Final exam study guide

Question 1

What are the two approaches to target selection?

Answer 1

Traditional: stimulable, considers developmental norms, consistent errors

Nontraditional: nonstimulable, later-developing phonemes, inconsistent errors

Question 2

What is stimulability?

Answer 2

A child’s ability to produce a speech sound when provided with an adult model and/or instruction

Question 3

What are developmental norms?

Answer 3

Comparison of a child’s errors to developmental ages of acquisition/mastery

Question 4

What is the difference between targeting early vs later-developing phonemes first?

Answer 4

Early-developing phonemes are easier to produce, but they may emerge without the need for intervention

Later-developing phonemes are more complex and may not emerge without intervention

Question 5

What is consistency of errors?

Answer 5

The frequency of errors and their nature/context

Question 6

What is the difference between treating consistent vs inconsistent errors first?

Answer 6

Treating inconsistent errors may result in immediate success (because it may suggest they already have some knowledge of the sound)

Treating consistent errors (phonemes not present in a child’s phonetic inventory) may result in a more extensive, system-wide change

Question 7

What is phonological knowledge?

Answer 7

A child’s performance as compared to the target sounds of a language

Question 8

What reflects the most vs the least phonological knowledge?

Answer 8

Accurate production reflects the most knowledge (quick progress, limited generalization)

Error productions that are very different from the adult targets reflect the least phonological knowledge (may result in greater system-wide change and generalization)

Question 9

What is important in selecting an appropriate treatment plan?

Answer 9

Differential diagnosis

Question 10

What are session objectives?

Answer 10

More specific therapy goals that focus on intervention procedures, activities, and materials

Question 11

What are the three components of behavioral objectives?

Answer 11

Do statement (what should be done)

Condition (how should it be done)

Criterion (to what level should it be done)

Question 12

What instructional progression should a clinician use when addressing objectives in activities?

Answer 12

An antecedent-response-consequence progression

Question 13

What are antecedent events?

Answer 13

(mode of elicitation): the initial step of stimulus presentation designed to elicit the target response

Verbal model
Picture
Question
Printed materials
Verbal instructions/cues
Vocal emphasis
Visual cue
Tactile cue
Physical manipulation

Question 14

What are responses?

Answer 14

The productions the child offers as a result of the antecedent event

Question 15

What are consequent events?

Answer 15

The events that occur after a child provides a response to a stimulus (reinforcement)

Question 16

When should a reinforcement schedule change from continuous to something else?

Answer 16

When a child reaches 80% accuracy

Question 17

What are the types of reinforcement schedules?

Answer 17

Fixed ratio response schedule: when the reinforcement schedule is specified to occur after a certain number of correct responses

Variable ratio: specifies an average number of correct responses that are needed to earn a reinforcer (so a VR of 5 means that, on average, a reinforcer will be provided approximately every fifth correct response)

Intermittent ratio: established through a randomly selected sequence of numbers; for example, 4-2-6-2-7-5

Question 18

What is a vertical goal attack strategy?

Answer 18

One or two target sounds or phonological processes are taught to a criterion before introducing the next target sound or phonological process

Question 19

What is a horizontal goal attack strategy?

Answer 19

Multiple targets are taught during each therapy session; emphasizes a broader range of sounds or patterns to promote more system-wide change in the child’s phonological system

Question 20

What is a cyclical goal attack strategy?

Answer 20

A single target or phonological pattern is the focus of a single treatment session or for a certain predetermined time period (commonly 1-2 weeks), and then treatment progresses to a different target sound or pattern

Question 21

What are the three aspects of planning related to the scheduling of treatment sessions?

Answer 21

Frequency: the number of sessions the child attends each week

Duration: the length of each session/the length of time the child is anticipated to need intervention

Dose: intensity; the format of the treatment session (individual or group) and the number of opportunities the child has for producing the target sound or pattern

Question 22

What is the order of most to least structured therapy activities?

Answer 22

Drill
Drill play
Structured play
Play

Question 23

What is baseline data?

Answer 23

Represents a child’s performance in producing a set of target words prior to the initiation of intervention

Question 24

What is generalization?

Answer 24

The ability of a child to use a newly trained skill in a different context, in different situations, or in untrained responses

Question 25

What is stimulus generalization?

Answer 25

The production of trained sounds in untrained stimuli such as words, phrases, and sentences

Question 26

What is stimulus across word positions?

Answer 26

The accurate production of a target phoneme in untrained word positions

Question 27

What is generalization within sound classes?

Answer 27

When accurate production generalizes to untrained phonemes with similar production properties

Question 28

What is generalization across sound classes?

Answer 28

When accurate production generalizes to untrained phonemes that are different

Question 29

What is generalization across situation?

Answer 29

The use of speech sounds in settings or with people where therapy had not been conducted

Question 30

What is self-correction?

Answer 30

Repeating the target word using the correct target sounds without cueing or prompting from a communication partner

Question 31

What are the components of a SOAP note?

Answer 31

Subjective: the child’s state, level of attention, and participation in therapy Objective: specific data representing the child’s actual performance on therapy objectives Assessment: interpretation of the subjective observations and the actual data reported Plan: recommendations for future sessions based on the interpretation offered in the assessment section

Question 32

What is motor learning?

Answer 32

A set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement

Question 33

What does a learned motor skill result from?

Answer 33

The retention and transfer phase

Question 34

What is acquisition the product of?

