Exam 2: Artic/Phono. + Artic/Phono. Therapy

Phonemic inventory

List of speech sounds client can articulate

Summarize collapses of phonemes

Look for substitutions that represent more than one target phoneme for grouping

• ex. /t/ substituted for /k/ + /s/

Articulation: Determine emphasis

• Errors don’t affect ling. meaning (phonemic contrasts intact)

• More motoric in nature

• Distortions

Phonology: Determine emphasis

• Errors affect ling. meaning (phonemic contrasts)

• More ling. in nature

• Substitutions, deletions, and/or additions

Guideline

%:

• 90+ = mild

• 66-89 = moderate

• 55-65 = moderate - severe

• 54 = severe

Developmental guidelines

• 6mnth delay for phoneme considered disordered

• Determine normative guideline types

  • Sound

  • Phono. Process

School regulations

Must be moderate delay to qualify for therapy, and:

• At least 1 sound error

• Developmentally delayed

• Affect intelligibility

• Affect school performance

Determining priorities for therapy

Consider:

• What affects intelligibility the most

  • Frq. of occurrence in lg.

• Most developmentally delayed

• What might generalize to more sounds + greatest impact

• Stimulability

  • Increase intelligibility the most

Writing goals

Vary depending on setting; Usually contain:

• Organized by main goal w smaller steps (objectives, benchmarks)

Artic. Therapy: Traditional approach

Can combine w other approaches;

• Progress from identification of error productions to establishment

• Assume faulty speech perception related to speech errors; Errors indicate inadequate oral motor skills develop.

• Phases

  • Perceptual training

  • Production training

Production training

Target sound produced in isolation, then syll., words, running speech; Move from easies (initial) to difficult (final) to most difficult (medial) within ling contexts/lvls

Production training: Words

Use CVC sequence; Monosyll. w clusters + complex word forms

• Train small group of core words + expand

Production training: Phrases

Move 2-4 word phrases

Production training: Sentences

Work from target to all words in sentence that have target phoneme

Minimal Pairs (Weiner 1981)

Contrastive pair differing by one phoneme in one position; One target vs. One error

Maximal Oppositions (Gierut 1989-90)

Contrastive pair differing by one phoneme in one position; One target vs. One maximally different

Multiple Oppositions (Williams 1990)

Contrast multiple targets differing by one phoneme w single error; Multiple targets vs. One error

Unknown/Empty Sets (Geirut 1992)

Contrastive pair differing by one phoneme in one position; One target vs. One target

Cycles Approach (Hodson 1983)

Focuses on acquiring correct rules than eliminating developmentally inappropriate patterns; Select next phoneme based on stimulability

Additional components for Cycles Approach

• Art project w targets

• Homework