PTHA 1225 Communications — Exam 3 Study System

The same small-deck method, now for Exam 3. This system covers the supplied Chapters 8–11 and respiratory material. Start with the explicit instructor cues, then work through the remaining taught content and all terminology. Exam 2 remains separate.

Last Look · Exam-style practice · Separate answer key · Source audit · Complete ZIP

Counts

Counts overlap by purpose: terminology, list, and short-answer cards are included in the total and in A/B counts. Practice questions are additional. 15 terminology cards retain incomplete definitions or source-only descriptions; read their notes before drilling. Deliberate list/reverse recall repeats some learned facts, just as in Exam 2.

Priority A: first study pass

1. Explicit lists: collaboration skills; listening levels; distance zones; developmental principles; play types with ages. Say the definitions and identify examples—not only the names.
2. Other strong targets: barriers/benefits of collaboration, Ask 3, three Cs, the four current family areas, IEP roles, good-provider characteristics, and adolescent-care principles.
3. Applications: interview vs dialogue, understanding checks, emotional responses, family-centered treatment, child-protection teaching, assent/consent distinctions, and recording safeguards.
4. Terminology every study session: alternate one small respiratory deck with one learning/list deck. Work through every terminology deck, including abbreviations. Respiratory content remains included even without a matching respiratory lecture transcript.
5. Production: write the short-answer responses and complete the 40-question practice without the key. Correct misses using its explanations and the linked decks.

Priority B: second pass

Review the B cards within mixed decks, supporting slide context/statistics, additional respiratory relationships, and plausible lists. B does not mean untestable. The limited-definition cards identify questions to resolve; do not treat an absent definition as a learned answer.

When time is short

Begin with play ages, developmental applications, listening levels, collaboration skills, and the three Cs. Add IEP roles and adolescent principles. Continue short terminology blocks rather than dropping terms. Finish with Last Look and your practice misses. This is a study order, not a prediction or grade guarantee.

How to use the files

Open a small deck, answer aloud or on paper, then reveal the answer. “Show answers,” “Hide answers,” and print work as in Exam 2. Every deck includes a two-column UTF-8 TSV import file with no header; fields are Front and Back. Enable HTML on import for source notes and line breaks. The audit TSVs contain headers and are not two-column flashcard imports. Keep the folder together; extract the ZIP before opening it.

Scope and important clarifications

No old SOAP content was added. New record-sharing, HEP, and parent-video guidance appears in the Applied communication deck. Current family recall uses four areas; NICU now explicitly means neonatal. Use the PowerPoint’s public-distance range and play ages. All other gaps and source inconsistencies are documented in the audit.

Learning

Terminology

Lists

Short answer

Applied communication

Audit and source files

Source key · Full audit · Deck manifest · Every slide · Every transcript section · Term inventory · Table rows