CDO 338 15

  1. Structure of Treatment Sessions
    • 4 structural modes of intervention: (Shriberg 1982)
    • —Drill
    • —Drill play
    • —Structured play
    • —Play
  2. Drill: stimuli are presented rapidly
    • —Treatment is a structured by a stimulus-response paradigm
    • —Positive reinforcement is given for correct responses
    • —Correctivefeedback is given for incorrect responses
    •   -when the response is incorrect the clinician gives the client a second trial by repeating the stimulus
    • —Last step is to modify the stimulus form by exaggerating the target in duration and intensity.
    • —Ex) flashcards for sounds, use repeatedly
  3. Drill Play: a “fun” element is added
    • —Same as drill except a motivational event is incorporated before, during, or after the stimulus is presented. 
    • —Ex) use Jinga and every time that you say this correctly you can pull a Jinga piece out.
  4. Structured Play: 
    • Similar to drill play, but the stimuli are presented as part of play activities.
    • —Clinician may opt to NOT provide instructional feedback about incorrect responses.
  5. Play Mode:
    • —The clinician arranges activities so that the target
    • responses occurs naturally.
  6. Which treatment style is the best?
    • Drill and drill play treatment modes were shown to more effective for artic/phono therapy.
    • —Clinicians perceived drill play as the most effective, most efficient, and most preferred of the 4 modes
    •   (Shriberg&Kwiatkowski, 1982)
    • You have to find out what makes the kid tick and use it. Do they like Barney, Lord of the Rings, etc. USE IT.
  7. Elicitation of Speech Sounds
    • —Auditory-Visual Model
    • —Use a Mirror
    • Use Tactile-Kinesthetic Cues
    • —Modification of nontarget sounds
    • —Visual illustration of placement of articulators
    • —Provision of visual cues
    • —Facilitating phonetic contexts
    • Verbal instructions
    • —Successive approximation (shaping)
  8. Transfer or Generalization
    • Phonemic contexts – exact sounds
    • —Situational contexts – saying it in the classroom, making calls, etc.
  9. Carryover
    • The habitual use of target sounds in all speaking situations, including conversational speech in and out of the clinic.
    • When a child gets to carryover then we discharge the client.
    • Carryover also involves articulation of the target sound without deliberate or conscious effort. 
  10. Carryover: In-clinic strategies
    • Nonsense materials
    • —Timed productions
    • —Self-monitoring
    • Self-regulation
    • —Comparison of error and correct sounds
    • Paired-stimuli approach
    • —Programmed approach
    • —Creative drama
    • —Group intervention
    • —Proprioceptive feedback
  11. Carryover: Out-of-clinic strategies
    • —Assignments/homework
    • —Extra-clinic environments
  12. Maintenance
    • —Last phase of artic/phono intervention is maintenance or retention. 
    • —Maintenance: continued use of the target sound/pattern in all speaking situations over time. 
Card Set
CDO 338 15
Implementation of Intervention/and Transition to Dismissal