Week 13: Intervention 2

Question 1

strategy

Answer 1

movement sequence
drill
limit number of stimuli
cueing
use theory to guide clinical decisions
imitation
simultaneous productions
systematic adjustment to cueing

Question 2

warm up

Answer 2

imitation of body and oral-motor sequences

tune up: vary pitch, loudness, and rhythms

Question 3

drill activities

Answer 3

syllable productions

• repeated syllable sequence
• alternating sequences

Question 4

one technique may be learning of functional…

Answer 4

phrases, rhyme, songs, and carrier phrases

Question 5

goal in tx

Answer 5

achieve accurate movements of the sequence to increase length and complexity of that sequence

Question 6

importance of functional words

Answer 6

train the child to use functional words that will improve their overall ability to communicate
e.g., no, yes, more, mad, mine

Question 7

dynamic temporal and tactile cuing is based on

Answer 7

integral stimulation – watch me and listen to me

Question 8

basic components of DDTC

Answer 8

begins with basic movement gestures for simple syllable shapes
emphasis on movement patterns and sequences of sounds rather than specific phonemes
establish a core functional vocabulary

Question 9

general steps of DDTC

Answer 9

1. direct imitation
   
   • if unsuccessful, use stimulation production
2. use of cueing— constantly add or fade
3. after child accurately produces utterance in direct imitation, we can add one to two second play before the imitative response
4. work to elicit utterance spontaneously

Question 10

what is prompt?

Answer 10

prompts for restructuring oral muscular phonetic targets

- clinicians use their hands to provide support and tactile cues to client’s oral musculature

Question 11

PROMPT combines elements of

Answer 11

tactile cueing
postal support
phonatory support
jaw movement control
lip movement control
coordinated articulatory movements

Question 12

PROMPT utilizes a comprehensive set of dynamic tactile cues tat have specific functioning such as

Answer 12

jaw height
facial-labial contraction
tongue heights and advancements
muscular tension
duration of contraction and airstream management for phoneme production

Question 13

What is the REST system

Answer 13

rapid syllable treatment - focuses on prosodic aspects of speech for older and less severely impaired

Question 14

what does REST target?

Answer 14

prosodic deficits in CAS

Question 15

specific REST targets

Answer 15

• appropriate use of stress at the syllable level
• incorporates use of nonword that vary in syllable stress
• rationale is that use of nonword will avoid the impact of stores linguistic mental representation

Question 16

target motor planning

Answer 16

• uses PML with respect to pre practice, practice, and feedback
• provides opportunities for client to practice syllable transitions
• some research evidence to support it’s use

Question 17

benefit of REST

Answer 17

there are few systematic approaches to target prosody

Question 18

drawbacks of REST

Answer 18

• focus on multisyllabic words may not be appropriate fro children with limited production abilities
• use of nonword may be challenging for children

Question 19

what are nonspeech oral motor exercises?

Answer 19

techniques used with intent of improving speech but do not involve speech sound production

includes techniques that involve sensory stimulation to the articulators, or that claim to improve range of movement and or strength of articulators

Question 20

why doesn’t non speech oral motor exercise

Answer 20

• coordinative organization, tasks, demands and sensory influences differ between speech and non speech movements
• training non speech movements will not carry over to speech production
• focus on movements in the context of speech
• oral motor exercises cannot improve velopharyngeal closure
• oral hypersensitivity— if its impacting functioning somehow (like feeding) we can work on feeding
  
  • this won’t improve speech function

Question 21

when should generalization occur?

Answer 21

early on and the entire duration of therapy

Question 22

how can we promote early generalization throughout

Answer 22

weaving in naturalistic activities into treatment sessions

continuing activities from clinic to home/school life

Question 23

purpose of generalization checkpoints

Answer 23

we need to make sure the child is carrying over what they’re learning; review materials you’ve covered already to make sure they are maintaining

Question 24

generalization across word positions

Answer 24

facilitate a sound in one word position and it generalizes to other word positions that you haven’t gotten to in treatment

Question 25

generalization across linguistic units

Answer 25

focus on sound production at syllable level or word level and see if it generalizes to a new level we haven’t focused on yet (sentence level or connected speech)

Question 26

generalization across sounds

Answer 26

work on one sound and generalization accords to other nontargeted word that maybe has similar manner, voice, or place.

Question 27

generalization across features

Answer 27

taking a feature approach to tx and working on one feature, you may work on just one cluster of phonemes within that feature and there may be carryover to other sounds not worked on in the feature

Question 28

generalization across situations

Answer 28

targeting behaviors in a clinical setting but we want this to go home with the child, go to the classroom, go to the supermarket

Question 29

generalization checkpoints can involve continually looking at the literature to examine client in relation to:

Answer 29

normative articulation data
chronology of phonological processes
percentage of occurrence of English consonants in connected speech