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multiple oppositions approach

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- contrasts child's sound error with 3-4 selected sounds that are maximally different in classification and distinction - treats phonological process - intensive initial assessment - research supports generalization with treatment

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those who benefit from multiple oppositions approach

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- clients with moderate to severe speech disorders - highly unintelligible clients - min of 6 sounds across 3 manner categories

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steps in multiple oppositions approach

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1. select targets that are maximally different from client's error (place, voice, manner) 2. choose sounds that have greatest impact on client's phonological reorganization 3. error sound is presented 4. target sounds are presented 5. use imitation until 90% accuracy 6. progress until spontaneous

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cycles approach

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- focus on sound/process for a certain amount of time and then moves onto a new target - repeat the cycle until target it mastered

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those who benefit from cycles approach

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highly unintelligible children who have many omissions, some substitutions, limited use of consonants

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goal of cycle therapy

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- increase intelligibility within a short period of time - stimulation of emerging sounds or patterns

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steps in cycles therapy

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- determine processes that should have been suppressed - target single phonological process for a given amount of time, then next - begin the process again with the first process until each one is eliminated

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cycles therapy session

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- auditory bombardment - production practice - play activity - probe for target for the next session - repeat auditory bombardment - homework (auditory bombardment list of words) - review this week's words at beginning of next session

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5-minute kids

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- articulation therapy to practice a high number accurate productions in a short amount of time - kids don't miss much class time - materials are placed on a cart and SLP travels to child

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5-minute kids therapy session

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- review previous session - select a daily goal/target - drill sounds - assign homework sheet

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pros to 5-minute kids

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- inexpensive - materials and easy to obtain - shorter sessions: less boredom, ideal for younger clients - frequent session: increase retention and academic performance - less time in therapy - can be used in language therapy too

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cons to 5-minute kids

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- difficulty scheduling client with IEP - difficult for SLP is manage so many sessions - lack of objective research - therapy in hallway can be noisy and lack privacy

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complexity approach

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- focuses on what is targeted rather than how - demonstrates that more complex linguistic input promotes greater generalization - select targets that could lead to wider phonological change due to generalization

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those who benefit from complexity approach

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children who have problems with individual sounds rather than word structure/shape

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complex targets

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- clusters, fricatives, affricates - marked features that are more rare - sounds child consistently produces in error - sounds lowest in sonority (voiceless fricatives, voiced stoped, voiceless stops) - sounds the child is least stimulable for - later developing sounds

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research on complexity approach

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researched effectiveness, but not in school setting

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stimulability

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- clinician uses auditory and visual cues to see if a client can imitate a specific sound - if the client can't imitate, they are not stimulable and have a lesser chance of short-term progress

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those who benefit from stimulability intervention

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- children from 2-4 years old who have moderate to severe function speech sound disorder - children who are not stimulable for most sounds

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features of stimulability intervention

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- enhance stimulability of sounds in isolation or other approaches (CV) - teach all sounds during a therapy session - help child associate a speech sound with an alliterative character or movement - teach stimulable and non-stimulable sounds together - character cards

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stimulability therapy structure

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1. drill (use character cards) 2. practice through play 3. frequency

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stimulability intervention frequency

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- 50 min 2x a week - no more than 12 weeks

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core vocabulary approach

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- target consistent production of functionally meaningful words - provides phonological guide without model for imitation - starts with single word level, then connected speech

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those who benefit from core vocabulary approach

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- children two years and up with moderate to severe functional speech sound disorders - children with inconsistent speech sound production - in conjunction with AAC with nonverbal children

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core vocabulary therapy

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- 2x week for 30 min for 8 weeks - 50 functionally powerful words; 10 targeted each week - parent and teacher support with these words outside of therapy

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core vocabulary goals

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short term: best production for each target word long term: produce the functionally powerful words consistently

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naturalistic speech intervention

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- child-directed - encourages spontaneous speech by manipulating child's environment

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goals of naturalistic speech intervention

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- primary: improve overall intelligibility - secondary: improve accuracy of individual speech sound errors

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recast technique

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- child hears and cognitively stores new word, but does not repeat - best used in natural settings; 12-18 times per minutes for 3-4 minutes per day - speak in short sentences - part of naturalistic speech interventions

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growth recast

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supports child's production of sentences and adds to it

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those who benefit from naturalistic speech intervention

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- used with children already attempting to communicate with immature forms - severe speech sound disorder and whose needs may not be met by intervention focusing on individual sound accuracy - preschoolers and patients with low intelligibility (dysarthria or apraxia)

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naturalistic speech treatment phases

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- increase overall intelligibility by providing overall word approx and recast/model by clinician - increase speech sound accuracy where sound are targeting using modeling, shaping, corrective feedback, and reinforcement

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characteristics of naturalistic speech intervention

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- focus on word intelligibility - does not drill or prompt - follows principles of natural speech and language acquisition

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pros of naturalistic speech intervention

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- therapy is about playing, engaging and connecting - increases both language and speech intelligibility - allows for broad recast and an opportunity for immediate learning - recast intervention improves speech-comprehensibility and MLU for children with Down Syndrome

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language-based approach

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- focuses on all aspects of language - draws little attention to sound errors - may teach morphological features, limited vocab, limited syntactic structures, pragmatic deficiencies

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those who benefit from language-based approach

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- child's phonologically behind or inconsistent - deficits in expressive and receptive language - disordered speech impacts pragmatic development

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principles of language-based approaches

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- target all linguistic domains, including phonology - models of language processing explain why language-based intervention causes changes in phonology - pragmatic limitations reduces phonological output

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language-based intervention uses

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- whole-to-part learning through storytelling - semantic complexity - temporal sequence of events/causal relationships - discourse structure

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language-based therapy techniques

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- forced choice tasks - cloze tasks (what does the man do?) - construct sequence of events and cause/effect - interactive picture stories - comprehension questions - preparatory sets

USU COMD 3120 – Module 11-12: Group Projects – Flashcards

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