CD 411 Quiz 10/31

Summary of Intervention Process

Summary of Intervention Process

1. Thorough assessment and analysis of child’s phonological system

2. ID of target processes and criteria for choosing them

3. ID of target sounds within targeted processes

4. Development of stimulus materials

5. Development of activities; choosing treatment strategies

Developmental Approach

Uses normal developmental sequence of phonological acquisition as guidelines for target selection

Complexity Approach

Focuses on complex targets regarding child’s knowledge, linguistic, and articulation skills

What is the ultimate goal of phonology?

Generalization

Within Class Generalization

Transfer of correct production of a target sound to its cognate, sounds in same class, sounds affected by same errors, or of the target to an untrained position

Across Class Generalization

Transfer of correct production of a target sound to correct production of untreated sounds from a different manner class

What does the developmental approach typically result in?

Within Class Generalization

What does the complexity approach typically result in?

Across Class and Within Class Generalization

What is considered the best way to select targets?

Normal for child’s age

Vertical Goal Attack Strategy

One goal at a time is targeted until a predetermined accuracy level is achieved

Horizontal Goal Attack Strategy

Several goals are targeted in every session until predetermined accuracy is achieved

Cycles Goal Attack Strategy

One goal is targeted for a short time then client moves on to another goal

Who was the cycles approach created by?

Hodson and Paden

Which approach is recommended for more severe cases or children with many processes?

Cycles Approach

Things to consider when choosing stimulus words

1. Phonetic context

2. Meaningfulness

3. Communicative Potency

4. Phonetic and Syllable Inventories

What is a therapy activity that is very helpful when targeting language and phonology at the same time?

Storybooks

Edwards Target Selection Principles

1. Choose processes that result in early success; Processes that would be easy to remediate

2. Choose processes that are crucial for the individual child

3. Choose early processes that affect early sounds

4. Choose processes that interact with each other

McReynolds and Elbert Target Selection Principles

Choose processes that occur 20% of the time and at least 4 times in the sample

Hodson and Paden Target Selection Principles

Choose processes that occur at least 40% of the time

Edwards Selection Criteria for Target Sounds

1. Choose sounds in child’s phonetic inventory

2. Choose sounds that are stimulable

3. Choose sounds that improve intelligibility

4. Choose frequently occurring sounds

5. Choose sounds acquired early

6. Choose high value sounds

7. Choose sounds easy to produce in the position targeted

Hodson and Paden Selection Criteria for Target Sounds

Rely on stimulability; If they can’t produce it, don’t target it until later

Level 0 and Level 1 have more impact on intelligibility and therefore are prioritized

Elbert and Gierut Selection Criteria for Target Sounds

Developed predictions for what sounds will develop if other sounds are taught

Hodson and Paden Level 0 of Intelligibility

Omissions: Obstruents, liquids, nasals, and glides

Hodson and Paden Level 1 of Intelligibility

Omissions: Syllables, prevocalic and postvocalic singletons (obstruents and sometimes sonorants), and cluster deletion

Substitutions: Velar fronting, backing, glottal replacement, voicing alterations

Reduplication

Vowel Deviations

Hodson and Paden Level 2 of Intelligibility

Omissions: Cluster reduction, stridents (especially in clusters)

Substitutions: Stopping, gliding, vocalization

Hodson and Paden Level 3 of Intelligibility

Nonphonemic alterations: Tongue protrustions, lateralization

Substitutions: Affrication, Deaffrication, Palatalization, Depalatalization

Vowel Alterations: Devoicing of final obstruents