Multiple Oppositions Approach Target population must have consistent non-developmental errors child must must recognize words

ds when presented with picture, auditory discrimination, and motor production Must be in child's inventory 3-6 years old must have phoneme collapse Goal

Develop meaningful contrasts Must use maximally different contrasts

Example of use: Target phoneme collapse sounds Example: /t/ for /s/, /k/, /t/, /st/ = tore- sore, core, chore, store use pictures surrounding the core word See phone video Minimal and Maximal Oppositions Includes: Minimal pairs= set differing by one phoneme which signals a difference in meaning minimal contrasts= single or few number of feature differences between phonemes maximal contrast= many feature differences between phonemes (place, manner, voicing) Target Population most children Highly unintelligible multiple phoneme errors Phonological processes- NOT ARTICULATION How

contrasts based on errors train contrasts pre-test and instruct for target client imitates all target words train at production level Embed contrast words with in carrier phrases (I found a ________)sheep in a jeep

Multiple phonemic Approach Who How Assess with Arizona Articulation Scale and articulation protocol for whole word accuracy Three step TX: o Establishment phase: Use sound sheet- visual stimulation, auditory and visual, and auditory-visualtactile stimuli o Holding procedure: only used if time constraints: word probe syllable practice word level phrase level oral reading conversation o Maintenance: 1. whole word accuracy in conversation with clinician support 2. whole word in conversation without therapy intervention Repaired cleft and oral-facial anomalies severe articulation disorder organic or nonorganic

Metaphon Approach Who How Moderate to severe phonological and morphosyntactic errors Children who have no current speech motor constraints Phase I: (concept, sound, phoneme, and word level) make aware of features of target o Concept= introduce term for target feature (stops vs. fricatives; short vs. long; voiced vs. voiceless) examples: noise vs. whisper for voiced vs. voiceless; banana and tree (short-long) o sound level= take turns being listener and speaker while responding to a range of stops and fricatives example: speaker produces stop and fricative; listener draws long and short stems on flowers o phoneme level: phoneme cards prompt sound production Example: front of a head= front sound (bilabial or alveolar) o word level: Child listens to minimally contrastive words and judges. example: Are they "noisy" or "whisper" sounds Phase II: move to realistic setting and alter or repair output o develop awareness: monitor and self correct o speaker and listener rotate: minimal pairs (use activity " put the tea or key through the front door" only two or three pairs per session o sentence level: minimal pairs in carrier phrase: stick the tea/key on the board

Rood Approach (motor) Who people with functional phonological and articulation disorders (dysarthria, apraxia, tongue thrust, "late talker, hearing impairment, down syndrome, structural issues, functional misarticulating....) research is inconclusive and does not support use to increase speech production (good with feeding issues; increases blood flow to area)

How

Use with other tx activities Gross motor movements (warm up) trunk and jaw stabilization facial stimulation (Wake up) oral motor exercises Example: horn and whistle blowing, tongue waging, check puffing, pucker smile.....

Traditional Approach Traditional approach Motor oriented perception and production How perceptual training production training strengthening and stabilizing generalization Target order: isolation- nonsense syllable-words-phrases-sentence-conversation Target population all ages with articulation and phonological disorder best with residual errors phonological approaches best with phonologic disorders Paired Stimulus Approach Target population Have spontaneous speech significant articulation errors in one or more phonemes one word where target phoneme is acceptable - socially say 9 out of 10 times (deep articulation test, stimulable, visible, developmental, or unique for client "truck- t/f"

How????? initial or final target with one key word and 10 target words string training 3 times- key word said 30 times, target said 3 times- repeat 3 times move on when correct and post probe by not pairing and no reinforcement after 3 strings 8 of 10 correct move on- sheet in packet