Exam 2 Speech and sound

articulation disorder

Difficulty in motor system (production)

phonological disorder

Difficulty with language system

Instructional progression : Antecedent, Response, consequence

• antecendent

  • verbal model

  • picture

  • questoin

  • list

  • verbal, visual, tactile cue

• response/behavior

• consequence event

  • feedback

  • reinforcement

treatment components

• plan of treatment - how the clinician will teach specific skills

• all include

  • teaching the sound

  • modeling and imitation

  • reinforcement and feedback

• goal of nearly all programs

components of planning a session

• schedule - how long, how often

• location

• structure

  • drill

  • drill play

  • structured play

  • play

components of selecting targets

• more readily taught

• developmental appropriateness

• consistency of errors

• high level of phonological knowledge

• number of goals to teach

  • bottom up

  • top down

  • vertical: teach 1-2 sounds to mastery

  • horizontal : multiple targets each session

  • cyclical: session focuses on one target, with rotating schedule

components of establishing baseline

• determine present level of perfomance

  • cues, context of producing sound correctly

• once baseline is complete, can determine treatment objectives

• use probes throughout treatment to continue to develop treatment plan

components treatment continuum (establishment, generalization, maintenence)

establisment -

components of data collection

cultural responsivness

difference vs disorder

Assessments in multilingual children

SDD (speech sound disorder) vs cross linguistic transfer

traditional aproach

concurrent approache

core vocab approach

multiple phoneme approach

paired stimuli approach

PROMPT approach

cycles approach

minimal contrast approach

Multiple contrast approach

maximal contrast approach