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SPCH 413-Exam 4

Terms in this set (71)

therapeutic
steps in the ______________ process:
-background
-testing/assessment
-baselines
-set goals/objectives
-therapy/treatment
-dismissal
background
-case history form (frequent ear infections, hearing loss would be red flags); ask additional questions; brain injuries; structural problems
-health
-structures
-functions
-development
testing/assessment
-screening
-speech sample (informal assessment)
-standardized test (formal assessment)
-evaluate other areas of communication
baselines
-where the client is at the time when you see them
-definition: minimum or starting point used for comparisons; base for measurement; set of data used as a basis of comparison
=example: /p/ in the final position from video; 6/10 so 60%
baseline procedures
1. specify the treatment targets (sounds that they missed) in measurable terms
2. prepare the stimulus items (whatever event, questions, prompts, modeling prompts, use objects, pictures, syllable shape of the word, choose vocabulary that they will know, consider culture, ethnicity, age, and langage level of the client; 20 stimulus items are recommeded but 10 may be acceptable)
3. prepare a recording sheet (how are you going to collect the data; what words to use, how to organize)
4. Administer the baseline trials (3 types):
-discrete trials (STRUCTURED opportunities to produce a given target; lists (the speech sound you're looking for))
-evoked trials (when the clinician arranges stimuli and provides a model of the target response for the child to imitate)
-modeled trials (when the clinician manipulates the stimuli and provides a model of the target resposne for the child to imitate)
setting goals/objectives
-stimulability
-frequency of occurence
-developmental appropriateness
-contextual analysis
-phonological pattern analysis
-target behavior guidelines
-dialect
-social-vocalition expectaions
stimulability
-give them as much as you can "maximum cueing"
-have them try to produce the target sound that you're working with
-if they can do this, they are stimulable
-research contradicts itself with stimulability: some research says if they're stimulable, this is where you want to begin therapy, other reseasrchers say if they are stimulable, then leave them alone and they will get it on their own
frequency of occurrence
the higher the frequency of a sound in a language; higher frequency sound of American English include:-
-n
-t
-s
-r
-l
-d
-voiced th (the)
-k
-m
-w
-z
-you would choose to target a higher frequency sound over a lower frequency sound if you had to choose
developmental appropriateness
typically, we select earlier acquired sounds for intervention
contextual analysis
context of a sound is what occurs before and after it; the influence of the surrounding sounds; if a context helps facilitate a production, then it's a good place to being therapy; ex: /s/ in 'see' they aren't getting but can get the blend in 'ski' so gradually move to see without the blend
phonological pattern analysis
looking at typically developing children and norms:
-syllableness (for omitted vowels, diphthongs, vocalic/syllabic consonants resulting in productions limited to monosyllales; using two-syllable compound words, such as cowboy, and then three-syllable word combinations, such as cowboy hat)
-single consonants (prevocalic /p,b,m.w/; postvocalic voiceless stops; pre- and postvocalic consonants, such as pup, pop; intervocalic consonants such as apple)
-/s/ clusters (word initial, word final)
-liquids (word-initial /l/, word-initial /r/, word initial /kr/, /gr/-after the child readily produces singleton velars; word inital /l/ clusters-after child readily produces prevocalic /r/)
-anterior and posterior contrasts (word-final /k/, word-initial /k/, /g/ for "fronters"; occasional /h/; alveolars/labials if "backers"
target behavior analysis
-fewer errors
-multiple errors
-task analysis
fewer errors
how many targets are we going to choose; if the client has only 4 problem sounds, work on them all at once instead of one at a time
multiple errors
look at patterns:
-later developing sounds as contrasted with earlier developing sounds
-nonstimulable as contrasted with stimulable
-clusters as contrasted with singletons
-difficult to produce as contrasted with easy to produce
-^^take harder things first to hopefully make a larger impact
task analysis
-break down a task that is doable in steps
-we have to analyze the task of saying sounds and break it down
-ex: tongue placement, air, how much air, articulator's present
-sound in isolation, then build on that sound using vowels (then have VC and CV syllable shapes) then build again and form words (words in initial, then final, then medial) then build to form phrases; then build to form sentences and conversation <-- this is the traditional approach to articulation
dialect
-mst be aware of the area in which you work
-dialect is not a disorder!!
