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126 > Exam 4- PP 2 > Flashcards

Exam 4- PP 2 Flashcards

1
Q

Using classroom books for therapy helps us

A

Help kids achieve common core state standards

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2
Q

sucking through a straw will help with the awareness of what

A

will help got awareness for speech sound /r/

- to retract the tongue for awareness

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3
Q

Most approaches move from a simple to

A

complex level of training

except the concurrent approach

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4
Q

Some approaches do

A

contradict each other

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5
Q

The point is to

A

remain flexible and do what is best for each individual chd

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6
Q

PBH does not believe what isn’t beneficial for anybody

A

oral motor exercises

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7
Q

Kent, R.D. Non speech oral movements and disorders said that

A

NSOMM’s can be part of practice in orofacial myology

- don’t just reject NSOMM wholesale

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8
Q

Kent, R.D. said that NSOMM can be used

A

with persons with dysarthria and dysphagia

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9
Q

Traditional approach

A

VAN RIPER
around since 1920’s
- popular and widely used
- most SLP don’t do ear training anymore

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10
Q

Production training: sounds establishment

A
  • est correct speech sound production in isolation
  • use phonetic placement technique
  • successivve approximation
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11
Q

Stage 1

A

Isolation

- use a variety of activities

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12
Q

Stage 3

A

Words

  • begin w/ words that are meaningful to the chd
    1. word initial
    2. word medial
    3. clusters
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13
Q

stage 4

A

Phrases

  • various length and complexity
    1. corrective set
    2. slow motion: slp and chd say sentence together very slowly
    3. @ end a 10 min conversational speech sample
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14
Q

stage 6

A

Conversation

  • start w/ structured convo
  • transition w/ natural convo
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15
Q

structured convo

A

SLP gives a topic or specific picture to talk about

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16
Q

natural conversatiom

A

open ended

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17
Q

transfer and carryover

A

vary the audience and settings

- speech assignments

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18
Q

maintenance (book says)

A

follow up sessions

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19
Q

maintenance (in schools)

A

keep on IEP

- reduce to tx once a week or less frequent until discharge

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20
Q

Concurrent approach

A
  • Said SLP don’t have to use hierarchy described

- 1st est sound in isolation and CV, VC combos - 80% accuracy

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21
Q

Dr. Steve Skelton CSHA

A
  • If we vary the response topography in each tx session, ch will make increase gains than if we just go up the hierarchy like a ladder
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22
Q

Dr. Skelton: activities and ideas for eliciting at least 150 productions per group session

A
  1. est correct production technique
  2. Kids take own data ( you should monitor)
  3. subvocalize- say it w/your voice turned off while other stds taking their turn
  4. tally counters- challenge stds 150+ production
  5. then you yell switch
  6. ask std to create cards w/creative ideas
  7. they draw card, practice sound the way card says it
  8. create stories w/ flip book
  9. put sticker or stamp on paper
  10. . legos
  11. kick a ball
  12. blocks
  13. put bingo chips into a jar
  14. pick up sticks
  15. blow bubbles
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23
Q

phonological contrast approaches

A
  • Have become popular and are supported by research
  • Used for phonological errors
  • Theoretically based on phonological feature analysis
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24
Q

minimal contrasting pairs

A

use minimal pairs which only differ by one feature such as

  1. voicing
  2. place of articulation
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25
Q

Maximal contrast training

A
  • Sounds that differ by at least 2 features

- Multiple opposition approach 4 pairs max

26
Q

contrast training

A
  • helps the chd see that the sound marks a semantic difference `
27
Q

complexity approach

A
  • best w/ individuals w/ sound errors
28
Q

The complexity approach assumes

A
  • That complex sounds are affricates, fricatives and clusters and sounds that are not stimulable
  • Also assumes that later-developing sounds are more complex than earlier dev
29
Q

Premise

A
  • start w/ hardest sounds

- Assumes that if train hardest sounds first automatic generalization to easier sounds

30
Q

Hodson’s cycle approach

A
  1. Stimulation- use of auditory, tactile, visual cues to increase awareness
  2. Production training- produce correct sounds
  3. Semantic awareness contrast - minimal pair training
31
Q

cycle

A

period of time during which all phonological patterns being remediated are facilitated in succession (2-6hrs)

32
Q

Pattern

A

phonological process

  • focus on teaching stimulable sounds
  • early on stick to simple CVC words
33
Q

