Treatment Of Articulation And Phonological Impairment

Based on the outcome assessments the speech therapist may find alternatives to increase treatment outcomes.

A phenomenon applicable to the vast field of Speech-Language Pathology, and the foundation of research now and in the future can all be attributed to, difference versus disorder. This concept considers the complexities of those served within the profession and highlights the range of possibilities displayed from an individual, that draws a fine line between a person being labeled as having a dialectal difference or a speech and/or language disorder. A difference can be defined as an alteration in an individual’s speech and/or language that can be attributed to internal and external factors such as race, culture, and the environment in which a person lives. In contrast, a disorder is an actual disability that interferes with a person’s speech

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

Increasing Kara-lynn’s speech intelligibility will be the primary target of treatment. The multiple oppositions approach with maximally distinct targets will be utilized to treat Kara-lynn’s phoneme collapses into /d/. She collapses multiple phonemes into /d/ in word initial, medial, and final positions including some stops, fricatives, and consonant clusters. The multiple oppositions approach targets phoneme collapse by simultaneously contrasting the errored sounds with the target sounds .This helps the child recognize their own patterns of error and make widespread changes to their sound system as a whole(consider adding reference).

NSOMEs delineate from phonetic placement and sound modification procedures that are used in traditional articulation therapy due to the fact that they are not directly related to the act of speech (Muttiah, Georges, & Brackenbury, 2011). Phonetic treatments also target

Theories of language learning can further be broken into theories for speech-sound errors and treatment for these disorders. One of these theories is sensory-perceptual theory with sound production training. This relates to errors due caused by a breakdown in sensory and motor systems of individual sound units (Peña-Brooks & Hedge, 2015). In contrast, the phonological theory suggests errors unrelated to motor skill but, instead, to misrepresentations of phonological rules (MacReynolds, 1987). While neither approach has proven to be most effective in the generalization of correct productions of speech sounds, this paper will be using the sensory-perceptual theory of language acquisition.

The clients that received the DAT training, 11 of them met their goal. One client did drop out of the DAT training because she felt it was not helping her. All of the clients in the MSI, ATC, and psychoeducational trainings all met their goals. The final percentage was that 83% of the clients met their goals. It was shown that each case should be reviewed and individualized for the client. Collaboration with the school, administrators and teachers would be very helpful in deciding which treatment would benefit each of the client's. Clinicians did collaborate with school staff making recommendations for the student’s accommodations if needed. Overall, this study showed positive outcomes as a speech-language pathologist delivers individualized treatments to the

W.C., a 26 year 11 month old woman, was brought to the Florida Atlantic University-Communication Disorders Clinic (FAU-CDC) by her boyfriend for a Speech-Language Evaluation. She was referred to the FAU-CDC by her neurologist for word finding difficulties and a possible articulation disorder after a left hemisphere hemorrhagic stroke one month ago. According to her boyfriend, W.C.’s symptoms began immediately following her stroke and are characterized by word finding difficulties, slowed and choppy speech, and mispronunciation of certain consonants that is affecting intelligibility along with a strained voice.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

Those students are always in for a long road of speech therapy as well as, problems with reading. I am interested in new research in the area because these students are typically of average intelligence but struggle in school immensely because of their disorder. According to the webinar on Childhood Apraxia of Speech, CAS is defined as a neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired. The main features of the disorder consist of inconsistent errors lengthened, disrupted coarticulatory transitions, and inappropriate prosody. Motor performance is the generalization of learned behaviors while motor learning is the retention or generalization of learned behaviors. Motor learning is the problem that children with CAS encounter. Phonological awareness is important for students with CAS because they have difficulty with reading and spelling. The training of sounds can be done while also training speech sound production. A new therapy technique for CAS is using ultrasound biofeedback to establish a motor skill at the syllable or word level. The benefits of ultrasound are that the student can visually see the elevation of the tongue or retraction on hard to form sounds such as /r/. The disadvantage is that most clinicians do not have access to ultrasound at a reasonable cost to

The participation model begins by identifying the participation patterns and communication needs where the clinician then identifies participation barriers (Beukelman & Mirenda, 2013, p. 108). SLP’s are then taught to differentiate between assessing opportunity barriers and assessing access barriers in the concept that the working clinician evaluates policy, practice, facilitator skill, facilitator knowledge, attitude, and current communication (Beukelman & Mirenda, 2013, p. 108). The client’s current communication assessment includes a full assessment of their possible potential to increase natural abilities, an assessment of potential environmental adaptations, and an assessment of the potential to utilize AAC systems or devices (Beukelman & Mirenda, 2013, p. 108). Once there has been a thorough analysis the speech language pathologist should plan and implement interventions that will span across the present and the future with a follow up to determine how effective the intervention has been in advancing a client’s participation (Beukelman & Mirenda, 2013, p.

As a Speech Language Pathologist it is my responsibility to provide a means of communication to any individual who has an impairment as it relates to communication. No matter how severe the deficit may be as it relates to cognitive functioning, motor skills,etc.. and any other disability that may impact the traditional means of communication. A Speech language Pathologist who works with individuals who require the use of an Augmentative and alternative communication device, must keep in mind that it is their responsibility to make sure that more than one mode of alternative and or augmentative can be used, monitor the progression of intervention as well as evaluate the individual and most importantly keep up to date with current practice through

On the articulation subtest of the DEAP X produced errors /ϴ/→ /f/, /ð/ → /d/ in all positions, as well as /k/→ /t/ and /g/→ /d/ in initial position. She also produced /ts/ → /tʃ/ in the final position of a word. X produced lateralizations of /ʃ/ and /s/ in all positions. The phonology subtest assess phonological processes in both single words and connected speech. On the phonology subtest she demonstrated fronting of /k/→ /t/ in initial position and blends. The single word-connected speech subtest indicated inconsistent errors when fronting /t/→ /k/. The scores based on the three subtests indicate the client produces distortions of /s/ and /sh/, as well as typical simplifications for /k/, /g/, /ϴ/, and /ð/

On March 7, 2016, I observed Makenzie Cockerill in room A117 from 10:00-10:45 am. The client was preschool-aged. The clinician informed me that the client had low intelligibility. The objectives of the day were to work on the /b/ sounds and beginning vowel sounds. The clinician also planned to do a mini screening of Child Apraxia of Speech. However, she informed me that she didn’t believe that this was the case in the child, but they wanted to rule it out. The client had multiple speech sounds in error, so the clinician implemented a cyclical strategy.

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.