social-vocational expectations
-you need to know what the expectations of the client
-ex: child whose parents what their child to geta college education, or a child who's only expectation is to work on a farm
therapy/treatment
-approaches-evidence based research appraoches for treatment of articulation/speech sound disorders will be presented later
-data: following baseline data, select goals and continue tracking goals and objectives that you're working on; are they responding to the method you're using
-progress: evaluate frequently to determine if progress is occuring or not
-change?: if they're not progressing, change may be needed; if they are progressing, they may need advanced goals until reaching the end goal, which is clear communication
-carryover/generalization: if they get all their sounds in therapy they're doing great, but in real-life, they are missing sounds; method we use to get them to carry over their sounds in other environments outside of therapy
-generalization: the child has it in every environment in all situations
dismissal
-has maximum change in the speech behavior been attained?
-can the client maintain the level of speech behavior and continue to improve without speech instruction
-guidelines for dismissal and maintenance:
1. reinforcement schedule-intermittent (reinforce the behaviors when they're with you, but it may be less frequent)
2. client assumes increased responsibility for self-monitoring (they are able to monitor themselves)
3. dismissal criteria (nature of disorder/age)
4. cost/benefit ratio--plateau? (clients pay up to $75-$100/hr for therapy so they may need a break and try again; or plateau is when they just won't get any better even if it's not exactly where they need to be)
goals
purpose of __________/objectives:
-therapeutic process
-plan
-documentation
goal writing
methods of ______ ___________:
-ABCD
-Do, conditions, accuracy
=then, put it all together
ABCD
-Audience=client, patient
-Behavior
-Condition
-Degree of accuracy
do, conditions, accuracy
-Do statement=verbs, actions-measureable
-Conditions statement=under what condition
-Accuracy statement=how is it measured
goal
putting it all together for _______ writing:
-(who) will (do what behavior) (under what conditions) with (what accuracy)
-The client will (do what) (under what conditions) with (what accuracy)
client
example:
-baseline data revealed 50% accuracy in the production of /s/ initial words when shown picture cards
-write a goal for the next therapy session: "The client will produce /s/ initial words given visual stimuli with 55% accuracy."
-write a goal for the quarter
-write a goal for the year
think
things to ________ about when writing goals:
-baseline information
-probes
-previous sessions goals
-length of time
-big picture
-task analysis
-importance of the goal
-goal is functional
conductive therapy
-antecedent event (AE)
-response (R)
-consequent events (CE)
antecedent event (AE)
delineation of stimulus events designed to elicit particular responses (ex: auditory/visual modeling or pictures presented by the clinician, followed by a request for the client to imitate the model or name a picture)
response (R)
production of a target behavior (ex: often a particular sound in isolation or sound productions in a given linguistic and/or social context)
consequent events (CE)
reinforcement or feedback that follows the response (ex: the clinician says "good" if a response is accuracte or may say "try again" if inaccurate; tokens to reinforce correct response)
intervention styles
-drill
-drill play
-structured play
-play
drill
this type of therapy relies heavily on clincian presentation or some form of antecedent instructial events followed by client responses; the client has little control over the rate and presentation of training stimuli
drill play
this type of therapy is distinguished from drill by the inclusion of an antecendent motivational event (ex: activit involving a spinner, card games)
structured play
this type of instruction is structurally similar to drill play; however, training stimuli are presented as play activties; in this mode, the clinician moves from formal instruction to playlike activties, especially when the child becomes unresponse to more formal instruction
play
the child perceives what he or she is doing as play; however, the clincian arranges actitivities so that target responses occur as a natural component of the activity; clinicians may also use modeling, self-talk, and other techniques to elicit responses from a child
tools for measuring change therapy
-data
-pretest (baseline) and posttest
-probes
-graphing
data
-data doesn't lie
-look at data to determine progress following each session
-how was data collected:
=imitation
=spontaneous
=how many times per sound?
