Motor Speech Intervention Flashcards

1
Q

Apraxia intervention: Approach, Why and how

A

Integral Stimulation

  • Watch me
  • Listen to me
  • Say it with me
  • Say it again

Establish a motor plan and engrain neuralpathways necessary for producing speech sounds.

‘bilabials’ with someone with a severe verbal dyspraxia is because they are easy to see, and thus easier to imitate

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2
Q

Goal for speech intervention

A

“maximize the effectiveness, efficiency, or
naturalness of communication”

  1. Restoring lost function
  2. Promoting the use of residual function (compensation)
  3. Reducing the need for lost function (adjustment)
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3
Q

Difference between restoration and compensation

A

Restoration: aims to reduce impairment and restore
functions
Compensation: may be a focus when full restoration of body structure and function is not possible or expected

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4
Q

Duffy’s approached to MS intervention?

A
  1. Medical interventions (surgical, drugs)
  2. Prosthetic management (includes amplification devices, pacing boards)
  3. Behavioural management
  4. Augmentative and alternative communication (AAC)
  5. Counseling and support
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5
Q

Respiration Tx

A

Required if unable to sustain consistent air pressure for 5 seconds.

  • Semi occluded vocal fold tract (SOVT) (Straw therapy)
  • Body positioning
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6
Q

Phonation Tx

A
  • LSVT
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7
Q

Articulation Tx

A
  • Rate Reduction

- Minimal Pairs

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8
Q

Prosody Tx

A

.

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9
Q

Speaker Strategies

A
 Getting attention
 Reducing rate
 Setting context
 Word choice (semantics and syllable structure)
 Scheduling conversations
 Use of amplifiers, pacing board etc
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10
Q

Listener Strategies

A
 Pay attention
 Look at the speaker
 Reduce distractions
 Be specific when requesting clarification
 Ask yes/no questions
 Ask forced choice questions
 Ask about ways to help
 Make sure AAC/MMC options are available
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11
Q

Environmental Strategies

A

 Noise
 Lighting
 Proximity
 Consider acoustics

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12
Q

Measurements for goals

A
  • Number of requests for clarification
  • % intelligibility
  • level of prompting
  • ## maintain a volume of 50dB
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13
Q

Knowledge of performance vs knowledge of results

A
  • Knowledge of Performance:
    ○ How did you do? Specific feedback on how they went (That was clear, that was croaky, I could see thatyou used a lot more effort in that one, I could hear a very gentle onset to that one, I could see you held your breath for that one. I could see you took a little breath there, can you see if you can let it out before you started.
    • Knowledge of Results:
      ○ Yes it’s right, no it’s not
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