Speech Sound Disorders Treatment Approaches (from ASHA) – Flashcards

intense practice on one or two targets until the child reaches a specific criterion level (usually conversational level) before proceeding to the next target (or targets)

less intense practice on fewer targets; multiple targets are addressed individually or interactively in the same session, thus providing exposure to more aspects of the sounds system

incorporating elements of both horizontal and vertical structures; the child is provided with practice on a given target or targets for some predetermined period of time before moving on to another target or targets

focuses on production using contrasting word pairs instead of individual sounds, emphasizes sound contrasts necessary to differentiate one word from another and includes three different contrastive approaches

minimal oppositions, maximal oppositions, multiple oppositions

uses pairs of words that differ by only one phoneme or single feature signaling a change in meaning, in an effort to establish contrasts not present in the child's phonological system (Ex- door/sore, pot/spot, key/tea)

also known as "minimal pairs" therapy, uses pairs of words that differ by only one phoneme or single feature signaling a change in meaning, in an effort to establish contrasts not present in the child's phonological system

uses pairs of words in which one speech sound known and produced by the child is contrasted with a a maximally opposing sound not known or produced by the child (Ex-manner of production and place of production, such and /m/ vs /s/)

uses pairs of words in which one speech sound known and produced by the child is contrasted with a maximally opposing sound not known or produced by the child

a variation of the minimal opposition contrast approach that uses pairs of words contrasting a child's error sound with three or four strategically selected sounds that reflect both maximal classification and maximal distinction (Ex- train in via minimal pairs when all sounds collapse into one sound /d/ Doe--go, Doe--tho, Doe--show, Doe---Joe), can be used for up to four sounds at a time

a variation of the minimal opposition contrast approach that uses pairs of words contrasting a child's error sound with three or four strategically selected sounds that reflect both maximal classification and maximal distinction

focuses on whole-word production and is used for children with inconsistent speech sound production who may be resistant to more traditional therapy approaches, words selected for practice are those that are used frequently in the child's functional communication, a list of frequently used words is developed, words are taught each week, the child is taught his best word production and words are practiced until they are consistently produced

children with very severe speech problems (like severe childhood apraxia of speech) or those with limited attention for drill and practice. Also helpful for children who make very slow progress in speech or who only say a few words because of their speech problems

A short list of common words that the child mis-pronounces is assembled These words are practiced in isolation and then the child gets to play with whatever he wants (as long as he will talk with the therapist). When those words come up in conversation, they are practiced with correct production

targets phonological pattern errors in highly unintelligible children who have extensive omissions, some substitutions and restricted use of consonants, goal is to increase intelligibility in a short time period, treatment is scheduled in cycles ranging from 5 to 16 weeks, one or more phonological pattern is targeted during each cycle

Instead of working on one phonological process until it is mastered, the children works on each process for a few sessions before moving on to the next. Then, processes are cycled through and targeted again This approach is supposed to mirror typical phonological development

Highly unintelligible (very difficult to understand), Frequently leave out or omit speech sounds, Replace some sounds with other sounds, Don't use very many different consonant sounds

to approximate the gradual normal phonological development process, There is no predetermined level of mastery of phonemes or phoneme patterns within each cycle; cycles are used to stimulate the emergence of a specific sound or pattern, not produce mastery of it.

focuses on elements of phonemes that are lacking in a child's repertoire, (ex-frication, nasality, voicing, place of articulation) and is typically used for child with substitutions, uses tasks that compare phonetic elements/features of the target sound with those of its substitution or some other sound contrast, patterns of features can be identified and targeted, producing one contrast often generalizes to other sounds that share the targeted feature

Targets distinctive features that are missing in the child's repertoire (frication, nasality, voicing, and place of articulation)

designed to teach phonological awareness, focus is on sound properties that need to be contrasted (ex-for voicing problems, noisy vs quiet concepts are taught), targets typically include processes that impact intelligibility, can be imitated, or are not seen in typically developing children of the same age

helps the child acquire a stable perceptual representation for the target phoneme or phonological structure, is often utilized prior to and/or in conjunction with speech production training approaches

auditory bombardment, identification tasks

For children working on a single sound error or substitution that is not part of a whole class of sounds, Some children have more than one articulation error, Some children have articulation errors in addition to phonology errors, Start with sounds in isolation, then nonsense syllables, single words, phrases, sentences, structured conversational tasks, unstructured conversation

For children who have phonological processes, or problems with entire classes of sounds, These children are often difficult to understand due to many sound errors, All children use phonological processes up to certain ages but they disappear between 3-5 years, Therapy differs from articulation because you don't start with sounds in isolation, you start with minimal pairs of whole words to show the difference between the correct production and the child's error, Auditory discrimination, production at the single word level, phrase, sentence, unstructured conversation, structured conversation

Naturalist speech intelligibility intervention directs treatment of the targeted sound in naturalistic activities that provide the child with frequent opportunities for the sound to occur. For example, using a McDonald's menu, the child can be asked questions about items that contain the targeted sound(s). The child's error productions are recast without the use of imitative prompts or direct motor training. This approach is used with children who are intelligible enough to be able to use the recasts effectively

During natural activities, the child's errors are recast when the child is most likely to repeat them but the child is not demanded to do so

similar to maximal opposition contrasts, but uses pairs of words containing two maximally opposing sounds that are unknown to the child—ideally, an obstruent with a sonorant (e.g., /l/ vs. /s/)