Articulation Final
Terms
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- Antecedent events
- stimulus eventes presented during just prior to a response
- Responses
- behaviros the clinicians has targeted for the client
- consequent events
- events that occur following a particular response (reinforcement/punishment)
- stimulus generalization
- when a learne response to a particular stimulus is evoke by a simular stimulus
- retention
- the context of phonologic remediations refers to the cont. and persistent use of responses learned during instruction.
- establishment
- to elicit target behaviors from a client and tehn stabilize such behaviors at a voluntary level.
- maintenance
- stbilize an facilitate retention of those behaviors acquired druring the establishment and generalization phases. take out of clinic to see if can maintain.
- Shaping
- rewarrd when moving closer to target-rewarding successive approximation. shape from errored sound to target.
- traditional approach
- motor oriented, progresses from the speaker's id of error producionts to estab. of correct production them moves to generalize and maintain.
- Types of generalization
- One sound to another in same sound class, across word positions (teach initial /s/, final /s/ emerges), across words (teach /sat/ correct product. of sun)
- Transfer and carryover
- use target in unstructured conversation, self monitoring, games, creating stories, establish maintenance
- Cycling
- time period for targeting all necessary processes, varies in length depending on # of processes, carryover not expected in 1st cycle, keep cycle moving despite success/failure
- How cycling works
- give phonological test, analyze data, choose target process, choose phonemes to target process, go through cycle, retest, revise/plan new cycle, repeat
- One cycling session
- audiotry bombardment, create own picture, experimental play, review target phoneme (auditory bombardment), probe for stimulability for next session.
- Selection of ind. phonemes
- choose meaningful words, monosyllabic w/ facilitating phonetic environ, variety of word classes, app. vocab level.
- Choosing linguistic approach
- recommended when there are multiple sound errors. Phonological processes.
- Choosing traditional approach
- Only used when there are few errors/distortion of sound
- Dysarthria
- neuromotor disorder(stroke), all speech systems may be affected, probs w/ resonation, artic, respiration/phon, slow, weak move.,slurred
- Dyspraxia/apraxia
- CNS-prefrontal area, decreased motro speech program, little/no weak, motor precision affected, artic. affected, substitution/add.
- Fixed-ratio schedules
- response is reinforced only after a specified number of responses.
- Variable-ratio schedules
- response is reinforced after an unpredictable number of responses. Gambling and lottery games are good examples
- Fixed-interval schedules
- the first response is rewarded only after a specified amount of time has elapsed
- Variable-interval schedules
- occur when a response is rewarded after an unpredictable amount of time has passed. This schedule produces a slow, steady rate of response.
- stimulus
- Something causing or regarded as causing a response.
- Hypernasality
- resonant in the nasal cavity of more than just nasal consonants due to velopharyngeal incompetance
- Hyponasality
- lack of resonant in the nasal cavity. due to blockage of nasal cavity
- Auditory bombardment
- procedure in which the client is provided with intensified, repeated, systematic exposure to multiple exemplars of phonological targets and contrasts.
- Choosing phoneme
- Which process, interfere w/ intell. inconsistently used, first supressed, stimulability, one's that block other process, idiosyncratic.
- Important people w/ approches
- behavior approach-pavlov and skinner. Traditional approach-Van Riper. Linguistic approach Blache Mc Reynolds Hodson and Paden
- Sound approximation/shaping
- move someone closer to target-shape errored sound-place cues to shape w/ other phonemes.
- Distinctive feature
- binary approach-teach contrast teach features by teaching half of target sounds.
- slow motion speech
- works best w/ cont. sounds. slowly produce target work as model.
- paired stimuli
- find a word that the child can say pair that word w/ a target can't stay-high success w/ new target. can say sit- then sat, sun, etc.
- model
- target response/word
- shadowing
- Ask child to imitate speech
- echo speech
- like a round
- Behavior approach
- stimulus-response-consequence
- types of cues
- associational cue-descrimptive/semantic pnemic cue-providing initial phoneme
- Goal setting
- must be measurable and observable, woh, what, how/where, accuracy, when-period of time.
