SPECIFIC TREATMENT PROGRAMS AND APPROACHES

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• SPECIFIC TREATMENT PROGRAMS AND APPROACHES

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I. INTRODUCTION

• traditional and pattern-based approaches (p.
  395) (Test 3)
• Textbook philosophy all programs contain
  elements of both regardless of what we call an
  approach, we are teaching motor production of
  phonemes
• P. 396 Children learn to produce speech sounds,
  not rules.
• All approaches use behavioral tx techniques

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II. TRADITIONAL APPROACH

• A. Background

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B. Part One Ear Training

• Phase 1 identification
• Phase 2 isolation
• Phase 3 stimulation
• Phase 4 discrimination

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(p. 400)

• There are two forms of discrimination
• In error detection,
• In error correction,

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• C. Part 2 Production TrainingSound
  Establishment
• D. Part 3 Production TrainingSound
  Stabilization
• (begin at the most complex level possible)
• Stage 1 Isolation
• Stage 2 Nonsense syllables (not functional)
• Stage 3 Words
• Stage 4 phrases (2-4 word phrases)
• Stage 5 sentences
• Stage 6 conversation

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• To help establish the production of sentences
• 1. Slow-motion speech
• 2. Shadowing

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E. Part 4 Transfer/Carryover

• (dont worry about definitionsuse them
  interchangeably)

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III. MULTIPLE PHONEME APPROACH (test 3 just
lecture notes and summary on pp. 416-417)

• A. Introduction
• B. Phase 1 Establishment
• Step 1 Establishment of sound production
• Step 2 Holding procedure (all sounds in
  isolation in each tx session)
• C. Phase 2 Transfer
• Syllables?Words ?Phrases and sentences
  ?reading/story/conversation
• D. Phase 3 Maintenance

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IV. MCDONALDS SENSORIMOTOR APPROACH

• A. Introduction
• B. Part 1 Heighten Childs Responsiveness
• C. Part 2 Reinforce Correct Articulation of
  Error Sound

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McDonalds (cont.)

• Use facilitative contexts e.g. watch-sun
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.

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• D. Part 3 Facilitate Correct Articulation of
  the Target Sound in Various Contexts
• V. Shine Prousts Sensorimotor Approach

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V. DISTINCTIVE FEATURE APPROACH (lecture only!)
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VI. PAIRED-STIMULI APPROACH

• A. Introduction

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B. Step 1 Word Level

• Select a target sound for tx
• Identify 4 key words 2 with target in
  word-initial position and 2 with target in
  word-final position

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C. Step 2 Sentence Level

• Use Key Word 1 with 10 training words, only
  evoke the target in a sentence
• FR3 schedule of reinforcement (3 responses for 1
  token)
• Do 2nd, 3rd, 4th key words and then do some
  alternations

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D. Step 3 Conversational Level
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VII. CONTRAST THERAPY APPROACH/PHONOLOGICAL
CONTRAST APPROACHES (pp. 432 on)

• Minimal contrast training
• Maximal pair training

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(pp. 436-437)

• Multiple oppositions/multiple contrasts approach
• Not on exam

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• Begin with perceptual training
• Then, go to production training where the child
  has to produce minimal pairs
• Good for use with adults also

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VIII. HODSONS CYCLES APPROACH (on exam!)

• A. Introduction
• General Procedures
• 1. Stimulation (multimodal cues)
• 2. Production training
• 3. Semantic awareness contrasts

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• Remediation programme is planned around a cycle
• A cycle is the time period required for a child
  to focus on each deficient phonological pattern
  for 2-6 hours
• A pattern is a phonological process

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B. Selection of Target Patterns and Phonemes

• Top Priority
• 1. Early-developing phonological patterns

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2. Secondary Patterns

• A.
• B.
• C.
• D.

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C. Structure of Remediation Cycles

• 1. Train each phoneme exemplar within a target
  pattern for 60 min per cycle before going to the
  next phoneme
• 2. Train 2 or more target phonemes in
  successive weeks within a pattern before
  changing to the next target pattern
• (2 hours on each pattern within a cycle)

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• 3. Target only one phonological pattern per
  session
• 4. When all target patterns have been taught, a
  cycle is complete
• 5. Initiate the second cycle. Review patterns
  not yet corrected, introduce new ones as
  necessary
• to become intelligible, most children need 3- 6
  cycles therapy (this involves 30-40 hours of
  instruction)

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D. Structure of Therapy Sessions

• 1.
• 2.
• 3.
• 4.
• 5.
• 6.

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E. Home Program
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IX. Oral-Motor Exercises
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X. Language Treatment for Phonological Disorders
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XI. Combining Therapy for Language and
Articulatory-Phonological Disorders

• We can connect phonology to childrens
  morphosyntactic skills
• If children have final consonant deletion or
  cluster reduction, they will have problems with
  some of the morphemes

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These morphemes include
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Therapy suggestions
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For example

• Plurals
• Possessives
• Regular past tense ed

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If the child uses cluster reduction

• Plurals
• Possessives
• Regular past
• Irregular past

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We can also connect phonology to semantics

• Children with language impairments often have
  difficulty with verbs
• For velar fronting
• Stopping of fricatives
• Final consonant deletion

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XII. Developing a Lexicon for Young Highly
Unintelligible Children with Accompanying
Language Disorders
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If the child only says a few words