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1049 > Therapy Approaches > Flashcards

Therapy Approaches Flashcards

1
Q

Treatment Continuum

A

Establishment
Facilitation
Generalization
Maintenance

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2
Q

designed to focus on the motor skills involved in producing target sounds

A

Motor Based Treatment Approaches

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3
Q

What does motor based treatment approaches focus on?

A

focuses on the placement and movement of the articulators in combination with auditory stimulation (ear training and focused auditory stimulation)

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4
Q

feedback about what specifically he or she is doing correctly or incorrectly

A

Knowledge of performance

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5
Q

feedback on whether the target is produced correctly or incorrectly

A

Knowledge of results

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6
Q

If the performance is< 50%

A

We provide an easier task

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7
Q

If the performance is 51-80%

A

We keep the same task

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8
Q

If the performance is >80% correct

A

We make the task harder

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9
Q

Teaching Sounds/Establishment

A

Ear and Production training

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10
Q

Beyond Individual Sounds (Correcting
Speech Sound Errors)

A

Traditional approach and context utilization approach

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11
Q

For children who do not have specific sounds in their repertoire and are not stimulable

A

TEaching sound establishment

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12
Q

Perceptual ear training activities

A

Minimal pair contrast
Auditory stimulation/Bombardment
Traditional discrimination training

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13
Q

It is based on the assumption that certain perceptual distinctions are prerequisites for producing a speech sound

A

Perceptual training

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14
Q

Methodology for traditional ear training (van riper)

A
  1. Identification
  2. Isolation
  3. Stimulation
  4. Discrimination
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15
Q

an alternative to the classic perceptual training

A

Perceptual training software

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16
Q

should be used together with
speech production training
○ It involves a presentation of up to 20 words containing the target sound or sound pattern at the beginning and end of each treatment session

A

Amplified auditory stimulation

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17
Q

What is the goal of production training

A

elicit a target sound from a client and stabilize it at a voluntary level

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18
Q

T or F in production training, Begin at the highest level when production is correct

A

TRUE

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19
Q

Four Methods to Establish the Production of a Target Sound

A
  1. Imitation
  2. Phonetic placement
  3. Successive shaping approximation
  4. Context utilization
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20
Q

Clinician presents several
auditory models of the desired behavior

A

Imitation

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21
Q

In imitation we instruct the client to…

A

Instructs the client to watch his or her mouth and listen to the sound that is being said, and then ask the client to repeat the target behavior

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22
Q

involves explanations and
descriptions of idealized phoneme productions

A

Phonetic placement

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23
Q

the phonetic placement techniques suggested by Scripture & Jackson (1927):

A

■ mirror work
■ drawing designed to
show the position of the articulators (lip and tongue) in response to sounds

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24
Q

involves shaping a new sound
from one that is already in a client’s repertoire or even a behavior the client can perform.

A

Successive approximation

25
Q

T or F in successive shaping, first step is to identify an initial response that the client can produce that is related to the terminal goal.

A

True

26
Q

involves isolating a target
sound from a particular phonetic context in which a client may happen to produce a sound correctly, even though he or she typically produces the sound in error

A

Context utilization

27
Q

(1) sensory-perceptual training, which concentrates on identifying the standard sound and discriminating it from its error through scanning and comparing; (2) varying and correcting the various productions of the sound until it is produced correctly; (3) strengthening and stabilizing the correct production; and finally (4) transferring the new speech skill to everyday communication situations.

A

Traditional Approach

28
Q

Instructional Steps for Traditional Production Training

A

○ Isolation
○ Nonsense syllables
○ Words
○ Phrases
○ Sentences

29
Q

The practice progresses through four levels of complexity:

A

○ nonsymbolic units or nonsense syllables
○ words and word-pairs
○ rehearsal sentences
○ Narratives

30
Q

for children with severe but inconsistent speech sound productions

A

Core vocabulary approach

31
Q

● Select 50 words that are “functionally powerful”
● Each week, 10 of the functional 50 wordsare selected for treatment.
● At the end of the twice-weekly sessions, the child is asked to produce the entire set of words three times.

