intervention approaches i.overview of approaches (23) ii.direct speech sound production approaches...
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Intervention Approaches
I. Overview of Approaches (23)
II. Direct Speech Sound
Production Approaches (7)
III. Contrastive approaches (4)
I. AN OVERVIEW23 Intervention Approaches
Overview of 23 Interventions
Different ways to organize approaches
1. 23 approaches categorized according to:a. Direct Speech Production Intervention (7)
• TONIGHT: Only Contrastive Approaches (4 of the 7)
b. Interventions within a Broader Context (12)
c. Interventions for Achieving Speech Movements (4)
2. Intervention Options Decision Tree (next figure)
– Series of tables (only 1st table discussed tonight)– Follows Phonological Analysis Summary and
Management Plan (handout)
Intervention Options Decision Tree
Comparison of Contrastive Intervention Approaches
Comparison of Intervention Approaches for Young Children
Comparison of Intervention Approaches AddressingPhonological Awareness/Literacy
Approach Classification Characteristics Population
Metaphonological Approach
Unintelligible Speech
Includes phonological awareness activities in addition to production activities
Preschool-aged children with moderate tosevere SSDs
Psycholinguistic Approach
Unintelligible Speech
Addresses links between speechand literacy
Preschool and School-aged children with moderate tosevere SSDs
Comparison of Integrated Intervention Approaches
Comparison of Phonetic Intervention Approaches
II. DIRECT SPEECH SOUND INTERVENTION APPROACHES
Overview of 7 Approaches
Direct Speech Production Interventions• Approaches that directly and explicitly
address goals of speech sound production– Minimal pairs– Multiple oppositions– Complexity approaches
• Maximal oppositions• Empty set
– Core vocabulary– Cycles approach– Nuffield Centre Dyspraxia Programme– Stimulability Approach
Direct Speech Production Interventions• Approaches that directly and explicitly
address goals of speech sound production– Minimal pairs– Multiple oppositions– Complexity approaches
• Maximal oppositions• Empty set
– Core vocabulary– Cycles approach– Nuffield Centre Dyspraxia Programme
Current best evidence
Clinician factors Client factorsKey components age
Broad goals type of SSD
Level of focus
Session type
Technology/materials
Levels of Evidence (LOE)
Level Description Approach
1a Well-designed meta-analysis of >1 randomized controlled trial
None
1b Well-designed randomized controlled study Complexity; CV; Cycles; Stim
2a Well-designed controlled study without randomization
MO; Complexity; Cycles
2b Well-designed quasi-experimental study MP; MO; Complexity; CV; Stim
3 Well-designed nonexperimental studies, i.e., correlational and case studies
MP; MO; Complexity; CV; Cycles; NCDP; Stim
4 Expert committee report, consensus conference, clinical experience of respected authorities
Cycles
3 Stages of Research
Stages of Research LOE Number of Studies
Exploratory Studies 3 32
Efficacy Studies 2b
2a
55
3
Effectiveness Studies 1b 5
LOE: Promising Interventions with Probable Efficacy
Stages of Research LOE Number of Studies
Exploratory Studies 3 32
Efficacy Studies 2b
2a
55
3
Effectiveness Studies 1b 5
Characteristics of InterventionsComparative Factors
Specifications
Age 3;0-6;0 • down to 2;0-Stim; up to 7;0-Complexity, Cycles, CV, NCDP
Population Multiple speech errors and unintelligible speech• Inconsistent speech errors (CV)• CAS (NCDP, Cycles)
Intervention Agents SLP• Supplemental assistants:- Parents/caregivers (Cycles, Stim, CV, NCDP)- Paraprofessionals (Cycles)- Teachers (Stim, CV)
Key Components Direct and focused intervention using meaningful words• NSW (Complexity)• Sound (NCDP)
Characteristics of Interventions: con’t
Comparative Factors
Specifications
Broad Goals Increase speech intelligibility• Reduce homonymy• increase stimulable sounds (Stim)• increase consistent productions (CV)• establish accurate motor programs/planning (NCDP)
Target Selection Varied (developmental-linguistic-distance metric-stim/nonstim; functional words)
Level of Focus Speech output (representation + planning – CV; NCDP)
Session Type Individual (30-60 min 2x/wk)
Technology Illustrations; SCIP; NCDP-3 pictures; Alliterative sound character cards (Stim)
ICF-CY Codes Primarily b320: Functions of productions of speech sounds
III. FOUR CONTRASTIVE APPROACHES
Direct Speech Sound Intervention Approaches
Homonymous or Non-homonymous?• Homonymous approaches directly
confront child’s rule by contrasting his/her error with the new target sound(s) to be learned.
• Non-homonymous approaches indirectly address child’s rule with assumption that greater contrastive distinction of word pairs facilitates learning.
- Minimal Pairs and Multiple Oppositions
- Maximal Oppositions and Empty Set (Complexity Approaches)
Non-Homonymous (Complexity) Approaches: MaxO and ES
• Ideally, the target sound(s) for MaxO (one target) and ES (two targets) are:– Missing from child’s inventory– Marked (phonologically complex)– Non-stimulable– Later developing
• The comparison sound (MaxO) should be:– Known, Independent of error, and Maximally Different
• The second target sound (ES) should be:– Unknown, Independent, and Maximally Different
Non-Homonymous (Complexity) Approaches: MaxO and ES
Target contrasted with known sound (MaxO)- nonmajor feature distinction
Target 1 contrasted with Target 2 (ES)- nonmajor feature distinction
Target contrasted with known sound (MaxO)- major feature distinction
Target 1 contrasted with Target 2 (ES)- major feature distinction
Least Change
Most Change
Minimal Pairs: contrasts the child’s error with the target sound
Designing Treatment for Adam
error ~ target
example: g ~ d / #____
go ~ doe
gate ~ date
gown ~ down
Guy ~ dye
game ~ dame
Designing Treatment for Adam
Maximal Oppositions: Contrasts a “known”, independent, and maximally different sound with the target sound
correct ~ target
Example: m ~ d / #
moo ~ dewmore ~ doormate ~ dateMay ~ dayme ~ Dee
Empty Set: Contrasts two target sounds that are unknown, independent, and maximally different from each other
Designing Treatment for Adam
Target 1 ~ Target 2
Example: r ~ d / # ____
row ~ doe
ray ~ day
rye ~ dye
ran ~ Dan
ram ~ dam
Designing Treatment for AdamMultiple Oppositions: Contrasts child’s error with several target sounds from across an entire rule set.
error ~ targets
d
f
g t # _____
st
dew dill deer
Fu fill fear
goo chew gill chill gear cheer
stew still steer
daze Danefaze feign
gaze chaise gain chainstays stain
Multiple OppositionsAssumes learning is facilitated by the size and nature of linguistic “chunks” presented to the child (learning of the whole is greater than the sum of its parts)
Assumes learning is a dynamic interaction between child’s unique sound system and intervention
Predicts learning will be generalized across a rule set (i.e., learning will generalize to obstruents and clusters collapsed to [g] in the 1:17 phoneme collapse) and result in system-wide restructuring.
• Minimal Pairs • Multiple Oppositions • Maximal Oppositions • Empty Set
Video Examplesof 4 Contrastive Approaches
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