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Speech Disorders Across the Lifespan > Articulation and phonology treatment > Flashcards

Articulation and phonology treatment Flashcards

1
Q

What factors inform goal setting?

A

Evidence for treatment, diagnosis/prognosis, sex, SES, positive family history, language development, non-verbal IQ

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2
Q

What does articulation therapy target?

A

Learning how to produce new sound + articulating new sound in spontaneous speech by automatisation

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3
Q

What does therapy for phonological impairment target?

A

Function of sounds, contrasting sounds relate to difference in meaning, need to make contrasts to avoid misunderstandings

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4
Q

How to maintain motivation in articulation therapy?

A

Games, stickers, varied rate of reinforcement frequency, start/finish session with success

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5
Q

Practical tips to help elicit correct placement (5)

A

Checking voicing, shaping from other sounds, describing, WI easier than WF, reduce cognitive load by practicing in open syllables, stressed syllables and familiar words

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6
Q

Practical tips for carry over (6)

A

Fill in sentences/stories, rapid-fire questions to promote naturalness, reading aloud, rhyming, riddles, story-telling

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7
Q

What are the possible areas of breakdown for phonological delay and (consistent) phonological disorder

A
  1. Auditory discrimination (hearing the difference)
  2. Faulty phonological representations (words stored with insufficient detail, ?pSTM)
  3. Reduced linguistic knowledge (underdeveloped rule abstraction leading to atypical realisation rules)
  4. ‘Stuck’ using old rules because of continual access to stored routines
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8
Q

What are the 4 types of phonological contrasts?

A
  1. Minimal pairs - error is contrasted with one target sound - sounds differing by one distinctive features (voice/place/manner)
  2. Maximal opposition pairs - target sound contrasted with an independent comparison the child can produce - sounds differing in all 3 dimensions
  3. Many contrasts within a phonological error pattern - eg. for final consonant deletion pie/pipe/pine/pile/pies
  4. Multiple oppositions - targets more than a single contrast pair based on phoneme collapse - multiple contrastive pairings of the child’s error with several target sounds
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9
Q

What is minimal pair phonological contrast therapy? (5)

A
  • Cognitive re-organisation of the child’s sound system
  • Highlights contrasts in sounds features rather than accurate production
  • Emphasise important of sounds for effective communication
  • Re-organisation leads to generalisation
  • 80% children respond positively to this therapy
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10
Q

What materials are required for phonological contrast therapy?

A

Specific set of word cards
Games

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11
Q

What are the steps of phonological contrast therapy?

A
  1. Familiarisation (tell them what they’re learning and label pictures)
  2. Phoneme discrimination (listen and point/sort)
  3. Single word production - imitation to spontaneous speech (‘you be the teacher’ to SP saying nothing)
  4. Production training in connected speech (set phrases, extend to longer sentences
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12
Q

What is metaphon?

A

Use to increase metalinguistic analysis by analysing similiarities/differences in sounds, concepts of time, place and manner
New phase before phonological contrast therapy

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13
Q

What is PACT? (Parents and Children Together)

A

Rhyming auditory bombardment, auditory input cloze, minimal pairs activities

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14
Q

What is whole language intervention?

A

Talking about how words are similar and different

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15
Q

What is pattern therapy?

A

For phonological disorders, to target rule derivation pattern recognition

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16
Q

Considerations for intervention target selection

A
  1. Which error/error patterns?
  2. Stimulable/non-stimulable sounds?
  3. Developmental sequence or promoting intelligibility?
  4. Disordered vs delayed?
  5. Inconsistent vs consistent error patterns?
17
Q

Traditional target selection criteria

A
  1. Developmental sequence
  2. Socially important
  3. Stimulable phonemes
  4. Minimal meaningful feature contrasts
  5. Unfamiliar words
  6. Inconsistently erred sounds
  7. Most destructive of intelligibility
  8. Most deviant from typical development
18
Q

Newer evidence-based target selection criteria

A
  1. Later developing sounds and structures first
  2. Marked consonants first
  3. Non-stimulable phonemes first
  4. Maximal meaningful feature contrasts
  5. Systemic function of phonemes
  6. Sonoroity sequencing principle (sm/sn=most complex, tw/kw=least complex)
  7. Least phonological knowledge
  8. Lexical properties
19
Q

What are the 3 goal attack strategies?

A
  1. Vertical - one sound/pattern targeted at a time until criterion are met, then start the next target
  2. Horizontal - several targets/sounds targeted at the same time
  3. Cyclical - one sound/pattern targeted for set number of sessions then replaced by another regardless of mastery, continuing cycling through targets until targets emerge in conversation
20
Q

Why measure progress? (3)

A
  1. Accountability
  2. To help direct therapy
  3. Work satisfaction
21
Q

How to monitor treatment efficacy? (4)

A
  1. Pre- and post-test (eg. same DEAP subtests)
  2. Probes (untreated words)
  3. If targeting multiple phonological processes, monitor untreated error progress too
  4. Single subject research designs
22
Q

What is core vocabulary therapy?

A

Aims to teach child to assemble phonology - to plan sequence of sounds for words - learn to say a set of 50 high-frequency functional words with consistency as the primary goal

23
Q

What materials are required for core vocabulary therapy? (4)

A
  1. Picture cards of target words (with written underneath)
  2. Bag to select words from
  3. Chart/book to stick consistent words
  4. Games to elicit many productions rapidly
24
Q

What is the protocol of core vocabulary therapy?

A
  1. Establish best production consistently: 10 words selected and taught sound-by-sound
  2. Drill and practice: words to carrier phrases to sentences, providing appropriate feedback
  3. Monitor for generalisation of consistency to untreated probes
    - 2x 30mins sessions/week, 1 session for best production, 1 session for drilling, up to 16 sessions

Speech Disorders Across the Lifespan (15 decks)

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