Selected Populations

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hlga222
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253369
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Selected Populations
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2013-12-15 19:56:47
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Selected Populations
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  1. General Steps in Arctic Therapy
    • isolation
    • nonsense syllables
    • words
    • phrases & sentences
    • spontaneous speech
  2. When selecting words remember...
    • length of word
    • position of sound w/in word
    • syllable structure
    • syllable stress
    • coarticulation factors 
    • familiarity
  3. 5 minute Kids
    • Intent to minimize the amount of time that a  child spends out of the classroom, and to
    • improve the quality of time that the child spends working on individual speech
    • sounds in therapy

    • •Implementation:
    • 5-7 minutes of TX, 2-4x a week

    • •PRACTICE
    • is a necessary component of articulation therapy

    –5 Minute Kids-practice speech sounds 50-100x a session

    • –Traditional
    • speech therapy: 20-30x a session
  4. Principles of the Phonological Approach
    • -intervention starts at word level 
    • -focus is on phonological system
    • -group/class of phonemes are focus not individual sounds
  5. Self monitoring
    • -external feedback
    • -external monitoring w/ cues for revision
    • -self-revision by client when errors occur
    • -anticipating when errors may occur
    • -automatic usage of correct production
  6. CAS
    • A motor speech disorder resulting in problems saying words, syllables and words
    • -A planning problem
    • -Not the result of a muscle weakness/paralysis
  7. Signs of CAS in young Children
    • •Does not coo or babble as an infant
    • •First words are late, and they may be missing sounds 
    • •Onlya few different consonant and vowel sounds
    • •Problems combining sounds; may show long pauses between sounds 
    • •Simplifies words by replacing difficult sounds with easier ones or by deleting difficult
    • sounds
    • •May have problems eating (This
    • is one you want to look at b/c kids with other problems wont have trouble with
    • in)
  8. Sounds choppy, monotonous, or stresses the wrong syllable?
    Start ing to define CAS in older children
  9. Consistent Behaviors of CAS
    1.Inconsistent errors on consonants and vowels in repeated productions of syllables or  words

    • 2.Lengthened and disrupted coarticulatory
    • transitions between sounds and syllables.

    3.Inappropriate prosody, especially in the realization of lexical or phrasal stress.
  10. CAS Therapy
    • •Frequent (3-5 times per week) and intensive treatment
    • in a one-to-one context is most effective initially.
    • •Remediation should progress systematically
    • through hierarchies of
    • task difficulty.
    • •Remediation stresses sequences of movements
    •      -Establish “memory retention” of speech   patterns
    • •Repetitions of speech movements
    •      –3  to 10 repetitions with pausing between sets
    • •Auditory discrimination 
    • •Emphasis on self-monitoring from
    • beginning
    • •Multiple modalities are used.
    • •Manipulation of prosodic features
    •      –Rhythm,intonations, stress and rate
    • •Compensatory strategies if needed
  11. 3 Criteria of a Mental Disability
    • 1. Subaverage intellectual functioning
    • 2. Limitations in adaptive Skills
    • 3. Manifestations before 18
  12. Articulatory/Phonological Characteristics of a Mental Disability
    • -Speech sound errors are more common
    • than in the nondisabled population
    • -Deletion of consonants is the most
    • frequent error
    • -Errors are typically inconsistent
    • -Patterns are similar to children who
    • are not mentally disabled but demonstrate a functional delay
  13. Therapy of MD
    • -Use overlearning and repetition
    • -Train in the natural environment
    • -Begin as early as possible
    • -Follow developmental guidelines
    • -Concentrate more on overall
    • intelligibility rather than on training individual sounds
    • -Enlist the help of child’s caregivers
    • -Direct all therapeutic activities to
    • communication training serving the daily routine
    • -All intervention efforts should be
    • commensurate with the client’s ability to grasp and attend to the respective
    • tasks. This translates to short, repetitive tasks that are meaningful to the
    • situation and result in real, tangible consequences.
  14. Articulatory/Phonological Characteristics of a HI
    • -The greater the HL, the more likely
    • errors will extend from consonant to vowel productions to errors in stress,
    • pitch and voicing
    • -Consonant production in children with
    • HL is generally characterized by deletions and substitutions, final consonant
    • deletions are more prevalent
    • -Frequently occurring substitutions
    • include:
    •    ·Confusion of voiced/voiceless
    •     cognates
    •    ·Substitutions of stops for fricatives and        liquids
    •     ·Confusion between oral and nasal
    •      consonants
    • -Affricates are reported as most
    • difficult
    • -HI children use phonological
    • processes more commonly than normally developing children
    • -Vowels tend to be neutralized
    • -Prosodic features can also be
    • affected (reduced rate, slow artic transitions, poor stress patterns, distorted
    • resonance)
  15. HI Therapy
    • -Establish a suprasegmental base:
    • initially achieved through coordination of pitch, duration, and intensity with
    • babbling or vocal play.
    • -Teach the segmental speech sounds:
    • begins with basic vowel patterns
    • -Generalize a stable production by using different phonetic contexts and new syllable types: once a production is stable in one
    • basic context, new contexts are selected.

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