Chat with AIExam 14: Articulatory and Motor Speech Intervention Approaches
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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Answered by Examlex AI CopilotIntegrated phonological awareness intervention and ReST (Rapid Syllable Transition Treatment) are both effective intervention approaches for young school-aged children with moderate-severe childhood apraxia of speech primarily characterized by dysprosody. However, they have some key differences in their focus and methods.
Integrated phonological awareness intervention focuses on improving a child's awareness and understanding of the sound structure of language, including phonemes, syllables, and rhymes. This intervention approach often includes activities such as phonemic awareness tasks, syllable segmentation, and rhyming exercises. By targeting phonological awareness skills, this intervention can help improve a child's ability to manipulate and produce speech sounds, which can be particularly beneficial for children with childhood apraxia of speech.
On the other hand, ReST is a treatment approach that specifically targets the production of multisyllabic words and phrases, with a focus on improving the rate and accuracy of speech production. This intervention involves practicing rapid transitions between syllables within words, with the goal of improving overall speech intelligibility and prosody. For children with childhood apraxia of speech characterized by dysprosody, ReST can be particularly beneficial in addressing the specific speech production challenges related to rhythm and intonation.
In comparing the two approaches, integrated phonological awareness intervention may be more beneficial for addressing underlying phonological processing difficulties, while ReST may be more effective in directly targeting the dysprosody and prosodic challenges associated with childhood apraxia of speech. Both approaches can be valuable components of a comprehensive intervention plan for children with moderate-severe childhood apraxia of speech, and the decision to use one or both approaches may depend on the specific needs and goals of the individual child. Additionally, a combination of both approaches may provide a more holistic and comprehensive intervention plan for addressing the complex speech and language needs of children with childhood apraxia of speech primarily characterized by dysprosody.
Paige (2;11 years) is a monolingual English-speaking girl. She has a limited phonetic inventory and is struggling to sequence consonants and vowels in simple syllable shapes such as CV, VC and CVCV. You suspect she has childhood apraxia of speech. You have decided to use Dynamic Temporal and Tactile Cueing (DTTC), which means that you will:
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What are the three components of integrated phonological awareness intervention?
(31) Answered by Examlex AI CopilotIntegrated phonological awareness intervention typically involves a comprehensive approach to developing phonological awareness skills, which are critical for learning to read and spell. The three main components of such an intervention are:
1. **Explicit Instruction**: This involves direct teaching of phonological awareness skills using a structured and sequential approach. Educators explicitly explain, model, and demonstrate the different phonological awareness tasks such as rhyming, syllable segmentation, and phoneme manipulation. This instruction is often scaffolded, starting with easier tasks and progressing to more complex ones.
2. **Systematic Practice**: After teaching the skills explicitly, students are given ample opportunities to practice these skills in a systematic manner. Practice activities are designed to reinforce the skills taught during explicit instruction and are typically organized from simple to more complex tasks. This might include games, worksheets, or technology-based activities that require students to blend, segment, and manipulate sounds in words.
3. **Application and Transfer**: The final component involves applying the phonological awareness skills to actual reading and writing tasks. This means integrating the skills into literacy activities, allowing students to see the connection between phonological awareness and their use in context. For example, students might segment phonemes in words as they write them, or blend sounds together when decoding words during reading. The goal is to help students transfer their phonological awareness skills to real-life literacy situations.
These components work together to create a comprehensive program that can effectively support the development of phonological awareness, which is foundational for successful reading and spelling.
Zoe (8;3 years) is a monolingual English-speaking girl. She has an interdental lisp. You have decided to trial a period of traditional articulation intervention to improve the clarity of her production of /s, z/. During the first intervention session you start with:
(30) The focus of Dynamic Temporal and Tactile Cueing (DTTC) for children with childhood apraxia of speech is on:
(37) Gillan (7;5 years) has an articulation impairment characterized by /?/ distortion. You have decided to help Gillan produce /?/ by successive approximation from another consonant. This would most likely involve:
(35) Compared with traditional articulation therapy, concurrent treatment uses:
(39) 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.
(32) Discuss how you would encourage attention and motivation during intervention for young children with motor speech disorders.
(35) A facilitating phonetic environment that would not be helpful for eliciting /
/ with a school-aged child with /11ee98bf_8946_864a_a6de_ad3a42e6130d_TB9704_11/ distortion would be:
/ with a school-aged child with /11ee98bf_8946_864a_a6de_ad3a42e6130d_TB9704_11/ distortion would be: (40) When conducting Rapid Syllable Transition Treatment (ReST), McCabe and Ballard (2015) recommend that clinicians use:
(37) 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.
(45) The production practice sequence in Van Riper's traditional articulation intervention approach includes:
(34) What does ReST stand for, and what type of word stimuli are used in ReST intervention?
(32) Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) is:
(27) Samantha (8;8 years) has childhood dysarthria because of traumatic brain injury (TBI). Her speech is highly unintelligible. You have decided to trial an aided form of communication. A suitable aided form of communication for Samantha would be:
(40) When preparing your picture resources for the practice phase of concurrent treatment with Susie (7;4 years) you could have your picture-based resources for the different exemplar types:
(26) You have begun pre-practice instruction with Zoe (8;3 years) to improve her production of /s, z/. During pre-practice instruction you:
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