traditional approach

traditional approach is often called the..

motor based approach

the traditional approach has often gained its name primarily by…

the length of its existence

who came up with the traditional approach?

Van Riper

The hallmark of the traditional approach is its progression from ______________ to maintenance of the __________

sensory-perceptual training; newly acquired speech sound

five major phases of the traditional approach

1. Sensory-perceptual or ear training

2. Production training for sound establishment

3. Production training for sound stabilization

4. Transfer and carry-over training

5. Maintenance of the learned behaviors across time

Most clinicians write goals and use ___% correct for all levels except ______________

80-90%; spontaneous speech/conversation

Research suggests that once accuracy reaches at least __% in spontaneous speech, progress should continue to mastery without ________

50%; much additional help

what sound do you start in sensory perceptual training?

maximally different= more than 2 features are different

Teaching child to hear the difference between the target sound and what they usually use in its place is what stage?

stage 1: sensory perceptual training

which stage does not have to be mastered before moving on?

sensory perceptual training

what has no pressure for production?

sensory perceptual training

Research has not clearly shown that it is necessary to teach _____________ before moving on to ________________

auditory discrimination training; speech sound production training

There is no strong evidence that teaching _____________ between ________ that are in ______ will result in their correct production

auditory discrimination ; speech sounds that are in error

sensory perceptual components

• identification

• discrimination

sensory perceptual components: identification

• Recognize the target sound in isolation

• Have child practice listening to the sound by itself and compare it against other similar and dissimilar sounds

• May need simple labels (metaphors) for the sounds for very young children

• May need to begin by contrasting the sound against a very different sound (acoustically or productively very different)

sensory perceptual components: discrimination

• Child hears the target sound contrasted with the error they usually make in a variety of contexts

• Child is required to say whether the target sound is correct or incorrect

• Progresses to where child is asked to identify errors in their own speech

Goal is to evoke and establish a new sound pattern that will replace the child’s error pattern is what stage?

stage 2: production training-sound establishment

what are the sound evoking techniques

1. imitation-auditory stimulation

2. phonetic placement

3. contextual cues aka symbolic noise

4. motor-kinesthetic cues

5. sound approximation aka sound sounding aka sound modification

Simplest technique – “Do what I do”

Imitation-auditory stimulation

• __________ can be prolonged to heighten awareness

• ____ must be modeled in syllable

what sound evoking technique?

• continuant sounds

• stops

Imitation-auditory stimulation

Provide instruction on specifically where to put articulators and what to do with them to make the sound

phonetic placement

Elicit the target consonant as symbolic noise and then modify context and mechanics of production so that it is produced as speech

Contextual cues aka Symbolic Noise

Each sound is elicited as a part of a specified stimulus syllable, word, phrase, or sentence

Motor–kinesthetic cues

Take a similar sound and show the child how to modify it so that it becomes the target sound

Sound approximation aka Sound Shaping aka Sound modification

Stabilizing the child’s production of the sound at varied levels of response complexity is what stage?

stage 3: production training-sound stablization

Secord (1989) outlined the progression of therapy as follows:

(what stage?)

• Step1: Isolation

• Step 2: nonsense syllables

• Step 3: words

• Step 4: (structured) phrases, sentences

• Step 5: conversation (spontaneous speech)

  • Not all clinicians begin at the isolation level

stage 3: production training-sound stabilization

Completed at the Sound Stabilization Level

Stage 3 – Step 1: Isolation

Certain __________ have been shown to make it easier to produce certain sounds

phonetic contexts

Known as the “likely best bets” for production and can be identified for voicing, velar, alveolar, and nasal consonants

facilitating contexts

examples of facilitating contexts

• Production of a "t" may be facilitated in the context of a high front vowel

• Nasal consonants = low vowel, as in "mad" (Bleile, 2002)

Allows you to help establish accuracy of production of consonant – vowel combinations (CV, VC, CVC)

Stage 3 – Step 2: Nonsense Syllables

This step is frequently skipped

Stage 3 – Step 2: Nonsense Syllables

Some move directly to real words to make the process more meaningful

In Stage 3 – Step 2: Nonsense Syllables does not have to be ________ but usually starts there

strictly imitation

Stage 3 – Step 2: Nonsense Syllables: what can you use for each syllable during therapy?

• Can create “abstract” or nonsense shapes or drawings to use to represent each syllable

• Use colored blocks or create shapes with building blocks for each syllable

Stage 3 – Step 3: Words there are several levels of __________ (_________)

complexity (not all words are equal)

what is considered easier in Stage 3 – Step 3: Words?

• Words with fewer syllables

• Prevocalic positions easier than post vocalic easier than intervocalic

• Open syllables easier than closed syllables

• Sounds in stressed syllables easier than unstressed syllables

• Certain sound combinations easier due to co-articulatory effects

• familiar words easier than less familiar

  • Could also be impacted because of habit strength though

substage of words that are from easiest to hardest

• initial (prevocalic) words

• final (postvocalic) words

• medial (intervocalic) words

• initial clusters

• final clusters

• medial clusters

• all word positions (1-2 syllables)

• all word positions (any number of syllables)

• all word positions, multiple targets (any number of syllables)

a carrier phrase …

stays the same each time

Create a “carrier phrase” to practice a series of words. Ex – “I see a ____”

this is an example of?

Stage 3 – Step 4: Structured Phrases / Sentences

Playing games with repetitive lines such as “Go Fish” or “I Spy / See”

this is an example of?

Stage 3 – Step 4: Structured Phrases / Sentences

Stage 3 – Step 4: Structured Phrases / Sentences

Not always possible to go straight from _____ to __________

words to spontaneous speech

Ultimate goal is to have fully correct production in everyday conversation

Stage 3 – Step 5: Spontaneous Speech

specific time is needed to establish for this to measure production accuracy in what stage?

Stage 3 – Step 5: Spontaneous Speech

what can be very difficult in the spontaneous speech stage?

Self-monitoring

The following components are emphasized in transfer and carryover training in the traditional approach:

• Home based practice with caregivers

• Self and peer monitoring

• Practice in other situations

• Proprioceptive awareness exercises

• Varying the audience and setting

The ultimate goal in articulation therapy is __________ in various _____________ across _____

maintenance; natural environments across time

Not only is it important that the child transfer and carry over the skills learned in the clinical setting to extra-clinical situations, but also what?

that he or she maintain these skills over time