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10412 - MSD > CAS Treatment Principles > Flashcards

CAS Treatment Principles Flashcards

1
Q

CAS Therapy Principles

A
  1. based on PLM
  2. Motor activities rather than conceptual activities
  3. Stimuli selection
  4. Drill type therapy
  5. Ultimate goal: habituation and automaticity —> intelligibility
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2
Q

Precursors to Motor Learning

A
  1. Trust
  2. Motivation
  3. Focused attention
  4. Pre-practice
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3
Q

How do we establish trust

A

according to caruso and strand is that the best way to earn the child’s trust is actually by giving them motivation.

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4
Q

How to build motivation

A

Dapat motivating ang activity or task, you have to make the child understand the goal of treatment is to practice movement.

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5
Q

How to build focused attention

A

Helping the child understand the tasks and how procedures will be performed

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6
Q

Pre-practice

A

Making sure the child understand the tasks and how procedures will be performed Focused attention to the task

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7
Q
  • Early success can help establish the child’s trust in both the clinician and in the process of therapy
  • Can lead to motivation
  • Validating the child’s frustration and providing him or her with some success early on
A

Establishing trust

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8
Q
  • At the level at which the child is likely to understand, explain what you will be doing in treatment and why it helps
  • Make the child choose an initial stimuli
  • feedback/reinforce
A

Understand goal of treatment

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9
Q
  • allocation of capacities
  • structure treatment environment
  • maintained attention
A

Focused attention

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10
Q

Motor Learning principles

A

Pre-practice
Distribution of practice
Number of trials
Schedule of practice
Variability of practice
Frequency of feedback
Type of feedback
Timing of feedback

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11
Q

Child’s attention is directed to specific aspect/s of treatment targets for the session

A

Pre pratice

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12
Q

Practice opportunities are provided in…

A

in order to help the child practice the articulatory production

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13
Q

O er the child opportunities to accurately achieve a motor plan with which they may be struggling

A

Pre-practice

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14
Q

Feedback in pre-practice

A

High frequency and specificity

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15
Q

length of pre-practice is longer and shorter when…

A

○ Longer when introducing new targets
○ Shorter when practicing a familiar motor plan

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16
Q

Number of trials in pre-practice

A

better generalization of motor speech plan ng untrained targets kapag maraming frequencies.

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17
Q

Distribution of practice

A

Massed Practice schedule of more frequent sessions per week over a shorter period

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18
Q

2 types of variability of practice

A

Blocked and random

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19
Q

Variability of practice: blocked vs random

A

○ Blocked: early learning of targets during acquisition stage
○ Random: retention and transfer of motor speech plans

20
Q

Types of Feedback

A
  • intrinsic
  • extrinsic
  • KP and KR
  • Summation Feedback
21
Q

Make them more aware of their tactile, proprioceptive and kinesthetic sensory feedback.

A

Intrinsic Feedback

22
Q

make feedback sa kanilang performance para later on they can give feedback sa sarili nila and correct themselves.

A

Extrinsic Feedback

23
Q
  • Very helpful to enhance the motivation of older children
  • Example: Ngayon you have 5 productions na but before 2 lang. Very good!
A

Summation Feedback

24
Q

Frequency of Feedback

A

● Pre-Practice: Frequent
● Practice: Less frequent

25
Q

Timing of Feedback

A

● Immediate Feedback: initial acquisition
● Delayed Feedback: Enhance retention

26
Q

PRISM

A

● Phoneme Sequencing
● Repetitive Practice
● Intensity of Treatment
● Selection of Target Utterances
● Multisensory Cues and Feedback

27
Q

in phoneme sequencing we begin…

A

Begin treatment at CV or VC level
But if 2 phoneme combinations are too challenging, work with meaningful isolated
Recommended na functional targets

28
Q

Factors to consider in phoneme sequencing

A
  • phonetic influences
  • familiarity
  • motivation
  • facilitative phonetic environments
29
Q

How to Improve Phoneme Sequencing

A

● Use phonemes in the child’s repertoire when teaching new syllable shapes
● Consider facilitative contexts
● Establish each syllable shape in multiple phonetic contexts
● Use backward chaining
● Provide multisensory cues
● Consider simple phrases

30
Q

Repetitive Practice

A

Use of repetition leads to opportunities to develop better motor planning and motor memory

Volitional control to automatic control

Blocked vs Random
- Blocked is for new skill; Random for
something you want to transfer already

Repetition does not imply lack of functionality

31
Q

Factors for repetitive practice

A
  • age
  • developmental capacities
  • attention span
  • frustration tolerance and persistence
32
Q

Enhancing motivation principles

A
  • success
  • power of language
  • motor skills
  • fun
33
Q

Enhance Motivation: Success

A
  • ZPD
  • Phonetic Inventory
  • Linguistic Abilities
  • Multisensory cueing
  • Reduced Rate
34
Q

Enhance Motivation: Power of Language

A

Teach words that are FUNCTIONAL and PRAGMATIC

35
Q

Enhance Motivation: Motor Skills

A

Feedback should be CLEAR and CONCRETE

36
Q

Enhance Motivation: Fun

A

Games and Activities
Must be fun to the child
Repetitive tasks

37
Q

Three - Phase Method

A

SET-UP: Activity and Target utterances are introduced
ACTIVITY: Child participates in the activity WRAP-UP: Review of the targets

38
Q

Intensity of Services/Treatment

A

Intensive: learning of new motor skills
Set-up should allow for large number of trials
Short, frequent practice sessions

39
Q

Selection of Target Utterance factors

A
  • speech
  • language
  • environmental factors
  • motivational factors
  • social factors
40
Q

Speech factors for selecting targets

A
  • syllable speech
  • phonemes
  • prosody
  • contextual limitation
  • facilitating contexts
41
Q

Language factors for selecting targets

A
  • semantic relations
  • grammatical morphemes
  • cognitive-linguistic age
42
Q

Environmental factors for selecting targets

A
  • home
  • school
  • community
43
Q

Primary Types of Cues

A

Visual
Auditory
Tactile/Kinesthetic/Proprioceptive
Metacognitive

44
Q

is auditory and proprioceptive

A

Rate variations cues

45
Q

are auditory and metacognitive because linelabel yung sound

A

Metaphors

10412 - MSD (7 decks)

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