SHS 712 Exam 4

Antecedent Events

Refers to the initial step of stimulus presentation designed to elicit the target response, also referred to as the mode of elicitation.

- Varies depending on focus of therapy, age of child, and skill level

- Possible elicitation strategies: a verbal model, a picture, a question, orprinted material.

Response/Behavior

the production the child offers as a result of the antecedent event.

• Provides clinician with insight on establishment of desired behavior

Consequent Events

occur after the child provides a response to the stimuli.

• Sometimes called reinforcement

• Examples: verbal feedback, gestures, tokens, chips, game turn, tallymarks

• To be EFFECTIVE the consequent event must IMMEDIATELY follow theresponse.

Self-monitoring

depending on the type of feedback provided, you can prompt the child to self monitor

Self monitoring

What type of feedback is this

- "can you try that again"

Feedback types

Fixed ratio, Variable ratio, Intermittent ratio

Fixed ratio

reinforcement schedule is specified to occurafter a certain number of correct responses

Variable ratio

specifies an average number of CORRECT responses are needed to earn a reinforcer

intermittent ratio

feedback provided in a randomly selected way.

Goal attack strategies

Vertical, horizontal, cyclical

Vertical

one or two target sounds or phonological processes are taught to a criterion before introducing the next target sound or phonological process

Horizontal

multiple targets are taught during each therapy session.• Can promote more system wide change in a child's phonological system.

Cyclical

combination of vertical/horizontal; a single target or phonological pattern is the focus of a single treatment session or predetermined time period and then the clinician moves to a different target.

Structure of therapy

drill, drill play, structured play, play

Drill

highly structured instructional session focuses on achieving the maximum number of responses by the child

Drill play

instructional session incorporates an element of play in conjunction with drill activities.

Structured play

similar to drill play, but the targets are incorporated into play activities and the play activities are specifically selected based on the naturally occurring opportunities for the child to use the target sound.

Play

activities are play-based and provide child with many opportunities to produce the target sound.

Types of generalization

Stimulus generalization, Stimulus across word positions, Generalization within sound classes, Generalization across sound classes, Generalization across situation

Stimulus generalization

production of trained sounds in untrained stimuli such as words, phrases, sentences

Stimulus across word positions

accurate production of a target phoneme in untrained word positions

Generalization within sound classes

accurate production generalizes to untrained phonemes with similar production properties

Generalization across sound classes

accurate production generalizes to untrained phonemes that are different

Generalization across situation

use of speech sounds in settings or with people where therapy had not been conducted

Principles of Practice

maximize production practice

how practice is planned and distributed

Practice variability

Practice Variability

refers to the variations in phonetic or motor sequences used as stimuli.

• Motor learning is promoted with words that have DIFFERENT: •Movement sequences

• Coarticulatory contexts

• Manners of production

Principles of feedback

• knowledge of results

• knowledge of performance

• How feedback is provided

• timing of feedback/frequency of feedback

Training strings

target selection for multiple phoneme approach

Sentence level hierarchy

Sound stabilization phase

(I NEVER WANT PIZZA SO COLD)

1.) Isolation

2.) Nonsense or CV Syllables

3.) Words

4.) Phrases

5.) Sentences

6.) conversational or spontaneous speech

Sound establishment phase

1.) production in isolation

2.) Phonetic placement

3.) successive approximation

4.) contextual utilization

5.) metaphonological cues

Production in isolation

•Goal: To teach the correct production of the target sound.

• Fricatives, glides and liquids are easier to teach in isolation compared to stops which are easier in a CV syllable structure.

• Imitation: Clinician provides model for target and elicits imitation from client.

• Types of imitation: simultaneous, mimed, immediate, delayed

Phonetic placement

• Providing instruction for the correct position or placement of the articulators to produce a sound

• Use a mirror, drawing, mouth, visual/verbal/tactile cues

Successive Approximation

shaping new sounds from sounds or articulatory postures already in the client's existing sound inventory.

• Example: /t/ and /s

Contextual Utilization

use the sound context around the target sound to assist with correct production of target sound (back vowels with back sounds)

Metaphonological cues and metaphors

short sounds/long sounds or quiet sounds/loud sounds

For children demonstrating inconsistent speech sound errors

Core vocabulary is best suited for

Core vocab goal of intervention

to generate a phonological sequence that results inconsistent productions

Multiple Phoneme approach

• Elements of motor-learning theory, sound system reorganization, and behavioral perspective

• Select several phonemes from errors, grouped according to production features

• The approach emphasizes the need to provide maximal opportunities for ACCURATE production of the target phoneme.

Target selection for multiple phoneme approach

• Best used for a child demonstrating multiple phoneme errors and is missing several phonemes in the phonetic inventory across several sound classes.

• Possible selection of cognates: same place and manner of production features

• Number of targets can range

Few error example

Child does not produce the phonemes /s/ and/z/

Level of cueing in MPA gradually reduced

1.) Auditory-visual-tactile

2.) Auditory-visual

3.) Visual only

independence producing

Gradually reducing the level of cueing increases the level of ___ ____ the target sound.

A behavioral objective for a child working on contrasting the sounds f and v

• Do: produce the phonemes /f, v/ in the initial word position at the word level

• Conditions:• in imitation of the clinician, or in response to pictures

• Criterion: to 80% accuracy across 3 consecutive sessions

Paired Stimuli

• Based on "key words"

• This accurate production is utilized to stabilize correct production in other words

• Keywords are "paired" with other words with the target sound

• Based on concepts of coarticulation, contextual facilitation and motor learning theory

What are the key words targeted in the paired stimuli approach?

• 2 with target sound in initial word position

• 2 with target sound in final word position

Target selection for Training string

• Four key words

• Each key word is then paired with up to 10 target words that child produces target sound in error

• Each key word and the 10 target words create a training string

Objective writing for the paired stimuli approach

• Do: produce the phoneme /s/ in a training string of 10 words in the initial word position

• Conditions: in imitation of the clinician, or in response to pictures

• Criterion: to 80% accuracy across 3 consecutive sessions.

PROMPT

Prompts for Restructuring Oral Muscular Phonetic Targets

PROMPT approach

•Emphasizes use of tactile cues and physical manipulation to facilitate the oral postures and movement for accurate production of sounds

• Utilizes multisensory/multimodality input and stimulation

Multi sensory/multimodality input and stimulation used in PROMPT

• Auditory

• Tactile

• Kinesthetic

• Proprioceptive

• Visual

PROMPT strategies

• Clinician provides actives stimulation to guide child through the seven levels of motor speech subsystems

• Stimulation designed to facilitate accurate movements

• Strategies based on motor learning theory and are designed to create a motor plan or schema needed for accurate speech sound production

PROMPT training

•Must be trained by a certified PROMPT instructor

• Training is extensive and rigorous