Paediatric Speech Intervention Flashcards

1
Q

What are the main differences between CAS and an inconsistent SSD?

A

Children with CAS present with groping movements, vowel errors, and a small phonetic inventory.

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2
Q

What are the 5 SSDs?

A
  1. Phonological impairment
  2. Inconsistent Phonological Impairment
  3. Articulation impairment
  4. Childhood Apraxia of Speech (CAS)
  5. Childhood dysarthria
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3
Q

Explain the difference between the most knowledge method and least knowledge method.

A

Most knowledge: Select sounds/processes that: are earlier developing, Are stimulable, Are produced correctly in particular contextual environments
Least knowledge: are non-stimulable, are phonetically more complex, reflect least phonological knowledge,
are later acquired

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4
Q

What are the 5 types of data SPs collect?

A

The 5 types of data SLPs collect are:

  1. Assessment data
  2. Baseline data
  3. Generalisation probe data
  4. Control data
  5. Treatment data
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5
Q

What are the 3 stages of the intervention continuum?

A

The 3 stages of the intervention continuum are:

  1. Establishment
  2. Generalisation
  3. Maintenance
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6
Q

You are providing therapy to a child with an interdental lisp of /s/ and /z/ . Identify which words from the list below you would select as intervention targets, if using the most knowledge approach

sugar, sip, skirt, scissors, fussy, sock, skip, shoe

A

sip, sock = Most knowledge approach as they are in word initial position, so are easier for the child to produce (developmentally acquired first)

skirt, skip = Least knowledge approach as they are in consonant clusters, so are harder for the child to produce (developed later)

scissors, fussy = Least knowlege approach as scissors has /s/ in word initial position and /z/ in word medial and final position, making it a complex word to produce. Fussy has /s/ in word medial position, which is harder than both word initial, and word final position

sugar, shoe = Not targeting the /s/ sound. While orthographically these words start with ‘s’, the first sound is /ʃ/.

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7
Q

Minimal pairs:

A

for mild to moderate impairment, 1 target sound.
point out to child that semantic information/meaning changes in words if we change the sounds: tap-sap

Children that have sounds within their repertoire but fail to use them contrastively.

Mild-to-moderate speech sound impairment

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8
Q

Core Vocabulary

A
  • Only used for inconsistent errors
  • Teaches how to plan the phonemes in words
  • eg book -b-oo-k, practice sound multiple times, then combine sounds.
  • Uses child’s most stable production (doesn’t have to be correct – e.g. /wε/ for red)
  • Severe speech-sound disorder
  • Theory…. that children with inconsistent errors have a phonological planning deficit.
  • Strength: it targets functional words that are meaningful for the child and help will with overall intelligibility.
  • Core Vocabulary approach is best suited to clients with a severe speech sound disorder, specifically inconsisent speech disorder as it aims to target lexical consistency.
  • a limitation is that it may not be able to help the child produce word correctly, rather it will focus on a consistent production.
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9
Q

Which phonological intervention approach is suitable for clients with a mild phonological impairment who present with one-to-two phonological processes?

A

Minimal pairs

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10
Q

Which phonological intervention is most suitable for children who have a moderate-to-severe phonological impairment and present with multiple collapses of contrasts?

A

Multiple oppositions

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11
Q

Core vocabulary is an appropriate intervention for clients with which type of speech sound disorder?

A

Inconsistent speech sound disorder. It can also be used with children who have childhood apraxia of speech (CAS)

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12
Q

Accuracy percentage before moving on?

A

80-90%

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13
Q

Phonological Contrastive approaches

A
  • Minimal pairs
  • Maximal pairs and treatment of the empty set
  • Multiple oppositions
  • Metaphonological
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14
Q

Phonological Non-constrastive

A
  • Cycles
  • Speech perception
  • Morphosyntax
  • Stimulability
  • Core vocabulary
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15
Q

Multiple Oppositions

A

similar to minimal pairs
used for children with moderate to severe impairment, phoneme collapse.

working on several target sound/error sounds at the same time: k, p, h, tr
tie- Kai, pie, hi, try

Suitable clients:
Multiple collapses of contrasts
Moderate-to-severe phonological impairment

A strength is that this targets several error sounds – related to one collapse - during the same intervention. So in this way, we are targeting the system / systemic nature of phonology.