A

Core vocabulary approach

32
Q

Using natural phonological tendencies of the language

A
  1. Phonotactic Therapy
33
Q

Commonly used for syllable structure processes

A

Phonotactic Therapy

34
Q

Final Consonant Deletion - phonotactic therapy process

A

Credit any final consonant that the patient can actually do
Focus on sounds already in the child’s inventory
Select favored final consonants
Make sure that in choosing words, the consonants should be after short lax vowels -

35
Q

Initial Consonant Deletion - metaphon therapy

A

Reinforce any initial consonants in CV
Acknowledge all the consonants a child is able to do
Try using VC sequences to facilitate CV syllable shapes with words

36
Q

Reduplication - metaphon therapy

A

○ Change the vowel of the other
syllable to /i/
○ Two different syllables in a
CVCV sequence.

37
Q

Monosyllables - metaphon therapy

A

use common vocabulary and repeat the words in strings such as up-up-up or bye-bye-bye

38
Q

Weak syllable deletion - metaphon steps

A

○ Do not put an unstressed word
immediately before an iambic
word
○ We can use trochaic sequences

39
Q

Increase phonotactic therapy

A

○ We can use thoracic sequences
(strong weak strong weak)

40
Q

Consonant clusters target

A

○ Good target for:
○ 2yo: some SIWI, SFWF
○ 3:5: full clusters > 75%

41
Q

How to find marked clusters?

A

Sonority sequencing principle

42
Q

T or F Clusters with small sonority differences of 2, 3, and 4 are said to be better used because it promotose generalized changed in singleton and clusters

A

True

43
Q

use of pair of words that differ with only 1 phoneme

A
  1. Minimal Therapy
44
Q

highlight feature contrast rather than
accurate sound production

A

Minimal Pair Therapy

45
Q

HOW DO WE DO MINIMAL PAIR THERAPY?

A
  1. DISCUSSION OF WORDS
  2. DISCRIMINATION TESTING AND TRAINING (PERCEPTUAL TRAINING)
  3. PRODUCTION TRAINING
  4. CARRYOVER TRAINING
46
Q

Approach designed to teach metaphonological awareness.

A
  1. Methapon Approach
47
Q

Phase 1 metaphon

A

● To capture the child’s interest in the phonology of the target language
● To alert the child to the properties of sound and their contrastive potential
● To show that contrast between sounds
convey meaning
● To facilitate the child’s knowledge that
these features can be manipulated to increase the likelihood of being understood.

48
Q

Metaphon phase 2

A

● Metaphonological tasks involving minimal pairs (phase 1)
● Homonymy confrontation - want the child to witness the repercussion of not producing the correct phoneme

49
Q

Final phase metaphon

A

you are going to use a pair of sentences and then judge whether it is correct or incorrect

50
Q

This type of approach is typically used on children who are highly unintelligible, frequently omit speech sounds, replace some sounds with other sounds, and don’t use many consonant sounds.

A

Cycles Approach

51
Q

treats phonological processes or sound and error patterns instead of individual sounds.

A

Cycles approach

52
Q

For with children with severe SSD

A

Cycles Approach

53
Q

Procedure of cycles approach

A
  1. Review
  2. Listening activity
  3. Experiential-play activity
  4. Mataphon activity
  5. Probing
  6. Listening activity
  7. Home program
54
Q

For: this approach is for children with phonological disorders and showed difficulty in producing speech sounds.

A

Stimulability therapy

55
Q

Phases of stimulability therapy

A

Phase 1: stimulability probe
Phase 2: character cards
Phase 3: play based activity
Phase 4: generalization probe

56
Q
  • if first syllable of the word is produced incorrectly
A

Forward chaining

57
Q

if second/last syllable of the word is produced incorrectly

A

Backward chaining

58
Q

involves targeted interventions to help individuals produce these sounds with the appropriate aspiration

A

Aspiration

1049 (4 decks)

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