CDS 3100 exam 2- phono treatment approaches

Question 1

phonological treatment

Answer 1

focus of treatment: phono patterns/distinctive features of speech sound system rather than on individual phonemes

Question 2

phono approaches

Answer 2

generally appropriate for clients who have multiple speech sound errors that appear to be systematic and who do not have major limitations in their speech motor mechanism

Question 3

phono intervention approaches

Answer 3

-all teach a feature or pattern with basic assumption that teaching will generalize to other erros
-phonetic placement techniques may be briefly to help clients learn to produce phonemes missing from their inventory
BUT most phono treatments begin with word production

Question 4

phono treatment approaches list

Answer 4

• cycling
• metaphon
• distinctive features
• minimal contrasting pairs
• maximal opposition

Question 5

principles underlying the cycles approach

Answer 5

• phono acquistion is a gradual process
• children generalize
• introduce skills you want to develop, then give them time to generalize
• children with normal hearing typically acquire the adult sound system primarily by listening
• phonetic environment can facilitate production-child need to be successful in producing new patterns in a few words
• to learn new skill, a child must develop kinesthetic and auditory production
• children are actively involved in their phono acquisition, need assistance in discovering the sound system

Question 6

goals of phonological cycling

Answer 6

• increase intelligibility to at least 90% in connected speech
• reduce the percentage of occurrence of phonological deviations to less than 40%

Question 7

cycles approach

Answer 7

• clients who fall in the moderate, severe, profound categories on the HAPP are appropriate for this treatment
• clinician then determine the phonological deviations that will be targeted for remediation and the order they will be targeted

Question 8

what is a cycle

Answer 8

a cycle is a period of time during which all phono patterns needing treatment are facilitated in succession

Question 9

the length of each cycle depends on:

Answer 9

• the number of deficient patterns

- number of deficient sounds that are stimulable

Question 10

phonemes targeted in Cycle

Answer 10

• phonemes are used to facilitate emergence of patterns
• target words are carefully selected to facilitate early success.
• complexity of words increase in succeeding cycles
• 3-5 target words per phoneme

Question 11

First cycle

Answer 11

lays the foundation

• early success on target patterns
• carefully select target words
• patterns are recycled until they begin to emerge in conversation

Question 12

selecting target patterns for cycles approach

Answer 12

• primary phonological deviations over 40% occurrence

- EXCEPTION= glides and backing are not targeted unless over 60%

Question 13

order of target patterns

Answer 13

consider impact on intelligibility
omission targeted first and then substitutions
WORD ON SYLLABLE SHAPE FIRST (ICD, FCD, consonant sequences)

Question 14

targets/treatment

Answer 14

individual phonemes within each pattern are targeted for approximately 60 minutes
-since at least 2 phonemes per pattern (in successive sessions) should be targeted before changing to the next pattern (therefore, each pattern is targeted for at least 2 hours within each cycle)
NEVER TARGET FINAL /g/

Question 15

secondary target patterns

Answer 15

only target after child has acquired the following in spontaneous speech
-syllableness
-basic word structure
-anterior/posterior contrasts
-emergence of stridency
-beginning to suppress gliding of liquids in production practice words
USUALLY SEE THESE GO AWAY
-minimal pairs is effective treatment for secondary target patterns

Question 16

treatment session in cycles approach

Answer 16

• auditory bombardment
• feature awareness
• production practice activities
• auditory bombardment
• probe for target words in next pattern

Question 17

auditory bombardment

Answer 17

clincian reads approx 15-20 words with session’s target pattern once or twice with child listens under amplification

• simple list of words
• words in context-story/script
• dont need to consider phonetic environment for these words

Question 18

feature awareness

Answer 18

awareness for the targeted phono rule is emphasized.

• need to consider the process the child is exhibiting and the rule they need to understand to suppress the process
• use visual cues and use tactile cues

Question 19

production practice activities

Answer 19

choose 3-5 target words
elicit words in natural, play-based context
should not be drill approach
only 1-2 words targeted per activity
should elicit words at the single word level
-words should be as simple as possible

Question 20

choosing target words

Answer 20

words should be chosen based on functionality
use words from a variety of parts of speech- don’t just target vowels
words should be chosen based on phonetic context
-dont chose words that have other error patterns

Question 21

play-based activities

Answer 21

pretend play activities - main object is the target word, action of the activity is the target word, establish a carrier phrase to elicit target
books- use a repetitive line that elicits target, establish a carrier phrase and ask questions to elicit the target
crafts- hands on activity, object you are making is the target, the action you are doing is the target