Early developing phonological patterns

A
  1. initial and final consonant deletion of stops, nasals, and glides
  2. CVC VCV word structures
  3. Posterior and Anterior contrast ( k-g, t-d, h)
  4. /s/ clusters- word initial clusters /sp, st, sm, sn, sk/ and word final clusters /ts,ps,ks/
  5. Liquids /r/ and /l/ and clusters containing these liquids
34
Q

In order to move onto secondary patterns the chd must demo

A
  • appropriate syllables
  • production of single consonants
  • some emergence of velars and /s/ clusters
  • production of practice words with /l/ and /r/ without gliding ( no w/r or j/l)
35
Q

Secondary patterns

A
  1. /j/ Sibilants /s,z,r/
  2. Consonant clusters
  3. Singleton strident eg/s/, /z/, /f/
  4. multi syllable words
36
Q

To become intelligible most chd need

A

3-6 cycles of therapy

37
Q

structure of remediation cycles

A
  1. train each phoneme exemplar within a target patterns for 60 min per cycle before going to the next phoneme
  2. Train 2 or more target phonemes in successive weeks within a pattern before changing to the next patterns
    ( 2+ hrs on each pattern within a cycle)
  3. target only 1 phonological pattern per session
  4. when all target patterns have been taught a cycle is complete
  5. initiate second cycle review patterns not yet corrected
38
Q

structure of therapy sessions

A
  1. review words cards from previous session
  2. auditory bombardment
  3. target word cards 3-5 new targets words
  4. production process - games , shift activities every 5-7 min
  5. stimulatbility probing checked if chd stimuli capable
  6. repeate auditory bombardment w/ 12 item words list used at beginning of each session
39
Q

Home program

A

caregivers asked ti read 1-2 word item list once a day

- Chd is asked to name 3.5 prictures once a day ( produce other target words )

40
Q

Naturalistic approach

A

Focuses on improving chds overall intelligibility and whole words accuracy first then work on individual phoneme in error
- Approximation of sounds ok

41
Q

naturalistic approach can be used with

A
  • severely involved chd particularly preschoolers, those w/ down syndrome, autism spectrum disorder and cerebral palsy
42
Q

Establish word and sound applications so listener

A

understands chd better

43
Q

Natural recasts

A

corrective feedback given in naturalistic fashion- correct model given w/o chd being interrupted and asked to repeat

44
Q

speech recast

A
  • verbal feedback that immediately follows a chd utterance using the adult pronunciation of the chd attempted words
45
Q

what is not added to speech recast

A

novel word order, word endings and vocab

46
Q

core vocabulary approach

A

designed for the 10% of chd w/functional SSD characterized by inconsistent errors on same words
- these chd don’t have chdhood apraxia of speech

47
Q

inconsistent SSD

A

assess chd multiple productions of the same word in the same phonetic contex

48
Q

scoring

A

incorrect production= 0
correct production = 2
total score converted to % age - 40% meets criterion

49
Q

Structure of intervention

A
  1. chd at least 2 years
  2. individual tx 2X a week and 30 min for 8 weeks
  3. GOAL= increase chd intelligibility
  4. select 70 words that are imp to individual chd
  5. OBJECTIVE= best possible production consistently
  6. parents and teachers must be involved - feedback
  7. give chd immediate words to increase functional commm
50
Q

Language treatment for phonological disorders PBH

A

research is inconclusive re: the question: can lang therapy improve chd speech skills

51
Q

Bottom line

A
  • If the chd has language and speech disorder, best to do both lang and speech simultaneously
52
Q

we can connect speech sound production to chds

A

morphosyntactic skills

53
Q

if chd have final consonant deletion or cluster reduction they will have problems with

A

morphemes

54
Q

Ann Tyler

A
  • Concomitant SSD and language impairment until leg healed
55
Q

chd with SSD and LI have many

A

omissions

chd w/sut SSD have many more substitutions

56
Q

Tyler 2015

A
  • Eliminating errror patterns lke final consonant deletion and cluster reduction will improve production of grammatical morpjomes
57
Q

Tyler recommends

A
  • An integrated approach

- combine therapy for speech

58
Q

morphemes

A
  1. paste tense - ed
  2. plural -s
  3. regular 3rd person -s
  4. possessive -s
59
Q

therapy suggestions: if chd has final consonant deletion what should we use

A

use minimal pairs which include grammatical morphemes

  1. Plural- toe- toes
  2. Possessives : joe-joe’s
  3. Regular past tense -ed: show-showed
60
Q

chd w/ lang impairments

A

often have diff w/verbs

  • velar fronting
  • stopping of fricatives
  • final consonant deletion
61
Q

if the chd used cluster reduction use

A
  1. plurals
  2. Possessives
  3. Regular past
  4. Irregular past

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