TEST 4 - Motor Based Approaches

MOTOR LEARNING PRINCIPLES

1. ______ - elicit target behaviors from the client and then stabilize such behaviors at a voluntary level - teach correct production of individual sounds

2. ______ - transfer/carryover to untrained contexts

3. ______ - stabilize and facilitate retention of sounds learned

ESTABLISHMENT

GENERALIZATION

MAINTENANCE

MOTOR LEARNING PRINCIPLES CONT.

T/F many shorter treatment sessions are MORE productive than fewer but longer treatment sessions

• amplified auditory stimulation can help, this is referred to as ____ _____

• a mind gain amplification device is used at the beginning and end of a session - read a list of up to 20 words with the target sound

TRUE

auditory bombardment

ON TEST

optimal/performance challenge point
- if performance is less than __% accuracy → make task easier

• if performance is ___ - ___% correct → keep task the same

• if performance is above __% accuracy → make the task harder

<50% - make is easier gurl

51-80% - keep it the same gurl

>80% - make it harder gurl

NON-SPEECH ORAL MOTOR EXERCISES

• authors say the mutha effas dont work

• but you know who loves them so we have to know them hahahahahaha

dammit

Kent, R.D. Nonspeech oral motor movements and disorders: A narrative review. American Journal of Speech-Language Pathology.

• He said that NSOMMs can be part of practice in orofacial myology

• Can be used with persons with ____ and ______

• Don’t just reject NSOMMs (non-speach…) wholesale

dysarthria & dysphagia

TRADITIONAL APPROACH

• around since 1920s

• still popular & widely used today

• motor-based approached stem from whose traditional approach?

VAN RIPER GURL

PERCEPTUAL/EAR TRAINING (just read)

• Most SLPs today don’t emphasize it, but it can’t hurt to do a little bit of this

• Ear training is useful when the child is tired of producing the sound but you need to still keep working and maximizing therapy time

EAR/PERCEPTUAL TRAINING (part 1)

1. _____- label and describe the sound, have a picture or object to go with it ( a snake for the /s/ sound)

2. ____- have the child id the sound in increasingly complex environments - ex: raise your hand when you hear a word with the /s/

IDENTIFICATION

ISOLATION

EAR/PERCEPTUAL TRAINING (part 2)

3. _____- provide the child with auditory examples of the sound in contexts—slight amplification helps. Child just listens and doesn’t have to produce.

4. _____- child judges correct/incorrect production in increasingly complex contexts. They love to catch the SLP being wrong!

STIMULATION

DISCRIMINATION

PRODUCTION TRAINING: SOUND ESTABLISHMENT

• establish correct sound production in _____

• use phonetic ______ techniques

• ______ approximation/shaping

• establish correct sound production in ISOLATION

• use phonetic PLACEMENT techniques

• SUCCESSIVE approximation/shaping

SUCCESSIVE APPROXIMATION
T/F introduce a new sound and build on it

FALSE

- successive approximation uses a sound that a child can already make correctly and then you build from there

• ex: gggggggrrrrrrrrr (working up to /r/)

PRODUCTION TRAINING: SOUND STABILIZATION (just read)

stage 1: isolation → stage 2: nonsense syllables →

stage 3: words → stage 4: phrases → stage 5: sentences → stage 6: conversation

PRODUCTION TRAINING: SOUND STABILIZATION

1. _______ /s/ —use variety of fun activities**

2. _____ ______(puh, tuh, kuh) —I don’t really use these

3. ______ — begin with _____ that are meaningful to the child. I work on sounds:

• word-initial

• word-final

• word-medial

• Clusters

1. isolation

2. nonsense syllables

3. words

PRODUCTION TRAINING: SOUND STABILIZATION

4. _____ - “in between stage” - use common carrier phrases - ex: I see dog

5. _____ - various length & complexity

4. phrases

5. sentences

PRODUCTION TRAINING: SOUND STABILIZATION

6. conversation

• Start with ______ conversation

• Transition to ______ conversation

• Start with STRUCTURED conversation—e.g., SLP gives a topic or specific pictures to talk about. “Tell me what the kids are doing at the birthday party in this picture.”

• Transition to NATURAL conversation—open ended. E.g., “Tell me what you did over the summer.”

TRANSFER & CARRYOVER

• T/F we should vary the audience and settings

• T/F speech assignments are unnecessary

• in small groups - we should think of strategies to implement our ideas in school settings

TRUE

FALSE - assign them speech homework ayo

MAINTENANCE

• how do we do maintenance as SLP?

• make sure there will be follow up sessions

• ex: keep kids on IEP but drop down to once a week if necessary

modifications to the traditional approach: CONTEXT UTILIZATION APPROACHES

• Assume that speech sounds are not produced in isolation but rather in ______-based contexts

• Assume that certain phonetic contexts can facilitate _____ sound usage

• Assumes you can find a ______ where the error sound is produced correctly

• Assume that speech sounds are not produced in isolation but rather in syllable-based contexts

• Assume that certain phonetic contexts can facilitate correct sound usage

• Assumes you can find a context where the error sound is produced correctly

CONTEXTUALLY-BASED APPROACHES ASSUME…

• child can make sound correctly in some context

• extensive motor practice of articulatory behaviors at the _____ level works to correct the sound

SYLLABLE

SATPAC (systematic articulation training program assisting computers)

• uses ____ _____ approach

• Uses ______ words to establish accurate sound production; uses ______ up to the sentence level to establish and automatize new motor habits. Then, words are introduced.

• Uses computer software

• Very structured and uses extensive drill

• uses context utilization approach

• Uses nonsense words to establish accurate sound production; uses nonwords up to the sentence level to establish and automatize new motor habits. Then, real words are introduced.

• Uses computer software

• Very structured and uses extensive drill