SPH528 - Week 2B Paediatric Speech Flashcards
Feedback timing: Immediate versus delayed
McLeod and Baker, 2016. p. 384
Augmented feedback can be given concurrently with a response, immediately after a child’s response, or following a short delay (e.g., 3 seconds) (Maas et al., 2008). A short delay is helpful as it provides children an opportunity to detect and self-correct errors, and to compare their own judgment of their attempt, against the SLP’s.
Feedback Frequency: High Vs Low
McLeod and Baker, 2016. p. 384
How often children receive augmented feedback on attempts. Feedback on 50% or fewer of attempts is considered low. High-frequency feedback enhances performance in the pre-practice stage (Maas et al., 2008) Low frequency helpful during practice phase of intervention, as it helps children to rely on intrinsic feedback.
What are the 2 types of augmented (extrinsic) feedback?
McLeod and Baker, 2016. p. 383
- Knowledge of results (KR) Information about whether an attempt/response was correct or incorrect (e.g., “Great!”). Helpful during pre-practice phase. KR only in the practice phase is shown to enhance generalisation.
- Knowledge of performance (KP) -> Information about WHY the attempt/response was correct or incorrect (e.g., “You didn’t round your lips”). Helpful during pre-practice phase and helps shape incorrect responses to accurate responses BUT better to use KR only in practice phase.
What are the 2 types of feedback a child with SSD can receive during intervention?
(McLeod and Baker, 2016. p. 383)
- Intrinsic Feedback: information children experience about an attempt, like how it feels/sounds.
- Extrinsic (augmented) Feedback: Feedback from another person or technology (e.g., spectrogram, electropalatography). Type, frequency, and time of augmented feedback can vary
Learner’s attentional focus (internal vs external) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 383)
Instruction and feedback that focusses a child’s attention on what their tongue and mouth is doing is INTERNAL. Instruction and feedback that focusses a learner’s attention on the acoustic effect or sound of those movements is external. In pre-practice phase when helping children figure out what is a correct response, use both. Once a child understands and can correctly produced the sound, an external focus better facilitates generalisation. (Internal focus can derail automaticity).
Accuracy of practice (errorless vs errorful) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 381)
Errorless - mistakes discouraged. Designed to strengthen accurate acquisition of a motor skill. Errorful - allows the learner to define and refine a motor skill, and to provide opportunity for the learner to develop better error detection and correction skills (Maas et al., 2008).
Practice fraction (whole vs part) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 380)
A motor skills can be practiced as a whole movements, or as the constituent parts of the movement. Some movements (not too complex, but highly organised, like catching a ball) are better practiced as a whole. A long word can easily be broken up into smaller ‘words’ (but ter fly) and practiced in parts.
Type of task being practiced (complex vs simple) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 380)
Complex (e.g., consonant clusters like /sl/) or simple (e.g., /s/). Intervention targeting complex targets may facilitate learning of simpler targets. But child’s age and temperament may indicate simple targets, at least initially.
Practice schedule (blocked Vs random) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 380)
Blocked practice involves practicing a skill or speech target a number of times before moving on to another (e.g., if targeting word-initial consonant clusters you might have a child say glass 10 times, then snake 10 times, and then frown 10 times). Random practice involves different movements being produced on successive trials, so that a learner cannot predict what trial follows another (e.g., randomly saying words containing word-initial consonant clusters one after another: glass, frown, snake, frown, snake, glass) (Maas & Farinella, 2012).
Practice variability (constant Vs variable) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 379)
Practice can be constant (practicing a specific speech skill in the same way in the same context) or variable (practicing the same skill with variations in parameters such as changes in rate, pitch, intensity, and force) (Preston et al., 2014). Or practicing a specific speech sound in varying linguistic contexts. Constant practice is considered helpful when first acquiring a new skill, whereas variable practice is thought to be helpful for promoting learning or permanent retention of a skill (Preston et al., 2014).
Distribution of practice (massed vs distributed) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 378)
Distribution of practice refers to how a particular amount of intervention is dispersed over time. If less time between trials and/or sessions, practice is massed. If there is more time between trials and/or sessions, practice is distributed. MASSED PRACTICE can be helpful for initial skills acquisition, but distributed practice is better for long-term retention and transfer (Caruso & Strand, 1999). BE GUIDED BY THE AVAILABLE EMPIRICAL EVIDENCE REGARDING SESSION DOSE, DURATION AND FREQUENCY FOR SPECIFIC INTERVENTION APPROACHES.
