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Organic __________________ are the result of an underlying _______________ cause. SSD; motor, neurological, structural, sensory perceptual
Therapy Progression Isolation Syllable (VC, CV) Word (IMF) Sentences and Phrases (carrier phrase) Structured conversation Spontaneous conversation
Sound Elicitation for /r/ o Lift the front of the tongue up off the floor of your mouth. o Point the tongue tip towards the top of your head.
Sound Elicitation for /l/ Begin with "hard" press of tongue tip against alveolar ridge or against the teeth
Sound Elicitation for /k/ and /g/
- To emphasize velar placement, have the child cough or gargle.
- instruct the child to hold a prolonged /i/, then raise the back of the tongue to touch the soft palate making a "seal", then release the air quickly.
Sound Elicitation for /s/ and /z/
- instruct the child to make rapid productions of /t/ and prolong the last one into an /s/, or try a word like "bat" and slowly prolong the final /t/ until it becomes an /s/ (or "bats")
Sound Elicitation for /tS/ Demonstrate the “ ch ” sound visually by pretending to sneeze. Exaggerate the “ ahhh – CHOOO! ” and pretend to sneeze into a tissue
Childhood Apraxia of Speech (CAS) Neurological speech disorder involving the planning and coordinating of movements needed for speech
Articulation refers to a production-based or (motor-based) problem
Speech Sounds they are the physical reality of phonemes OR the end result of the articulatory motor process
impaired comprehension of the sound system of a language and the rules that govern the sound combinations
Stage 1 Reflexive
Stage 2 Control of Phonation (1 to 4 months)
Stage 3 Expansion (3 to 8 months)
Stage 4 Basic Canonical Syllables (5 to 10 months)
Stage 5 Advanced Forms (9 to 18 months)
most common in babbling open syllables
first 50 words ~ 1 year of age
combining two words together ~ 18 to 24 months
Minimal Oppositions Approach differs in only one feature
minimal oppositions - two procedural types
- meaningful minimal pairs approach
- perception-production minimal pairs approach
Minimal Pairs: Target Selection Can be pattern-based errors, phonological processes with different phonemic features (place or manner) or a contrasting word shape in minimal pair targets (e.g. CV vs CVC)
Steps in Minimal Pairs Approach
- familiarization 2a. listening-listen and pick-up
training more difficult sounds leads to generalization of easier, untrained sounds
complexity approach: target selection
- phonetic target selection
- phonemic target selection
- syllable target selection
cycles approach Start with most stimulable phonological process and progresses through multiple cycles
aspects of cycles approach
- cycles
- focused auditory input
- facilitative contexts, active involvement, self-monitoring
- optimal match
zone of proximal development/optimal match matching the child's current phonological level with a corresponding treatment level
core language approach 70 functionally powerful words that are used most frequently in oral and written language are targeted in therapy
key components of core language approach
- establish the best production of the word
- drill
- monitor consistent productions
morphosyntactic approach Choose this approach when there is a co-occurring language-based disorder (Specific Language Impairment affecting morphology and/or syntax)
Characteristics of CAS
- inconsistent errors on vowels and consonants
- inappropriate intonation and stress in word and phrase production
- lengthened and disrupted transitions between syllables and words
phonological processes substitution, assimilation, and syllable structure
Early 8 sounds m, b, j, n, w, d, p, h
tell the child specifically where to put the articulators and what to do with them to make the sound
shaping/sound modification The target sound is achieved by shaping the production of the similar sound into the target sound
facilitated contexts salient words are used to facilitate production of the sound
feedback principles -knowledge of performance -knowledge of results
knowledge of feedback Feedback that focuses on what the child is doing correctly or incorrectly
knowledge of results Feedback focuses on whether the target was produced correctly
frequency of feedback
Begin with a high frequency of knowledge of and then fade it out
challenge point the point in the learning process where optimal learning is occurring
