Final Flashcards
(44 cards)
1
Q
What is treatment?
A
application of variables that change behaviors
2
Q
Ear training Phase I: Identification
A
- give a name to the sound / letter
- teach auditory and visual properties
- “Is this your sound?”
3
Q
7 Approaches/Philosophies
A
- Traditional - Van Riper (1930s)
- Sensory-Motor - McDonald (1960s)
- Multiple Phoneme - McCabe and Bradley (70s and 80s)
- Distinctive Feature - Chomskey and Halle (late 60s)
- Paired-Stimulie - Westin and Irwin (71)
- Phonological Contrast - Ferrier and Davis
- Cycles - Hodsen and Payden (late 80s, early 90s)
4
Q
5 Stages of Van Riper Approach
A
- Ear Training
- establishment of Production
- stabilization of Production
- Transfer - generalization (carryover)
- Maintenance
5
Q
What do all the approaches have in common?
A
They advocate the selection of particular target behaviors, make use of stimuli, expect a response from the client, and provide consequences according to client’s responses
6
Q
Ear Training Phase 2: Isolation
A
- Child identifies when their sound is present amongst other sounds
- identifies at different difficulty levels
- Child identifies IMF
7
Q
Ear Training - 4 phases
A
- Identification
- Isolation
- Stimulation
- Discrimination
8
Q
Ear Training Phase 3: Stimulation
A
- Client is bombarded with target sound
- Client continues to identify target sound when it occurs
- Clinician varies presentation of sound (loudness, etc)
9
Q
Van Riper - Transfer-Generalization (carryover)
A
• establish behaviors in non-therapy settings
10
Q
Ear Training Phase 4: Discrimination
A
- Client identifies clinicians correct from incorrect stimuli
- Client can explain error and how to correct it
11
Q
Van Riper Production-Stabilization (6 levels)
A
- Isolation
- Nonsense syllables (IMF)
- Words (IMF)
- Phrases (carrier, place of target is crucial)
- Sentences
- Conversations / connected speech
12
Q
Van Riper Production-Establishment
A
- evoke and establish the “new” phoneme to replace the “old” one
- Techniques: modeling/imitation, placement, contextual cues, motor-kinesthetic cues, sound approximation
13
Q
Van Riper - Maintenance
A
• Sound established over time and environment
14
Q
McDonald Stage 1: Heightened Responsiveness
A
- have child produce many different phonemes (non-erred) in a variety of syllable shapes and complexities
- Clinician describes artic placement
15
Q
McDonald Stage 2: Reinforcing correct artic
A
- Assumes all sounds can be produced in at least one facilitative environment found through stimulability
- Begin training at word level in facilitative context to sentence level
16
Q
Sensory-Motor (McDonald) - 4 Philosophies
A
- Syllable is basic unit of training
- Some phonemic environments (around target) facilitate better production
- No auditory discrimination
- Goal - increase child’s auditory, tactile, and proprioceptive awareness of the motor patterns involved in speech sound production through motor tasks.
17
Q
McDonald Stage 3: Production in varied contexts
A
- Clinician changes the wrds in which the target sounds appear
- Shifts to production practice in the context of different first and second words (ie: for /s/, watch-sun changes to teach-sit)
18
Q
Paired-Stimuli Sentence level
A
“Did the fan blow the flowers?” “Yes, the fan blew the flowers.”
• Key: “fan”
• Target: “flowers”
• FR3 schedule of reinforcement
19
Q
Paired-Stimuli Approach (Irwin & Weston)
A
- Best for kids who have sound distortions or a few artic errors
- Highly structured to progress from words to sentences to conversation
- Depends on a key word to teach correct production of a target sound
20
Q
3 phases of Multiple phoneme approach
A
- Establishment: produce each consonant of the target sound when presented with grapheme; various steps
- Transfer: use all error sounds accurately in conversational speech; five steps of therapy
- Maintenance: 90% of whole word accuracy in conversational speech across various speaking situations
21
Q
Paired-Stimuli Word level
A
- Clinician has 4 key words (known to child) and 10 targets for each key word.
