Approaches to treating articulation and phonological disorders – Flashcards

NO!

-those with 6 or more sounds missing -moderate-severe phonological processes

a set of words differ by a single phoneme (for simultaneous errors) -for severe disorders -example set: tip-->sip, kip, chip, tip -minimal pairs are used as targets

like minimal pairs

uses a set of words that differ by a single phoneme

uses a set of words that differ by more than one feature (place, manner, voice) -uses 8-10 pairs -"comparison sound" should be mastered by the child already

-helps child produce voiceless phonemes by adding a voiced /h/ after an initial voiceless sound -/f//heat/, (eventually /h/ will get phased out)

severely unintelligible children

real

5-16 weeks

1. review 2. auditory bombardment 3. target word cards 4. production practice 5. stimulability probing 6. auditory bombardment 7. Home program

at least 40% of the time during assessment

5 or more sounds worked on simultaneously: 1. establishment (produces consonant sounds when shown phonetic symbols) --uses visual, auditory and tactile stimulation to do this --holding procedure 2. transfer to a) syllable, b) words, c) phrase, sentence, d) reading/story, e) conversation *need 80% accuracy over two consecutive sessions, or 90% accuracy over 1 session 3. maintenance (goal is 90% WWA (whole word accuracy) in conversational speech across various speaking situations; *skills should be monitored for 3 months after cessation of treatment

*for teaching one sound at a time 1. word level --choose 4 key words w/target sounds (initial and final) --need 80% target sounds in words over two successive trials 2. sentence level --pair key words with 10 training words 3. conversational level --engage child in conversation --conversation stops when child correctly produces a target sound in 4 words, or when she incorrectly produces it in 1 word -training stops when target word is correct in 15 opportunities, 2 times in a row

multiple phoneme approach

on severe disorders; collapsed phonemes --deals with child's mental representation, not the motor act

utilized coarticulatory effects structured on syllables -makes use of the facilitative context of correctly produced sounds

1-2

1. sensory-perceptual training (ear training) -identification -isolation -stimulation -discrimination 2. Production Training (sound establishment) (imitation, phonetic placement, contextual cues, motor-kinesthetic cues, sound approximation) 3. Production Training (Sound stabilization) (isolation, nonsense syllables, words, phrases, sentences, conversation)

1. active (strength training with or w/o resistance) 2. passive (massage, tapping, stretching, etc.) 3. external stimulation (vibrations, heat, cold, e-stem)

it uses tactile, auditory and visual stimulation

-kids with 6 or more sounds lacking

-teaches multiple phonemes at once -uses behavioral principles -analyze conversational speech -also uses auditory and tactile and visual cueing -HIGHLY structured

yes, it still offers a foundation for many of the therapeutic strategies that are performed today

1. Identification 2. Isolation 3. Stimulation 4. Discrimination

goal is to teach the child auditory, visual and tactile-kinesthetic properties of the target sound -child learns to recognize the sound from among several possible sounds composed of similar and dissimilar properties -ex. The SLP describes the target sound and gives it a label /t/ is the ticking sound, /s/ is the snake sound, etc.

the child must be able to identify words, phrases, and sentences that contain the sound -complexity gradually increases

-SLP presents the sound by varying degrees of loudness and duration in sentences loaded with the sound (auditory bombardment)

-child tells the SLP if he hears the sound being produced correctly or incorrectly (when produced by the SLP)--this is "error detection" --error correction involves the child telling why a sound is in error and how it can be corrected

to evoke and establish a new sound pattern that will replace the error pattern includes: 1. imitation--auditory stimulation--child imitates/receives auditory stimuli 2. phonetic placement: assumes the child can't produce the sound correctly, so the SLP employs facilitative techniques to show appropriate placement 3. contextual cues: use of other sounds in which the error sound is made correctly 4. moto-kinesthetic cues 5. sound approximation--capitalizes on a sound the child can already make, to make another

1. isolation (not everyone begins at this level. some begin with syllables or words due to the link in meangin) (goal=to stabilize the production at the lowest level at which the child has difficulty) 2. nonsense syllables (use to help child develop stronger and more consistent production of nonsense syllables) 3. words (use of true words when child easily and consistently produces the target in nonsense syllables; move from mono-multi syllablic) 4. phrases (shift from 2-4 word phrases (may contain carrier phrases initially) 5. sentences (produce the sounds in sentences of varying and heirarchical complexity) 6. conversation (moves from structured and planned to unstructured)

1. slow-motion (slp and child say sentence at same time in slow motion) 2. shadowing (echo speech) 3. unison speech (hand tapping or rhythmic activity are used in sentences, child follows slps movements and prosody as he/she repeats) 4. corrective set (child identifies and corrects the slp (sometimes children who can't normally say the sentence can do when correcting someone) 5. role-playing (dramatic theatrical roles used to assist with production that isn't usually performed)