Week 13: Designing and Structuring TX

Question 1

components to consider wen designing the stimuli for your tx

Answer 1

• choose phonetic contexts appropriate for developmental age and what they’re stimulable for
• control complexity and length of syllables
• don’t want to mix segmental and prosodic elements into new goals (don’t want both to be new)
• size of stimuli set
• word familiarity
• functionality
• phonetic inventory— reveals what the child is capable of producing and what forms are preferred

Question 2

what about nonword stimuli?

Answer 2

it can help when children have over learned patterns with known words

but if you only use nonword, how will the child generalize?

Question 3

considerations of phonetic context influence on stimuli design

Answer 3

• word positions— if you’re working on initial word position, the target words need to have the sound in the initial position
• coarticulation— impact of another phoneme in a word
• lexical stress— if the child is producing a multisyllabic words, we need to consider if the stress pattern of the word may influence production
• number of errors in the target word

Question 4

what makes up linguistic complexity?

Answer 4

word length, syllable structure, and linguistic complexity alter complexity

Question 5

specific coarticulatory effects

Answer 5

a sound can be helpful to producing a target sound, but it can also be inhibiting

Question 6

phonemic vs. phonetic approach

Answer 6

phonetic: one phoneme at a time
phonemic: the rule or process, or broader issue

Question 7

structure in tx sessions is considered a

Answer 7

continuum

Question 8

high structure

Answer 8

drill work

Question 9

low structure

Answer 9

pla

Question 10

what are some naturalistic activity considerations

Answer 10

• children need to understand the activity and what they’re working on
• functional, we can show the parent, the child can take it home

Question 11

what is meant by consequence of errors in naturalistic activities

Answer 11

if the child is not using accurate sounds in an activity, you don’t understand them and your play is interrupted

Question 12

facilitative techniques

Answer 12

bombardment
metaphors
descriptions
demonstrations
touch cues
word pairs
building syllables and words
facilitative talk
direct instruction

Question 13

bombardment

Answer 13

client listens to accurate forms before producing training

Question 14

metaphors

Answer 14

compare some aspect of speech to something the client is familiar with

Question 15

descriptions

Answer 15

describe how the sound is produced

Question 16

demonstrations

Answer 16

model the sound
touch cues
point out production characteristics; typically place cues

Question 17

word pairs

Answer 17

use contrastive words that might facilitate production; using correct vs. incorrect

Question 18

building syllables and words

Answer 18

build phonemic and syllabic complexity

Question 19

facilitative talk

Answer 19

modeling, strategic errors

Question 20

direct instruction

Answer 20

phonetic placement and shaping

Question 21

when it comes to treatment progression what should we focus on?

Answer 21

altering phonetic context (different rod positions)

alter speaking contexts

Question 22

ongoing assessment of stimuli presentation

Answer 22

from blocked to randomized