principles of motor learning, week 10

what do motor learning principles involve?

• selection of target speech sounds w instruction proceeding through the treatment continuum

• treatment focuses on placement and movement of the articulators in combo w auditory stimulation

two phases of motor learning?

• motor performance (MP)

  • how movement is performed during training (within the session)

• motor learning (ML)

  • how movement is performed at another time or in another setting (generalization, better)

precursors to Tx:

• motivation (want to improve, establish achievable goals)

• focused attention (draws child attention to movement)

Mass practice vs distributed practice:

• mass

  • practice a given number of trials in a small period of time (get a lot of trials in, drilling)

• distributed practice, practice given number of trials over longer periods of time (more sessions, shorter though)

mass practice is better at

• leads to better MP

• negatively impacts ML

• better for in the moment

distributed practice is better at

• better ML

• takes longer to become accurate

• better for long term

three things to consider for choosing frequency and number of initial targets:

• severity of the motor speech disorder

• mass practice yeilds quick development of the skill but poor generalization

• distributed takes longer but facilitates motor learning

practice schedule: 2

• random practice

  • different targets practiced and intermixed, more than one sound per session

• blocked practice

  • different targets practiced in separate successive block of tx phases (practicing /ch/ until it is mastered, then move on to next sound)

random practice better at:

• results better in ML

• may take longer to become accurate

blocked practice better at:

• leads to better MP but negatively impacts ML

extrinsic feedback:

• generated outside the learner (clinician gives it)

  • knowledge of results

  • knowledge of performance

intrinsic feedback:

• sensory information within the learner

extrinsic two types of feedback: how often should be given?

• knowledge of performance

  • specific info about what they did or what they should change

  • facilitates MP

• knowledge of results

  • just feedback of right or wrong

  • facilitates ML (best)

• we want to give lots of extrinsic feedback early on and with severe impairments, but wean off it as we get further into treatment

• decrease feedback as client reduces errors

important to give extrinsic feedback early. T/F

decrease the amount of extrinsic feedback as client increases mastery. T/F

T

immediate timing:

• use early in tx and when impairment is severe, improves MP

As child improves, use more immediate and more frequent feedback to facilitate ML. T/F

• false, use less immediate and less frequent feedback

non speech oral motor training

• any treatment technique that does not require the child produce a speech sound but is used to indirectly influence the development of speaking abilities

pros and cons of NSOMT toys:

• pros

  • easily implemented

  • inc muscle strength and range of motion

  • kids like them

  • commercially available

• cons

  • exercises alone do not translate to speech production

  • lack of evidence to support use

  • assessing and documenting gains

NSOMEs are recommended for speech sound intervention. T/F

F, they are not going to help with producing speech

NSOMEs are recommended for speech sound intervention:

• no they are not

• there is no scientific proof that they work