Exam 4- PP 2 Flashcards
(61 cards)
1
Q
Using classroom books for therapy helps us
A
Help kids achieve common core state standards
2
Q
sucking through a straw will help with the awareness of what
A
will help got awareness for speech sound /r/
- to retract the tongue for awareness
3
Q
Most approaches move from a simple to
A
complex level of training
except the concurrent approach
4
Q
Some approaches do
A
contradict each other
5
Q
The point is to
A
remain flexible and do what is best for each individual chd
6
Q
PBH does not believe what isn’t beneficial for anybody
A
oral motor exercises
7
Q
Kent, R.D. Non speech oral movements and disorders said that
A
NSOMM’s can be part of practice in orofacial myology
- don’t just reject NSOMM wholesale
8
Q
Kent, R.D. said that NSOMM can be used
A
with persons with dysarthria and dysphagia
9
Q
Traditional approach
A
VAN RIPER
around since 1920’s
- popular and widely used
- most SLP don’t do ear training anymore
10
Q
Production training: sounds establishment
A
- est correct speech sound production in isolation
- use phonetic placement technique
- successivve approximation
11
Q
Stage 1
A
Isolation
- use a variety of activities
12
Q
Stage 3
A
Words
- begin w/ words that are meaningful to the chd
1. word initial
2. word medial
3. clusters
13
Q
stage 4
A
Phrases
- various length and complexity
1. corrective set
2. slow motion: slp and chd say sentence together very slowly
3. @ end a 10 min conversational speech sample
14
Q
stage 6
A
Conversation
- start w/ structured convo
- transition w/ natural convo
15
Q
structured convo
A
SLP gives a topic or specific picture to talk about
16
Q
natural conversatiom
A
open ended
17
Q
transfer and carryover
A
vary the audience and settings
- speech assignments
18
Q
maintenance (book says)
A
follow up sessions
19
Q
maintenance (in schools)
A
keep on IEP
- reduce to tx once a week or less frequent until discharge
20
Q
Concurrent approach
A
- Said SLP don’t have to use hierarchy described
- 1st est sound in isolation and CV, VC combos - 80% accuracy
21
Q
Dr. Steve Skelton CSHA
A
- If we vary the response topography in each tx session, ch will make increase gains than if we just go up the hierarchy like a ladder
22
Q
Dr. Skelton: activities and ideas for eliciting at least 150 productions per group session
A
- est correct production technique
- Kids take own data ( you should monitor)
- subvocalize- say it w/your voice turned off while other stds taking their turn
- tally counters- challenge stds 150+ production
- then you yell switch
- ask std to create cards w/creative ideas
- they draw card, practice sound the way card says it
- create stories w/ flip book
- put sticker or stamp on paper
- . legos
- kick a ball
- blocks
- put bingo chips into a jar
- pick up sticks
- blow bubbles
23
Q
phonological contrast approaches
A
- Have become popular and are supported by research
- Used for phonological errors
- Theoretically based on phonological feature analysis
24
Q
minimal contrasting pairs
A
use minimal pairs which only differ by one feature such as
- voicing
- place of articulation
25
Maximal contrast training
- Sounds that differ by at least 2 features
| - Multiple opposition approach 4 pairs max
26
contrast training
- helps the chd see that the sound marks a semantic difference `
27
complexity approach
- best w/ individuals w/ sound errors
28
The complexity approach assumes
- That complex sounds are affricates, fricatives and clusters and sounds that are not stimulable
- Also assumes that later-developing sounds are more complex than earlier dev
29
Premise
- start w/ hardest sounds
| - Assumes that if train hardest sounds first automatic generalization to easier sounds
30
Hodson's cycle approach
1. Stimulation- use of auditory, tactile, visual cues to increase awareness
2. Production training- produce correct sounds
3. Semantic awareness contrast - minimal pair training
31
cycle
period of time during which all phonological patterns being remediated are facilitated in succession (2-6hrs)
32
Pattern
phonological process
- focus on teaching stimulable sounds
- early on stick to simple CVC words
33
Early developing phonological patterns
1. initial and final consonant deletion of stops, nasals, and glides
2. CVC VCV word structures
3. Posterior and Anterior contrast ( k-g, t-d, h)
4. /s/ clusters- word initial clusters /sp, st, sm, sn, sk/ and word final clusters /ts,ps,ks/
