ch 10

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  1. Refers to the therapeutic use of pairs of words that differ by only one phoneme
    Minimal Pair Contrast Therapy
  2. When to use Minimal Opposition Contract Therapy
    For client who display a large number of phonemic substitutions and are stimulable for the sounds
  3. Why use MOCT?
    MOCT targets the substitution of one phoneme for another
  4. Implementation of MOCT
    • Discussion of words
    • Discrimination testing (btwn the 2 sounds) and training
    • Production training(producing&choosing minimal pair words) 
    • Carryover training
  5. Use maximally contrasting, non-stimulable sounds in minimal pairs as targets in therapy
    Maximal Oppositions Therapy
  6. When to use Maximal Oppositions Therapy
    Client with moderate-severs phonological disorders
  7. Implementation of Maximal Opposition Approach
    • 1. Imitation Phase: picture cards are presented and the client is asked to repeat the clinicians model.  Continued until 75% accuracy
    • 2. Spontaneous Phase: word pairs are produced w/out the clinicians model. Continued until 90% accuracy over 3-12 consecutive sessions
  8. -Directly addresses the collapse of multiple phonemes
    -Homonymy results
    Multiple Oppositions Approach
  9. When to use Multiple Oppositions Approach
    for the treatment of severe speech disorders in children
  10. Implementation of Multiple Oppositions Approach
    • -Imitative level until 70% accuracy
    • across two consecutive sessions
    • -Spontaneous phase when accuracy
    • reached 90% across two consecutive sessions
    • -Spontaneous contrasts or generalization based on 90% accuracy of the target sound in untrained words
    • -Conversation based on naturalistic
    • intervention procedures
  11. Phonological Process Therapy
    Typically, a phonological process in selected and minimal pair contrasts are then employed
  12. When to use Phonological Process Therapy
    • Best used with a young client whose phonological system is characterized primarily by the persistence of only a limited number of phonological processes 
    • -Not used with unintelligible children
  13. Cycles training is specifically designed for...
    Highly unintelligible young children w/ severe to profound range ( lots of omissions & substitutions; limited consonant inventory)
  14. Unacceptable target for cycles training are:
    n-ing, +/- TH , l and weak syllable deletion
  15. Implementation of Cycles
    • Review
    • Auditory Bombardment
    • Target word cards
    • Productions practice through experimental play
    • Stimulability probes
    • Auditory Bombardment
    • Homework
  16. -Based on metalinguistic awareness ( the ability to think about and reflect on the nature of language and how it functions)

    -Provides children w/ info that will encourage them to make their own changes and this impact their speech output
    Metaphon Therapy
  17. The ability to pay attention to, and reflect on, the phonological structure of language
  18. When to use Metaphon therapy
    Preschool children with moderate to severe phonological disorders
  19. Implementation of Metaphon Therapy
    • -Phase 1: developing phonological awareness, designed to develop the awareness of the properties of sound
    • -Phase 2: developing phonological & communicative awareness, clinician and client are taking turns in producing minimal pair words
  20. Tx of Multiple Vowel Errors w/ a limited vowel inventory
    • -Vowel system of these children is
    • characterized by only two or three lax and low vowels

    • 1. Use one known and one unknown
    • vowel in minimal pair
    •  2. Use two unknown vowels in minimal
    • pairs
  21. Tx of Multiple Vowel Errors w/ a high proportion vowel substitutions
    • -Using an error pattern analysis to
    • contrast the target vowel to the substituted vowel.
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ch 10
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