Answer 34

Practice

Question 35

What do retention and transfer reflect?

Answer 35

The level of learning that is considered the permanent change in ability to demonstrate the skilled movements as measured by the retention of the skill after the training and practice have been completed

Question 36

Does the level of performance during the practice phase of motor learning predict the retention and transfer of the skill?

Answer 36

Nope

Question 37

What is prepractice?

Answer 37

The areas of consideration prior to beginning practice that can facilitate optimal outcomes that are designed to prepare the learner for therapy

Question 38

What are important considerations for prepractice?

Answer 38

The motivation to learn, an understanding of the task, and the level of stimulability for sound production errors

Question 39

What are the principles of practice?

Answer 39

Therapy must provide adequate practice to learn the target behavior The child must have maximum opportunity (emphasize production practice and minimize time spent giving reinforcements) Many shorter treatment sessions > a few longer sessions

Question 40

What is practice variability?

Answer 40

The variations in phonetic or motor sequences used as stimuli

Question 41

What are the types of feedback?

Answer 41

Knowledge of results: whether the production was correct or incorrect Knowledge of performance: more specific information about the nature of the production

Question 42

How should feedback change once the target skill is established?

Answer 42

The nature of feedback should change from knowledge of performance to knowledge of results

Question 43

What is feedback frequency?

Answer 43

How often feedback is provided

Question 44

How does the traditional therapy approach approach the teaching of correct sounds?

Answer 44

From the perspective of teaching a motor behavior; based on the principle that the client is unable to execute the movements necessary to produce speech sounds accurately

Question 45

What are the phases of sensory-perceptual traning and their goals?

Answer 45

Phase 1: Identification - the goal is to increase the child’s knowledge of the target sound Phase 2: Isolation - the child has to isolate the target sound when presented in increasingly complex contexts Phase 3: Stimulation - the overall goals are to promote the child’s awareness of the sound and enhance the child’s auditory model of the sound Phase 4: Discrimination - the child is asked to judge the clinician’s productions as correct or incorrect in increasingly complex contexts

Question 46

What are the components of production training for sound establishment?

Answer 46

Isolation Imitation Phonetic placement Successive approximation Contextual utilization Metaphonological cues and metaphors (metaphonological cues: verbal cues provided by the clinician that reflect information about a property of the target sound that the child needs to use)

Question 47

What are the components of production training for sound stablization?

Answer 47

Isolation Nonsense or CV syllables Words Phrases Sentences Conversational/spontaneous speech Carryover: the production of previously targeted sounds in conversational speech Transfer/generalization: the use of clinically established skills in nonclinical settings

Question 48

Who is the cycles approach specfically beneficial for?

Answer 48

Children with severe to profound speech sound disorders characterized by phonological processes

Question 49

What are some characteristics of the cycles approach?

Answer 49

Treatment is planned in a cyclical pattern Phonological processes are identified as targets for intervention rather than individual phonemes Several sounds are selected for each of the phonological patterns are targeted for a predetermined amount of time Each phonological pattern is treated individually, and all phonological patterns identified for intervention are treated Once the patterns have each been treated one time, this completes a cycle, and cycles are repeated until the child demonstrates the acquisition of the phonological patterns

Question 50

What are the 7 important principles of the cycles approach?

Answer 50

The first two principles reflect that the cycles approach is based on the gradual, developmental acquisition of speech sounds and that children primarily learn speech sounds through auditory input The third principle is that children learn about the kinesthetic and auditory properties of speech sound production as they are learning how to produce them The fourth principle emphasizes the importance of phonetic environments that facilitate the accurate production of target words or patterns The fifth principle emphasizes the active engagement children demonstrate as they are learning the phonological system of their language The sixth principle builds on the concept of generalization The seventh principle acknowledges Vygotsky’s concept of the zone of proximal development, emphasizing this zone as the skills to which a child could developmentally progress with assistance or skilled instruction

Question 51

What does target selection begin with?

Answer 51

A review of assessment and analysis results

Question 52

How are phonological patterns organized in a cycles approach?

Answer 52

Into primary, secondary, and advanced target patterns

Question 53

What is a cycle?

Answer 53

A phase of intervention during which select phonemes for each target pattern are targeted, beginning with the primary target patterns

Question 54

How long may one cycle continue for?

Answer 54

Up to 16 weeks

Question 55

What happens after a cycle is completed?

Answer 55

A phonological assessment is completed to assess the child’s progress, and the results will determine the processes or patterns that will comprise the next cycle (patterns with a frequency occurrence of less than 40% can be eliminated from the cycle)

Question 56

When are secondary patterns introduced into a cycle?

Answer 56

During subsequent cycles once the child has established the following patterns: syllableness, word structure, anterior-posterior contrasts, evidence of the emergence of stridency, and the suppression of gliding

Question 57

What critical elements will be incorporated into intervention cycles using the cycles approach?

Answer 57

Review of target words from a previous session, when applicable Amplified auditory stimulation of the list of target words for the session; typically 20 words for the intervention target Focus on a subset of target words that have a facilitating phonetic context; four to five target words are selected for the creation of cards with the word written on the card and the child draws a picture to illustrate the target words Activities that are in drill-play format to provide production practice; two to six activities may be needed, depending on the length of the therapy session Stimulability probes to determine the target phoneme to be utilized for the target pattern in the next therapy session Emergent literacy activity for phonological awareness Amplified auditory stimulation Review of homework