Intervention artic/phono

Question 0

What factors contribute to generalisation?

Answer 0

1. Relationship among sounds
2. Stimulability
3. Phonological knowledge
4. Consistency of error
5. Homonymy or not?
6. Real or non words
7. Factors within the child

Question 1

What is generalisation?

Answer 1

The extension of learning or improvement in skills beyond treated sounds/words.

• Local – use of treated sound in untreated words e.g. use of /k/ in other /k/ words or in words with /k/ in other positions
• Within-class – affects sounds that are in same class as treated sound – e.g. worked on /s/, but improvement in /f/ as well
• Across-class – change occurs in unrelated sounds or patterns

Question 2

How does the relationship among sounds impact generalisation?

Answer 2

Teaching a sound at a complex level to generalise to less complex sounds. Eg. teaching /v/ to get /f/ and /s/ blends to get /s/.

Question 3

How does the stimulabilty impact generalisation?

Answer 3

A child’s ability to correctly imitate a phoneme given cues Indicates underlying phonological knowledge about the sound Prognostic sign – ‘dynamic assessment’
Implications for treatment planning
Positively associated with greater visibility of sound, older age of child, higher speech imitation abilities

Question 4

How does phonological knowledge impact generalisation?

Answer 4

Generalisation greater for sounds for which child had relatively most knowledge
– BUT….. If treatment began with sounds for which child had ‘least phonological knowledge’ (i.e., didn’t say at all), generalisation occurred across system (as for previous comment on more complex sounds

Question 5

How does stimulability impact generalisation?

Answer 5

Appears to be no advantage in targeting a sound which seems to be ‘emerging’ i.e. that the child uses sometimes
More generalisation if targeted sound is consistently in error So…. target sounds NOT in inventory

Question 6

How does homonymy impact generalisation?

Answer 6

Found that non-homonymous treatment approach led to greater accuracies of treated sounds than homonymous approaches Homonymy was not a precipitator of phonological change

Question 7

How do real words vs non words affect generalisation?

Answer 7

Generalisation was greater for nonwords than for real words.

Question 8

How do child factors impact generalisation?

Answer 8

Motivation of child/family
Use of parental monitoring
Child’s self monitoring
Child’s perception of practice – should it happen outside of therapy room? - ↑ focus on sounds themselves within therapy room, ↓ focus on meaningful communication

Question 9

What are some of the factors in making good therapy materials?

Answer 9

Critical features of good therapy materials/activities :- 
mobility 
construction 
destruction 
movement of material / activity 
completion 
flexibility 
surprise 
competition

Also consider: safety, age appropriateness, expense, child’s interests, type of material (real vs picture).

Question 10

What are linguistic based approaches to therapy?

Answer 10

Linguistic approach to phonological remediation involves the establishment of sound contrasts.
Phonemic contrasts can be minimal (bus-but) or maximal (bus/buck/bug)
Typically include some motoric aspects (although this not always defined

Question 11

What are distinctive feature approaches?

Answer 11

Aim to establish a distinctive feature that is lacking in a child’s repertoire eg. +continuant, +voiced, -anterior
Focus on establishment of feature through teaching a sound containing that feature, (since features are sub-phonemic units of sounds and cannot be taught independently)

Assume that established feature will generalise from exemplar to other members of sound class in which feature is absent  eg. +continuant generalises from target /f/ to /Ɵ/, /s/, and /ʃ/. generalisation is influenced by the similarity between the sound targeted and other sound errors 
 eg. generalisation occurs most rapidly across similar sounds or within sound classes. 
the more features two sound segments share, the more potential for generalisation to occur

Question 12

What are advantages/disadvantage of distinctive feature approach?

Answer 12

Advantages
targets phonological patterns that may underlie several individual errors
useful with substitutions

Disadvantages
some sounds produced by children with a phonological disorder can’t be easily described within this framework
Cannot use to describe omissions or distortions

Question 13

Which client groups benefit from distinctive feature therapy most?

Answer 13

Client who does not use phonemes contrastively

NOT clients who display large number of sounds distortions and omissions