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Outline The Goal Of The Specific Treatment Approach

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Chapter 7: Specific Treatment Approaches 1. There are many different approaches that outline the treatment of articulation and phonological disorders. While the approaches have notable differences, all of the approaches remediate using behavioral techniques and a motor-based component. The two major categories of treatment approaches can be divided into traditional and pattern-based. The main differences between the two categories are the analysis of errors, focus of remediation, and organization of treatment. 2. The traditional approach organizes treatment into five stages and focuses on treating individual speech sounds. Treatment begins by strengthening the child’s sensory-perceptual skills so that they may become aware of his or her own speech sound errors so that they are able to learn new sounds and ultimately use these sounds effectively in conversation. This enables the client to practice the sound in many ways to begin working towards the next phase of transfer and carryover. The goal of this phase is to enable the client to use the correct sound production in environments and conversations outside of a clinical setting. The last phase of the traditional approach is maintenance so that the newly acquired skill continues to be used appropriately, even after treatment ends. …show more content…

The sensory-motor approach is another traditional approach that may be used when treating articulation and phonological disorders. The main goal of the sensory-motor approach is to provide cues that allow the child to become more aware of patterns that exist in the production of speech sounds. The clinician determines facilitative phonetic contexts that are used to provide treatment. Increasing the child’s responsiveness, reinforcing the correct articulation of sounds, and providing assistance for correct production at the syllable level in different environments are the three main purposes of the sensory-motor

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Taking these individual components of speech and language difficulties into account, particularly velopharyngeal incompetence, Edmonson and Reinbartsen (1998) claim that the most affected sounds are /p, b, t, d, s, tʃ /. It is common for these sounds to become distorted because correct production requires closure of the velopharyngeal port. In the study performed by Broen et al. (1998) in which they investigated the acquisition of linguistic and cognitive skills of children with cleft palate, they noted that inadequate velopharyngeal closure may interfere with expressive language skills and stated that "the child with an inadequate velopharyngeal mechanism is at a significant disadvantage in learning to produce accurate speech" (p. 685).

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Being able to work with both children and adults has allowed me to broaden my view of what the field of speech language pathology will consist of. During my freshman year, in the spring semester of 2014, I was able to volunteer in Marquette’s clinic and take data for an SLP graduate student who was working with an adult with an intellectual disability. This experience allowed me to broaden my basic knowledge of the field of speech-language pathology. Also this past fall semester of 2016, I was able to work with an SLP graduate student in Marquette’s clinic, where we provided therapy to a preschool-aged client. We worked together in creating activities to target his speech language disorder, using both hybrid and clinician-directed approaches throughout the semester.

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My participation in these weekly programs included leading children and parents in targeted song and play activities to facilitate and foster the child’s awareness, discrimination and motivation to produce and comprehend age appropriate sounds and semantic concepts. These programs were designed by Janet Barsoumian, speech-language pathologist and the CEO and Founder of A1 Speech Therapy. Throughout my experience leading these programs, I worked hands-on with materials, resources and techniques that are commonly utilized by speech-language pathologists in pediatric clinical settings, which helped me create, organize and conceptualize ideas and inspiration for clinical activities in upcoming therapy

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Childhood apraxia of speech (CAS) is a childhood neurological speech sound disorder which is characterized by impairment of the consistency and precision of movements underlying speech with the main impairment consisting of programming and/or planning spatiotemporal aspects of movement sequences resulting in speech sound prosody and production errors (American Speech-Language-Hearing Association, 2007). CAS is present in pediatric populations as contrasted with Apraxia of Speech (AOS) which is an adult diagnosis. Childhood apraxia of speech is considered controversial by some researchers. Shriberg (n.d.) argues that although the diagnostic term is undoubtedly accurate, it has not yet been backed up by sufficient or compelling research

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There will be children who have a good phonological awareness while there would be some who lacks understanding of the sound structure of language, hence, requiring an individual or group setting for establishing phonological awareness skills. Hence, through focused observation of all the students and their assessment, teachers can determine the needs of the children and what level of knowledge or support is required for them. The assessment of the knowledge of phonological awareness of the students and their individual needs should be based on their ability to play with different parts of the word, i.e., blending, segmenting, substituting, and deleting. This wordplay takes place at different stages of complexity, i.e., rhymes, syllables, sounds, or words. Therefore, by clearly demonstrating the children’s capability of performing this wordplay, different methods can be utilized for generating the phonological awareness amongst the students as per their individualistic needs and deficiencies.

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The sounds are taught in a particular way, not to sound like the letters for example, the sound for t would be taught as this short sound and not as 'tee' or 'tuh. The simpler and most commonly used sounds will be the first to be taught, as these are also straightforward (s, a, t, l, p and n).These can then be put together to form many simple three- letter words, which can be sounded out by children from a relatively early stage (for example, p-i-n' or c-u-p). Children's confidence usually develops quickly and they can sound out different words quite easily as they start to blend combinations of sounds together an important stage of this process. As children

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Phonological awareness (PA) is generically defined as the conscious ability to break words into individual sounds and manipulate these sounds. PA abilities have been shown to affect early literacy skills in normal hearing children and deaf and hard of hearing (DHH) children alike. Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides for the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, delays, and language difficulties. If research studies can lead to a better understanding of how PA develops in young children with CIs or HAs, then educators and Speech Language Pathologists (SLP) will be able to identify which children are at a higher risk for literacy delays later in life; consequently, preventing these delays by facilitating early development of PA skills.

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