Practice amount (small vs large) is a type of practice condition that helps facilitate generalised learning. Explain:
(McLeod and Baker, 2016. p. 378)
Practice amount = DOSE in a session. Be guided by evidence-based dose recommendations associated with specific intervention approaches.
Motor learning can be divided into phases. 1. A learner figures out what needs to be done to perform a particular skill (cognitive/thinking stage) 2. Learner refines the skill via practice (associative stage). 3. The skill can be performed with little conscious effort or attention (autonomous phase). In an intervention context the phases are: 1. Pre-practice (what needs to be done and how) 2. Practice (repetitively, to refine the skill, until automatic or permanently learned). Practice conditions (amount, distribution, variability, schedule, task complexity, practice fraction, accuracy expected, learners attentional focus) and type, frequency and timing of feedback can also influence generalisation and transfer.
Principal of intervention:
Principle 1: During PRE-PRACTICE PHASE of intervention, individuals should be provided with information about the skill to be developed (incl. what constitutes a correct response) and taught how to produce a correct response (Maas et al., 2008).
Principle 2: During PRACTICE PHASE of intervention, conditions of practice and feedback should be guided by empirical research on speech motor learning.
Name a principal of intervention (MOTOR LEARNING) following from this statement:
What you practice should mirror what you want to learn. Non-speech oromotor movements may use the same muscles, but are different from speech movements.
(McLeod and Baker, 2016. p. 377)
Principal of intervention:
During intervention-focused speech motor learning, consider the specificity of practice and focus on speech rather than non-speech oromotor mouth exercises (Lof, 2015)
Name a principal of intervention (MOTOR LEARNING) following from this statement:
Motor learning is closely related to the information available and interpretable when completing the task, and the difficulty of the task. No learning occurs without information. Too little or too much information can hamper learning.
(McLeod and Baker, 2016. p. 377)
Principal of intervention:
During intervention, an optimal about of information should be provided to challenge a child to learn. This information should be tailored to both the skill level of the child and the task difficulty (Guadagnoli & Lee, 2004).
Name a principal of intervention (MOTOR LEARNING) following from this statement:
MOTOR LEARNING refers to “a set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for motor skill” (Schmidt and Lee, 2005, p. 466).
Name a principal of intervention (MOTOR LEARNING) following from this statement:
MOTOR LEARNING refers to “a set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for motor skill” (Schmidt and Lee, 2005, p. 466).
(McLeod and Baker, 2016. p. 377)
Principal of intervention:
During intervention, performance during practice (acquisition of a skill) should be measured separately from performance after the completion of practice to determine whether practice has led to learning or permanent retention of a motor skill (Maas et al., 2008).
What are the types of practice conditions that help facilitate generalised learning, that we need to be mindful of when asking children to practice speech production?
(McLeod and Baker, 2016. p. 377)
- Practice amount (small vs large)
- Distribution of practice (massed vs distributed)
- Practice variability (constant vs variable)
- Practice schedule (blocked vs random)
- Type of task being practiced (complex vs simple)
- Practice fraction (whole vs part)
- Accuracy of practice (errorless vs errorful)
- Learner’s attentional focus (internal vs external)
Decisions to be made when designing an intervention plan.
(Principles of intervention will influence these decisions)
(McLeod and Baker, 2016. p. 373)
- What to work on.
- Choosing teaching procedures suited to child’s SSD.
- Identifying strategies that will maximise generalisation.
- Deciding how to monitor progress.
- Determining who will provide intervention.
- Frequency and duration of intervention sessions.
- Individual or group format?
- How will children and their families be cared for and involved in the decision-making process.
- How to address the impact of an SSD on children’s day-to-day activity and participation.
Intervention
McLeod and Baker, 2016. p. 373
A goal-directed activity based on plans and procedures designed to improve a presenting problem.
Intervention Plans
McLeod and Baker, 2016. p. 374
Outline what needs to be done, when and how, in order to achieve a predetermined goal.
Intervention Procedures
McLeod and Baker, 2016. p. 374
Are teaching instructions or actions performed by a clinician designed to elicit learning in a client. (E.g., verbal cues about placement of articulators, auditory model to follow)
Intervention Principal
McLeod and Baker, 2016. p. 374
Statement about a condition that promotes learning. For example: “variable random practice can help promote generalisation.”
Principles can be based on theoretical ideas and/or proven phenomena.
6 types of learning involved in speech acquisition and intervention.
(McLeod and Baker, 2016. p. 375)
- Phonology
- Speech perception
- Motor learning
- Cognition and meta-awareness abilities
- Behavioural learning
- Neurological experience