- multiphomemic approach
- all phonemes that are errored in intial position produce phoneme five times-target more than one phoneme per session
- principle of behavior therapy
- reward immediately, attn: while in session (pair together), small steps, reward focuss of session, fixed continous schedule.
- Traditional artic therapy components
- phonetic placement, moto kinesthetic, stimulus, integral stimulus, sensory motor,
- phonetic placement
- part of trad. what is the correct position of the aritc. and correct use of breath stream.
- moto-kinesthetic
- part of trad. breakdown syllables, word, phrase may move mouth into correct postition to produce sounds.
- stimulation
- Part of course trad therapy, id sound from different ways-person, intensity, freq. core of trad. focus on single errored sound, ear training, sound level, syllable level.
- integral stimulation
- part of trad. production carefully select sounds base on what stimulable for target.
- sensroy motor
- part of trad. coosing a sound context utilization-find child can produce /s/ in sun, facilitative context-center around how sound is formed.
- Ulitmate goal of behavior therapy
- self reinforcing-reward is success.
- trad. therapy basic
- can start at any level, can work w/ any position, use only if a few errors, use only if distorted, good for some clients w/ organic disorders
- target selection traditional
- age, stimuability, consistency of error, interfer w/ intell?, freq of sound in lang., individuals partic. needs,visibility of sounds
- course of trad therapy
- sensory/perceptual, production level training (sound)production training(stabilization), transfer and carryover
- perceptual training
- identification, isolation, stimulation, discrimination
- isolation
- Part of course trad therapy, say word w/ sound ask if they heard sound within word
- discrimination
- Part of course trad therapy, say wrong and correct can id which is correct.
- Production level training
- part of trad. therapy stimulus, auditory stimulation, facilitate context, phonetic placement, motokinestetic, sound approximation.
- drill
- clinician present an instructional even, followed by client responses. client has little control
- play
- percieved as play, but clinician arranges activities so that target responses occur naturally during activity.
- discrimination training
- part of perceptual training-determine if two sounds are the same or diff.
- Minimal pairs contrast
- part of perceptual training, have clients determine difference between. minimal pairs.
- context utilization
- sounds are not procduced in siolation, but in syllable based context, certain phonetic context may facilitate use of target sound
- code switching
- changing the way one speaks depending on who they are speaking to.
- dialect
- regional, ethnic group/culture, social class. no one dialect is superior, however one may have a higher social prestige
- pidgin
- become creoles when passed to the next generation, more complex rules are present.
- phonological awareness
- someone's ability to id the specific units of langueage.
- metalinguistic skills
- talk about talking-manipulate lang.
- Phonological awarness tests
- Comprehensive Test of Phonological Processing, Test of Phonological Awareness, Phonological Awareness Test
- creole
- of or relating to a language that arises from contact between two other languages and has features of both
- criterion reference test
- child's performace in comprehensive to a curriculum based standard
- dynamic assessment
- child's performace is response to a variety of cues and prompts
- CTOPP
- rapid automized naming test, how efficient a decoder is child, sound matching, rapid picture naming
- emergent literacy
- the reading and writing behaviors that precede and develop into conventional literacy,
- Rhyming
- used in phonological awarness test: Do these words rhyme? what rhymes with cat?
- segmentation
- break sentences into words, words into syllables, syllables into phonemes.
- onset and rime
- the onset, which consists of the initial consonant or consonant blend, and the rime which consissts of the vowel and any final consonants.
- blending/phonetic synthesis
- bring together sounds that are presented separate
- phonemic manipulation
- add and delete phonemes
- Tenants of linguistic approach
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Underlying linguistic basis to phonological disorder - (in the mind)
Must learn rules for sets of phonemes and how they are combined into words
Multiphonemic approach
Best for multiple errors - non organic basis
Generalization will occur