pretest (baseline) and posttest
-measures to determine if goals/objective for target sounds are being met in a systematic way
-use the same methods:
=elicitaion: pictures, objects
=spontaneous: speech sample in a specific time
=imitations: clinician models/client repeats
probes
probes used to determine/regression in therapy
-use words not used during therapy
-informal way to evaluate (ever 4-5 sessions, grading period, quarterly)
-mini evaluation to check for change
-data is only collected during probe time not during every session
-must be organized and systematic
graphing
visual representation to determine progression or regression
treatment approaches
speech sound disorder (artic) therapy approaches
-motor based-therapy approaches
-linguistically based treatment approaches
-other appraoches
motor-based treatment approaches
-traditional ear training appraoch
-traditional approach
traditional ear training approach
(pg. 275) speech sound discrimination trating (good for kids who are reluctant to respond); methods include:
-identification (call the client's attendtion to the target sound-what it sounds like, what it looks like as you observe the lips and mouth, and as best as you can, help her or him be aware of kinesthetic sensations or what it feels like inside the mouth)
-isolation (have the client again listen for the target sound by identifying it in increasingly complex environments; identify the sound in a word, and then in phrases and sentences)
-stimulation (provide the client an appropriate auditory model of the target sound in both isolation and words; auditory bombardment or amplified auditory stimulation)
-discrimination (ask the client to make judgements of correct and incorrect productions you produce in increasingly complex contexts (words, phrases, sentences))
traditional approach
(pg. 284) steps:
-isolation (teaching the client to produce the sound in isolation)
-nonsense syllables (teaching the client to produce a sound in a syllable)
-words (teaching the client to produce a sound in meaningful units, words)
-phrases (instruction shifts from single-word productions to practicing a target sound in two-to-four words and sentence level productions)
-sentences (extension of phrase-level productions is sentence-level productions)
-conversation (final step involves using the target sound in everyday speech)
-carryover
linguistically based treatment approaches
-minimal pair contrast therapy
-metaphon therapy
-cycles approach
minimal pair contrast therapy
(pg. 309) differ only by a single phoneme and different sounds have different meanings; method:
-error pattern sound selected
-perceptual level
-production of sound
-target training in words
-task to use the target word in a carrier phrase
-selection can be minimal or maximal
metaphon therapy
(pg. 311) designed for those who have difficulty with minimal pair therapy and uses characteristics of sounds to facilitate sound contrasts in their phonological repertoire
-feature differences are trained:
=duration (long-short)
=manner (noisy-whisper, stopping-flowing)
=place (front-back)
-steps:
=identify features using word pairs using contrasts
=transfer metaphonological knowledge to communication by conveying information using the sound contrasts
cycles approach
(pg. 314) used with clients who have multiple sound errors; phonological patterns; steps include:
1. review the prior week's productions
2. listening activity: auditory stimulation with amplification
3. target word cards: draw/color/paste production (kinesthetic)
4. experiential play: production practice using pictures/objects of targets
5. stimulability probing: next session target is probed (imitate?)
6. listening: targets are repeated in amplification
7. phonological awareness activity: rhyming, syllable segmentation
8. home program: parents read list once daily
core vocabulary approach
(pg. 294) used with children who have inconsistent speech disorders (variable productions of words and/or varibale phonological features); procedures:
-50 functional power words selected; frequent use
-10 taught weekly; "best" production targeted; teacher, parent involvement; high response required; 2x week sessions-produces word 3x at the end of the week; consistent words removed and new ones introduced
-every otherweek, probe words selected from untreated list and elicited 3 times to monitor generalization
childhood apraxia of speech approach
(pg. 301) programming or planning for speech is difficult; traditional motor appraoches and linguistic approaches do not typically work well for this disorder; focus on:
-short term goals to build functional vocabulary
-build a core of intelligible vocabuluary words to facilitate communication
-therapy targets syllabic struture and combinations of syllables to gain verbal building blocks for words
-frequent drill and practice
-AAC might be needed
-table 9.3 (pg. 303)
CAS
suggestions for speech production treatment for _____:
1. include an emphasis on expanding both phonetic and syllable shapes inventories
2. avoid repetetive drill of the same target except when initially teaching a new sound; when doing so, quickly move beyond single sounds and focus on taching motor planning by gradually moving to longer adn more complex sound sequences (ex: syllable shapes)
3. use both visual and auditory clues for modeling correct production
4. frequent, short sessions with breaks are likely to be more successful than longer, less frequent sessions
5. consider randomly ordered presentation of stimuli across different linguistic levels (ex: mix word, phrase, and sentence-level stimuli in random order within the same activity)
6. activities incorporating music may assist with possible prosodic problems
7. include phonological awareness activities
dialect
-mutually intelligible forms of a language
-associated with:
=particular region
=social class
=ethnic group
major dialects
-General American English
-Southern White Standard
-Appalachian English
-Carribean English
-African American English
-Eastern American English
-Spanish-influenced English
superior
___________ dialects in the US:
-no dialect is superior!