- Key word picture is set in middle with 10 target word pics around it.
- Clinician has child say key word, then target 1. When that is correct, key word then target 2, etc.
- Changes speech of response and amount of reinforcement
22
Q
Distinctive Feature - Chomskey and Halle
A
- good for kids with multiple misarticulations that can be grouped on the basis of DF patterns
- teach one common feature, generalizing to other phonemes containing the same feature
- This was the first pattern based approach
23
Q
Multiple Opposition Approach
A
- Used for clients who substitute the same sound for many sounds (ie using /t/ all the time)
- Good for working on a set of phonemes (errors of placement, manner, or voice)
- Client may be unintelligible
- One sound contrast is treated at a time
- Accomplished in sets
24
Q
Multiple Opposition Sets
A
• set 1: target phonemes /s, k, tr, ch/; errror: /t/; word pairs: tip-sip, tip-kip, tip-trip, tip-chip
Change the words with each set
25
Oldenburg's Philosophy
Any treatment method/approach is only as good as your skills and abilities to:
assess and analyze, plan and organize, social-personal interactions, teach, recognize target and error productions, and reinforce appropriately
• Individually tailored, eclectic approach is the best
26
Multiple Phoneme Approach (McCabe & Bradley)
good for kids with multiple artic errors (6+)
• simultaneous teaching of multiple phonemes
• application of behavioral principles
• conversational sound analysis
• de-emphasize aud discrimination
27
What is a cycle?
A time period during which all primary phonological patterns that need remediation are facilitated in succession
28
How long are treatment cycles?
Can range from 5-6 weeks to 15-16 weeks
29
Cycle Philosophy (5)
1. Children acquire new sounds using their auditory systems
2. Phonetic environment can facilitate correct target sound production
3. Children require time to internalize new productions
4. Acquisition takes place over time
5. Younger children generalize patterns more easily than older children
30
Primary processes
* Weak syllable deletion
* Consonant deletion (FCD, ICD - especially stops, nasals, and glides)
* Anterior/Posterior contrasts (k/t and t/k)
* /s/ clusters
* gliding
31
Secondary processes
* Voicing contrasts
* Vowel contrasts
* singleton stridents (/s f z v sh ch/
* stopping
* Other clusters
32
Phases of Cycle (6)
1. Review
2. Auditory Bombardment
3. Production
4. Probe
5. Auditory Bombardment
6. Homework
33
Cycle - Review
• go over previous sessions target words
34
Cycle - Auditory Bombardment
* amplification of your voice into child's ears
| * 1-2 minutes introducing 12-15 words (child doesn't answer or respond)
35
Cycle - Production
* Introduce words from previous probe (2-5)
* drill with activities (pizza building, board game)
* Fade cues
36
Cycle - Probe
* Select a group of words that include the target you've been working on. If they do well, move on to the next thing and pick 5 words for the next production cycle.
* ex: if you're working on /sp/ and they are doing well, try some /sn/. If stimulable, pick some of them.
37
Cycle - Auditory Bombardment (2nd time)
• repeat with the same words
38
Cycle - Homework
• send them home with the auditory bombardment and target words to practice at home
39
Baseline words
* administered at the beginning of the first session.
* Have child say 10-20 words that include the target phoneme (i.e. /s/)
* Count how many they have correct = baseline
40
Probe
* Also words that are not treated
| * administer as needed to verify generalization
41
Goals:
```
Long term (over a semester, a year)
• Ex: Improved Intelligibility
```
42
Objective:
* Short term (over a session to 2 weeks)
| * ex: Correct production of /t/ in initial position with 70% accuracy
43
Difficulty Levels hierarchy (9)
1. isolation
2. nonsense syllables
3. words
4. phrase and sentence imitation
5. carrier phrases
6. evoked phrases and sentences
7. Oral-reading
8. target-loaded narratives
9. conversation
44
Most children require teaching at the phoneme level
But move to linguistic (word+level) ASAP
