Week 13: Intervention 2 Flashcards
strategy
movement sequence drill limit number of stimuli cueing use theory to guide clinical decisions imitation simultaneous productions systematic adjustment to cueing
warm up
imitation of body and oral-motor sequences
tune up: vary pitch, loudness, and rhythms
drill activities
syllable productions
- repeated syllable sequence
- alternating sequences
one technique may be learning of functional…
phrases, rhyme, songs, and carrier phrases
goal in tx
achieve accurate movements of the sequence to increase length and complexity of that sequence
importance of functional words
train the child to use functional words that will improve their overall ability to communicate
e.g., no, yes, more, mad, mine
dynamic temporal and tactile cuing is based on
integral stimulation – watch me and listen to me
basic components of DDTC
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
general steps of DDTC
- direct imitation
- if unsuccessful, use stimulation production
- use of cueing— constantly add or fade
- after child accurately produces utterance in direct imitation, we can add one to two second play before the imitative response
- work to elicit utterance spontaneously
what is prompt?
prompts for restructuring oral muscular phonetic targets
- clinicians use their hands to provide support and tactile cues to client’s oral musculature
PROMPT combines elements of
tactile cueing postal support phonatory support jaw movement control lip movement control coordinated articulatory movements
PROMPT utilizes a comprehensive set of dynamic tactile cues tat have specific functioning such as
jaw height facial-labial contraction tongue heights and advancements muscular tension duration of contraction and airstream management for phoneme production
What is the REST system
rapid syllable treatment - focuses on prosodic aspects of speech for older and less severely impaired
what does REST target?
prosodic deficits in CAS
specific REST targets
- 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
target motor planning
- 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
benefit of REST
there are few systematic approaches to target prosody
drawbacks of REST
- focus on multisyllabic words may not be appropriate fro children with limited production abilities
- use of nonword may be challenging for children
what are nonspeech oral motor exercises?
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
why doesn’t non speech oral motor exercise
- 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
when should generalization occur?
early on and the entire duration of therapy
how can we promote early generalization throughout
weaving in naturalistic activities into treatment sessions
continuing activities from clinic to home/school life
purpose of generalization checkpoints
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
generalization across word positions
facilitate a sound in one word position and it generalizes to other word positions that you haven’t gotten to in treatment
generalization across linguistic units
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)
generalization across sounds
work on one sound and generalization accords to other nontargeted word that maybe has similar manner, voice, or place.
generalization across features
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
generalization across situations
targeting behaviors in a clinical setting but we want this to go home with the child, go to the classroom, go to the supermarket
generalization checkpoints can involve continually looking at the literature to examine client in relation to:
normative articulation data
chronology of phonological processes
percentage of occurrence of English consonants in connected speech
