Question 1

List five cues for eliciting /s/.

Accepted Answer

To elicit the /s/ sound in speech therapy or during language development exercises, the following five cues can be used:

1. **Visual Cues**: Show the child how to place their tongue behind their top front teeth. You can use a mirror so they can see the correct tongue placement and try to imitate it. Sometimes, therapists use diagrams or pictures to illustrate where the tongue should go.

2. **Tactile Cues**: Encourage the child to feel the airflow by placing their hand in front of their mouth while producing the /s/ sound. This helps them understand the concept of a stream of air that is necessary for the correct production of /s/.

3. **Auditory Cues**: Exaggerate the /s/ sound yourself, making it longer and more pronounced so the child can hear it clearly. This helps them to understand what the target sound is. You can also use recordings of the /s/ sound for them to listen to and then imitate.

4. **Verbal Cues**: Use simple instructions like "Put your teeth together and hiss like a snake," or "Blow air out of your mouth while keeping your teeth close together." These instructions give the child a clear idea of what they need to do to produce the /s/ sound.

5. **Phonetic Placement Cues**: Guide the child to place the tip of their tongue close to the ridge behind their upper front teeth without touching them. This is known as the alveolar ridge. Instruct them to keep their tongue tense and to direct the airflow over the center of their tongue.

Using these cues consistently can help children learn to articulate the /s/ sound more clearly. It's important to be patient and practice regularly, as mastering speech sounds can take time.

Question 2

List five cues for eliciting consonantal /ɹ/.

Accepted Answer

To elicit the consonantal /ɹ/ sound, which is the "r" sound as in the English word "red," speech-language pathologists or educators might use a variety of cues and techniques. Here are five cues that can be used to help an individual produce the /ɹ/ sound:

1. **Visual Cues**: Use a mirror to show the tongue's position. The individual can watch themselves or the therapist to see the correct tongue placement, which is usually bunched or retroflexed (curled back) in the mouth without touching the alveolar ridge.

2. **Tactile Cues**: Guide the individual to feel the sides of their tongue touching their upper back teeth. This can be done by gently touching the sides of the tongue or using a tool like a tongue depressor to guide the tongue into the correct position.

3. **Auditory Cues**: Provide a model of the /ɹ/ sound for the individual to imitate. This can be done by exaggerating the sound and breaking down words into smaller parts, starting with the /ɹ/ sound, then adding a vowel (e.g., "rrr-ed").

4. **Verbal Cues**: Use descriptive language to explain the tongue's position. For example, you might say, "Curl your tongue back like a hook," or "Make your tongue strong and tight in the back of your mouth."

5. **Phonetic Placement Cues**: Instruct the individual to start with a sound that they can produce correctly, such as /l/, and then modify it to produce the /ɹ/ sound. For example, you can ask them to say /l/ and then pull the tongue back into the /ɹ/ position while maintaining voicing.

These cues can be used in isolation or in combination, depending on the individual's needs and responsiveness. It's important to note that eliciting speech sounds can be a complex process, and what works for one person may not work for another. Consistent practice and positive reinforcement are key to helping individuals improve their articulation of the /ɹ/ sound.

Question 3

What is the main difference between traditional articulation intervention and Skelton's (2004) concurrent treatment approach?

Accepted Answer

The main difference between traditional articulation intervention and Skelton's (2004) concurrent treatment approach lies in the methodology and focus of the therapy.

Traditional articulation intervention typically involves a step-by-step approach where the speech-language pathologist (SLP) focuses on correcting individual speech sounds in a hierarchical manner. This process often starts at a very basic level, such as working on the production of the sound in isolation, then gradually moving to syllables, words, phrases, sentences, and eventually conversational speech. The therapy is often segmented, with each session dedicated to practicing and mastering a specific sound or set of sounds before moving on to the next. The goal is to establish correct production of speech sounds and then generalize this to spontaneous speech.

Skelton's concurrent treatment approach, on the other hand, is a more integrated method that addresses multiple speech sounds or error patterns simultaneously. Instead of isolating sounds and working on them individually, this approach encourages the practice of several target sounds within the context of meaningful language activities. The rationale behind this method is that it more closely resembles natural speech and language learning processes, potentially leading to more efficient generalization and transfer of skills to everyday communication.

Skelton's approach is based on the idea that working on multiple sounds at once can help the child learn the rule-based nature of speech sounds more effectively, as it provides opportunities to compare and contrast different sounds and their articulatory features within a language context. This can be particularly beneficial for children with multiple speech sound errors, as it allows for a more holistic and functional approach to intervention.

In summary, the main difference is that traditional articulation intervention is a linear, segmented approach focusing on one sound at a time, while Skelton's concurrent treatment approach is a more integrated, simultaneous method that addresses multiple speech sounds within the context of language activities.

Question 4

Ultrasound and electropalatography (EPG) are useful for providing what type of information about articulation?

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Question 5

What does DTTC stand for, and what do each of the terms mean?

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Question 6

List the five levels of the verbal imitation hierarchy proposed by Rosenbek, Lemme, Ahern, Harris, and Wertz (1973).

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Question 7

What does ReST stand for, and what type of word stimuli are used in ReST intervention?

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Question 8

Name the three skills that ReST focuses on.

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Question 9

What are the three components of integrated phonological awareness intervention?

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Question 10

Briefly describe the systems approach to intervention for children with childhood dysarthria.

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Question 11

Compare and contrast traditional articulation intervention with the principles of motor learning.

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Question 12

Choose one speech subsystem and prepare a critical review of research evidence on interventions for children with childhood dysarthria on that subsystem.

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Question 13

Discuss the role of augmentative and alternative communication (AAC) in conjunction with intervention targeting speech production for toddlers with severe childhood apraxia of speech or childhood dysarthria.

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Question 14

Compare and contrast integrated phonological awareness intervention and ReST for a young school-aged children with moderate-severe childhood apraxia of speech primarily characterized by dysprosody.

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Question 15

Why are generalization probes so important when conducting intervention for children with motor speech disorders?

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Question 16

Discuss how you would encourage attention and motivation during intervention for young children with motor speech disorders.

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Question 17

Technology or no technology for children with residual errors involving /s/ and /ɹ/? As part of your response, critique the intervention research associated with using no technology, electropalatography, ultrasound, spectrography.

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Question 18

Discuss the role of movement sequences in intervention for children with childhood apraxia of speech.

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Question 19

Examine the evidence on strategies for reducing nasal air emission and hypernasality in children with childhood dysarthria.

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Question 20

Read about two approaches for children with childhood apraxia of speech mentioned (but not covered) in McLeod and Baker (2017), such as Nuffield Centre Dyspraxia Programme-3 (NDP-3) (Williams & Stephens, 2004) and Melodic intonation therapy (e.g., Helfrich-Miller, 1994). Prepare a document for SLPs outlining the history of each approach, the theoretical basis, general procedure, research evidence and resources.

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Quiz 14: Articulatory and Motor Speech Intervention Approaches