-dialects are differences in spoken language
-varieties in a language may have prestige:
=dominant groups in a socially layered culture
=educational system
=General American English (GAE) is considered the prestige dialect in the US
variety
MYTH: a dialect is a __________ spoken by someone
FACT: everyone speaks some dialect of a language; although there is usually a "standard" it is usually not spoken without some variation
distinct
MYTH: dialectal features are always __________ and noticeable
FACT: some features are shared by many different dialects; ex: mouh for more is recognized in Eastern American English, African American English and Southern American English
correct
MYTH: dialects arise from ineffective tries at speaking the ___________ form of the language
FACT: speakers of dialects acquire those features by interacting with members of the speech communicty in which they live; ex: Native Spanish speakers may use African American speech because of living in the same community
random
MYTH: dialects are ____________ changes from the "standard"
FACT: dialects are precise and show regular patterns; ex: Southern American dialects /I/ and /E/ pronounced as /I/ before nasals as in the word pen
negatively
MYTH: dialects are always viewed ______________
FACT: not viewed negatively or positively; prestige of any dialect is from the social prestige of its speakers:
-bilingual teachers judged and found:
=Mexican dialect of Spanish as less prestigious than their general dialect
=English spoken by the British monarchy was more prestigious than other English dialects
US
common English dialects in the ___:
-African American English
-Eastern American English
-Southern American English
-Appalachian English
-Ozark English
African American English
-spoken by many but not all African Americans
-English speaking Puerto Rican teens in East Harlem, NY
-table on pg. 330
-GAE vs. AAE
=same phonetic inventory
=phonological skills similar
=phonological processes similar
=AAE dialects vary
=studies reported in text
Eastern American English
-described as northern dialect
-Vermont to the north
-Iowa and Minnesota to the west
-New Jersey to the south
-table 11.3 pg. 334
Southern American English
-Maryland to the north
-Texas to the west
-Florida to the south
-share similarities with Eastern American English
-vowel and consonant differences
-table 11.3
Appalachian English
-Kentucky
-Tennessee
-Virginia
-North Carolina
-West Virginia
-table 11.4 pg. 335
-varies with speakers
Ozark English
-Northern Arkansas
-Southern Missouri
-Northwestern Oklahoma
-table 11.4 pg. 335
2008
according to the US census in _________:
-55 million speakers (older than 5 years) total
=more than 34 million speak Spanish
=more than 1 million speak Chinese, French, German, Korean, Tagalog (Phillipines), Vietnamese
other
__________ US langauges:
-Pidgin pg. 336
-Creole pg. 336
=Gullah, Hawaiian Creole, Louisiana French Creole, Haitian Creole
Spanish
(pg. 338)
-dialects of Spanish include highland and coastal
-Spanish dialects differ from English dialects due to changes in consonants vs. vowels
-Little data is available for Spanish speaking children with speech sound disorders
-Phonolgoical patterns for typically developing children are provided
Asian
(pg. 339)
-100 langauges spoken in the countries between China and Indonesia
-Chinese: two dialects: Mandarin and Cantonese; these have subdialects
-Japanese: has few unintelligible dialects
-Khmer (Cambodia)
bilingual children
research has shown:
-negative transfer: phonological development is slower in both langauges
-positive transfer: some showed more advanced skills than monolingual children
-error types in bilingual children:
=less common errors than monolinguals
=cross linguistic effects
=less accurate phonolgical systems
=diminish over time
we
what do ____ do??
English as a second language
-segmental
-prosodic
-syllabic
-developmental information
-IDEA requires that the native language commonly used in the home or learning environment be utilized in all contact with a child who has a disability
-remember dialect is NOT a disorder; learn to differentiate
-may need bilinguial consultatns, diagnosticians, aides, interpreters/translators to assist the SLP
-not recommeded to use family members
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