Question 22

probing

Answer 22

read a list of 8-10 words and have child repeat the words after you
-you are looking for the words the child is most stimulable for

Question 23

last step in cycles approach is…

Answer 23

auditory bombardment

Question 24

home activities

Answer 24

always beneficial to send home activities for extra practice

• make sure to send home your FA awareness cue and explain to parents
• make homework realistic for families
• encourage them to bring something back to you so you can discuss

Question 25

distinctive feature approach

Answer 25

- originally developed by McReynolds and Bennet - distintive features are taught, rather than individual phonemes - client produces 2 sounds- one feature being taught and the other that does not - begin in ISOLATION, followed by nonsense syllables,words, and possibly sentences

Question 26

purpose of distinctive features approach

Answer 26

help children discover rules of adult phono system focus on feature, not sound hope that once feature is acquired it will generalize to other sounds

Question 27

How to do DFA

Answer 27

presence or absence of feature taught through 2 or more phonemes that are minimal pairs -ex. stridency= /t/ and /s/ -velars= /t/ and /k/ STARTS IN ISOLATION LEVEL -choosing target opposite in error (long sound vs short sound)

Question 28

DFA- patterns chosen based on assessment

Answer 28

feature used incorrectly 80% or above first priority | 50-60% of error is the next priority

Question 29

DFA therapy session

Answer 29

- production of phoneme- imitatively or spontaneously - feature contrast in CV syllables - feature contrast in VC syllables - feature contrast in words then phrases and sentences - generalization is tested. if it hasn't generalized to other sounds, 2 more phonemes are chosen

Question 30

pros of DFA

Answer 30

-often efficient b/c once feature is acquired it will be generalized.

Question 31

cons of DFA

Answer 31

- young children sometimes get confused by contrasting patterns - only can be used for substitutions and not omissions or distortions - analysis of distinctive features takes a long time - clinicians typically use cycling with minimal pairs instead of this approach

Question 32

meaningful minimal contrasting pairs

Answer 32

phono processes are targeted clients produces pairs of words: one word with desired pattern and one word with error pattern -start at word level -emphasize that meaning is affected when incorrect word used

Question 33

task of treatment for minimal pairs

Answer 33

to eliminate inappropriate rules or processes

Question 34

choosing patterns for minimal pairs

Answer 34

done in a variety ways- -percentage of occurrence -developmental info -impact on intelligibility =all treatment protocols use pictures of words representing the minimal pair -only contrasting by one feature (ex. see and tee)

Question 35

therapy session for minimal pairs

Answer 35

- discussion of words- can they ID pictures - receptive training- client points to pictures when clinician says the word - production training- client becomes teacher and says one of the words that clinician has to point to - carry over- client produces words in phrases, sentences and conversation in various environments

Question 36

maximal approach

Answer 36

- same as minimal approach except, 2 phonemes are different in multiple features, not just one - contrast in voice, place, and manner ex. /b/ and /s/- stopping instead of /t/ and /s/ - NOT A VERY COMMON APPROACH

Question 37

metaphon approach

Answer 37

premise of the approach is for child to... -develop awareness of features of sounds -contrast between speech sounds -understand relationship of sound contrasts to meaning understand sounds can be manipulated to improve their ability to be understood -integrated into the cycles approach -more of the linguistic part than the linguistic rule

Question 38

treatment with metaphon

Answer 38

phase 1: developing phono awareness - concept level -develop awareness of properties of sounds -how do sounds differ phase 2: developing phono and communicative awareness - production level

Question 39

goal for phono intervention

Answer 39

focus is not to increase overall accuracy of a specific phoneme goal=to teach the rule or the pattern which will result in reducing the occurrence of phonological process

Question 40

long term goals

Answer 40

to reduce a process to below 40% of occurrence | -ultimate goal is to increase intelligibility of speech

Question 41

short term objective

Answer 41

how to determine criteria: -consider the percent of occurrence client is currently exhibiting - estimate how much you can reduce the occurrence in the specified period of time - take into account the stimuablility and if any of the phonemes within that process present in the child phonetic inventory

Question 42

assessing progress

Answer 42

keeping daily data isn't the best way to determine progress - after cycle 1= reevaluate and admin HAPP again - keep in mind the goal.. decrease occurrence of phonological process - can also do informal assessment- pick words that will assess occurrence of phono process, determine % of occurrence - good sample is 15-20 words