A drawback is that this is taking the complexity approach. So if a child is not a risk taker, is feeling shy and/or uncertain, they won’t get quick success and it may be frustrating for them.

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16
Q

The cycles approach

A

The Cycles Approach
- Period of time for targeting phonological patterns
- moderate to severe impairment, used for highly unintelligible speech
non-contrastive approach
Suitable clients
• Highly unintelligible children with a severe speech sound impairment
• Children with numerous processes

Strength: parents can easily be involved, focuses on errorless production and targets within the child’s zone of proximal development which is positive for the clients’ confidence.

Limitation: might be that unlike core vocabulary some sounds or words that are important to the child and their interests might not be targeted.

Follows:

  1. Auditory bombardment
  2. Production Practice
  3. Stimulability probing
  4. Homework
17
Q

Articulation intervention

A

Based on principles of motor learning (Lof, 2010)
› Multi-modal cues (auditory, visual, tactile & cognitive cues)
› Frequent practice
› Multiple step hierarchy
› Support is faded as success is achieved
› Feedback

18
Q

Treatment for CAS

A

Nuffield Centre Dyspraxia Program

  • intergral stimulation approach
  • core vocab
19
Q

Treatment for Childhood Dysrathria

A

Systems approach

  • six-week intensive treatment
  • targets children’s control of respiratory and phonatory effort, phrase length or syllables per breath, and speech rate.
  • research shows intelligibility gains at word level and in narrative speech
  • positive effects of internet delivery
20
Q

Which phonological intervention approach is suitable for clients with a mild phonological impairment who present with one-to-two phonological processes?

A

Minimal pairs

21
Q

Which phonological intervention is most suitable for children who have a moderate-to-severe phonological impairment and present with multiple collapses of contrasts?

A

Multiple Oppositions

22
Q

Core vocabularly is an appropriate intervention for clients with which type of speech sound disorder?

A

Inconsistent speech sound disorder. It can also be used with children who have childhood apraxia of speech (CAS)

23
Q

Maximal Oppositions/Empty Set

A

Maximal oppositions and the empty set

It is targeted at children with at least 6 sounds missing from their inventories
Strength – targets multiple missing phonemes
Limitation – uses nonsense words so limits generalisability

24
Q

Cycles Approach

A

The cycles approach is suitable for children with highly unintelligible speech.

A strength of the intervention includes amplified auditory stimulation and the parents can easily be involved in this at home. Another strength is that it focuses on errorless production and targets within the child’s zone of proximal development which is positive for the clients’ confidence.

A limitation might be that unlike core vocabulary some sounds or words that are important to the child and their interests might not be targeted. This is because in this system primary patterns (eg. word structures, /s/ consonant clusters) must first be established before moving on to targets that are classified as secondary (eg. assimilation).

25
Q

maximal oppositions vs empty set

A

If you use maximal oppositions, you are contrasting one sound that IS known (i.e., is in the child’s inventory) with a sound that IS NOT known (i.e., not in the child’s inventory).

Treatment of the empty set, is an extension of minimal pairs, and you are completely correct in saying that is the least knowledge/complexity approach. For treatment of the empty set, both of your contrasting sounds ARE NOT known (i.e., not in the child’s inventory)…so theoretically, this will speed up the intervention process - but only if you have a confident child who is a risk taker (not afraid of failure).

26
Q

Metaphonological

A
  • This approach assumes that children with phonological disorders have failed to acquire the rules of the phonological system.
  • Focus on Sound properties
  • Builds awareness of structure of words, identifying sounds in words, swapping them to create new words, tap- t, swap t to s.

Strength: Supports children with early literacy as well.

27
Q

What intervention approach is appropriate for Childhood Dysarthria?

A

Systems approach

- AAC for severe cases

28
Q

Articulation Intervention

A
  • Starts at phoneme level
  • Focuses on placement and movement of articulators AND auditory stimulation
  • ## modelling and imitation of soundsTheory: based on Principle of motor learning

    Steps:
    1. Perceptual training
    2. Prepractice: teaching child to produce target sound w/ cues
    3. Practice: once stimulable, target sound needs to be practiced/stabilised (in isolation, syllables, words and sentences)
    4. Transfer into spontaneous speech
    5. Matainence
29
Q

Principles of Motor Learning

A
  1. Cues
  2. Frequent practice
  3. Multi-step hierachy
  4. Support is faded as success is achieved
  5. Feedback