5. Liquids /r/ and /l/ and clusters containing these liquids
34
In order to move onto secondary patterns the chd must demo
- appropriate syllables
- production of single consonants
- some emergence of velars and /s/ clusters
- production of practice words with /l/ and /r/ without gliding ( no w/r or j/l)
35
Secondary patterns
1. /j/ Sibilants /s,z,r/
2. Consonant clusters
3. Singleton strident eg/s/, /z/, /f/
4. multi syllable words
36
To become intelligible most chd need
3-6 cycles of therapy
37
structure of remediation cycles
1. train each phoneme exemplar within a target patterns for 60 min per cycle before going to the next phoneme
2. Train 2 or more target phonemes in successive weeks within a pattern before changing to the next patterns
( 2+ hrs on each pattern within a cycle)
3. target only 1 phonological pattern per session
4. when all target patterns have been taught a cycle is complete
5. initiate second cycle review patterns not yet corrected
38
structure of therapy sessions
1. review words cards from previous session
2. auditory bombardment
3. target word cards 3-5 new targets words
4. production process - games , shift activities every 5-7 min
5. stimulatbility probing checked if chd stimuli capable
6. repeate auditory bombardment w/ 12 item words list used at beginning of each session
39
Home program
caregivers asked ti read 1-2 word item list once a day
| - Chd is asked to name 3.5 prictures once a day ( produce other target words )
40
Naturalistic approach
Focuses on improving chds overall intelligibility and whole words accuracy first then work on individual phoneme in error
- Approximation of sounds ok
41
naturalistic approach can be used with
- severely involved chd particularly preschoolers, those w/ down syndrome, autism spectrum disorder and cerebral palsy
42
Establish word and sound applications so listener
understands chd better
43
Natural recasts
corrective feedback given in naturalistic fashion- correct model given w/o chd being interrupted and asked to repeat
44
speech recast
- verbal feedback that immediately follows a chd utterance using the adult pronunciation of the chd attempted words
45
what is not added to speech recast
novel word order, word endings and vocab
46
core vocabulary approach
designed for the 10% of chd w/functional SSD characterized by inconsistent errors on same words
- these chd don't have chdhood apraxia of speech
47
inconsistent SSD
assess chd multiple productions of the same word in the same phonetic contex
48
scoring
incorrect production= 0
correct production = 2
total score converted to % age - 40% meets criterion
49
Structure of intervention
1. chd at least 2 years
2. individual tx 2X a week and 30 min for 8 weeks
3. GOAL= increase chd intelligibility
4. select 70 words that are imp to individual chd
5. OBJECTIVE= best possible production consistently
6. parents and teachers must be involved - feedback
7. give chd immediate words to increase functional commm
50
Language treatment for phonological disorders PBH
research is inconclusive re: the question: can lang therapy improve chd speech skills
51
Bottom line
- If the chd has language and speech disorder, best to do both lang and speech simultaneously
52
we can connect speech sound production to chds
morphosyntactic skills
53
if chd have final consonant deletion or cluster reduction they will have problems with
morphemes
54
Ann Tyler
- Concomitant SSD and language impairment until leg healed
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chd with SSD and LI have many
omissions
| chd w/sut SSD have many more substitutions
56
Tyler 2015
- Eliminating errror patterns lke final consonant deletion and cluster reduction will improve production of grammatical morpjomes
57
Tyler recommends
- An integrated approach
| - combine therapy for speech
58
morphemes
1. paste tense - ed
2. plural -s
3. regular 3rd person -s
4. possessive -s
59
therapy suggestions: if chd has final consonant deletion what should we use
use minimal pairs which include grammatical morphemes
1. Plural- toe- toes
2. Possessives : joe-joe's
3. Regular past tense -ed: show-showed
60
chd w/ lang impairments
often have diff w/verbs
- velar fronting
- stopping of fricatives
- final consonant deletion
61
if the chd used cluster reduction use
1. plurals
2. Possessives
3. Regular past
4. Irregular past
