it has to do with drawing firm conclusions.

Abstraction occurs when the person

selectively picks abstract dimensions of the object and reacts to those dimensions and no others.

Cognitive Stimulation:

stim of recognition/comprehension