Principles of Tx for SSDs Flashcards
1
Q
traditional approach (deep)
A
- follow developmental sequence
- stimulable phonemes first
- minimal meaningful feature contrast
2
Q
new approach (broad)
A
- later developing sounds and structures first
- non-stimulable phonemes first
- maximal meaningful feature contrast
3
Q
stimulability: traditional approach
A
- select sounds that are stimulable
- rationale: sounds that are stimulable are easier to learn
4
Q
stimulability: non-traditional approach
A
- select sounds that are not stimulable
- rationale: stimulable sounds will emerge without direct intervention
5
Q
developmental norms: traditional approach
A
- select early developing sounds
- rationale: early developing sounds are acquired first
6
Q
developmental norms: non-traditional approach
A
- select later developing sounds
- rationale: training later developing sounds will result in greater system,-wide change
7
Q
consistency: traditional approach
A
- select sounds that are inconsistently produced in error
- rationale: variability may be an important indicator of flexibility, change, and potential growth
8
Q
consistency: non-traditional approach
A
- select sounds that are consistent in their error production
- rationale: consistent errors represent stable underlying representations, which will result in across-the-board change
9
Q
knowledge: traditional approach
A
- select sounds for which the child has most knowledge
- rationale: sounds for which child has least knowledge
10
Q
knowledge: non-traditional approach
A
- select sounds for which child has least knowledge
- rationale: training least knowledge results in greater system-wide change
11
Q
deep (vertical) training
A
- “traditional approach”
- used to treat articulation-based errors
- emphasis on training 1-2 sounds at a time
- developmental norms are typically used to determine order of tx targets
- new sounds often aren’t added to the targets until a criterion is reached
- intensive drill
12
Q
used to treat articulation-based errors
A
residual errors seen in school age population (e.g., /l, r/, distorted /s/)
13
Q
broad (horizontal) training
A
- used in linguistic (rule-based) approaches
- assumption is addressing a wider range of targets impacts rules and effects broader change across the sound system
- by addressing a set of targets, child’s sound system will be impacted as a whole (system-wide change)
- later-developing, non-stimulable sounds are considered as first targets
- tx makes change in meaning salient for the child
- goal is more rapid generalization to spontaneous speech
14
Q
used in linguistic (rule-based) approaches
A
- phonological process treatment
- application of PMV analysis
- phoneme collapse errors
15
Q
using combined artic. (traditional, narrow) + phonological (new, broad) approaches
A
- speech perception tasks
- motor learning tasks
- phonological tasks
16
Q
speech perception tasks
A
- perceive differences and make judgment about accuracy of phonemes
- various contexts
17
Q
motor learning tasks
A
- placement for production
- repeated, varied, high intensity, accurate practice of targets
- errorless learning
18
Q
phonological tasks
A
- targets facilitate generalization/widespread change
- help child discover and learn rules of the phonological system in a meaning-based context
19
Q
general goals of therapy: improve intelligibility by
A
- add new sounds (expand phonetic inventory)
- add class of sounds
- expand syllable shape options
- reduce variability of productions
- increase accuracy of phonemes/patterns
- increase accuracy in longer linguistic units
20
Q
long term goals (LTG)
A
- broadly defined statements that describe the “end point” of treatment
- defines the general direction of treatment
- typically do not define specific target behaviors
- often written for 12 month time period and does not change from month to month
- do not include criterion level
21
Q
example of common LTG for children with an SSD: to improve intelligibility of speech
A
The client will increase ability to produce age-appropriate consonants to improve overall intelligibility of speech production
22
Q
example of common LTG for children with an SSD: to improve communication effectiveness
A
The client will eliminate use of phonological patterns and increase consonant repertoire to facilitate functional communication in all settings.
23
Q
articulation tx objectives
A
- usually target 1 phoneme
- position: initial, medial, or final
- linguistic level: isolation, syllable, single word, phrase, sentence, conversation/connected speech
- syllable length and shape: single syllable, multi-syllable, CV, VC, CVC, etc.
24
Q
phonological tx objectives
A
- one or more members of that rule/pattern each session
- one or multiple positions in words
- tx begins at word, not sound level
25
articulation objective examples
- The client will imitate and spontaneously produce /s/ in isolate and in the initial position of words with 70% accuracy.
- Carey will produce initial /r/ and initial /r/ blends following a verbal model with 85% accuracy by the end of the semester.
- Shayla will accurately produce /s/ in the initial position of words given tactile cueing and a verbal prompt with 60% accuracy within 3 months in order to decrease interdentalization.
26
articulation objectives: write the objective for ease of data collection
- imitate and spontaneously produce?
- number of sounds in each individual objective
- number of word positions
- list specific syllable shapes?
- more than 1 linguistic level?
- also consider phonetic environment for your targets
27
phonological objective examples
- The client will reduce substitution of alveolar for velar stops in the initial and final position of words by correctly producing /g/ in CVC words with 80% accuracy.
- Jono will produce velars /g, k/ at the word level following a verbal model with 75% accuracy by the end of the semester in order to reduce the phonological process of fronting.
- Zoey will produce fricatives /f, v/ in sentences independently with 80% accuracy within 3 months in order to reduce the phonological process of stopping.
28
cumulative intervention intensity
- dose
- session length
- frequency
- year
29
dose
teaching episodes/session (often minutes, e.g. 20 minutes)
30
session length
time, with client (e.g., 30 minutes)
31
frequency
per day or week (e.g., 3 times per week)
32
year
how long will this last? 6 months? 1 year? that's duration
33
cumulative intervention intensity equation
cumulative intervention intensity = dose x frequency x duration
34
general recommendations for frequency, intensity, duration
- minimum dose of 50 trials/30 minute sessions
- the more severe the SSD, the greater the intensity needed
- possible to decrease intensity over time
- at least 30 sessions to see change
- more frequent sessions that are shorter in duration tend to have greater impact (particularly for younger kids, kids with CAS)
35
carryover
- habitual use of targets in everyday conversation and all speaking contexts
- metacognitive knowledge and control
- motivation
- homework
- applying to PMLs
36
metacognitive knowledge and control
- awareness of the task
- self-monitoring and self-evaluation
37
homework
- word list at easier level than what you're targeting in tx
- auditory bombardment
- phonemic awareness
38
applying to PMLs
- generalized and retention are better with massed vs. distributed
- random is better than blocked
39
generalization and retention are better with massed vs. distributed
- massed: trials clumped together
- distributed: trials spread out over time
40
random is better than blocked
- random: different movements or contexts used from trial-to-trial so that learner can't predict what trial follows another
- blocked: participating the same movement over and over before moving on
41
service delivery models
- pull-out vs. push-in
- individual vs. group
42
pull-out vs. push-in
- positive, collaborative relationship
- adequate prep time
43
individual vs. group
- multiple speakers to target speech perception
- increased motivation
- indirectly target social skills
- naturalistic context
