Deck 10: Goal Setting

Question 1

Outline the elements of operationalized long-term goals, short-term goals, and session goals.

Answer 1

Operationalized long-term goals are broad, overarching objectives that an individual or organization aims to achieve over an extended period of time, typically spanning several years. These goals are often strategic in nature and provide a clear direction for future actions and decision-making. To operationalize a long-term goal, it is important to break it down into specific, measurable, achievable, relevant, and time-bound (SMART) objectives. This involves defining the desired outcome, identifying the key milestones and targets, and establishing a timeline for completion.

Short-term goals, on the other hand, are more immediate and focused objectives that contribute to the achievement of long-term goals. These goals are typically set for a period of weeks or months and are designed to provide a roadmap for progress towards the larger, long-term vision. Operationalizing short-term goals involves breaking them down into actionable steps, allocating resources, and setting deadlines to ensure timely completion.

Session goals are specific, targeted objectives that are set for a single work or activity session, such as a meeting, training session, or project task. These goals are designed to guide the focus and agenda of the session, ensuring that participants are clear on what needs to be accomplished and how success will be measured. Operationalizing session goals involves defining the desired outcomes, setting specific tasks and activities, and establishing a timeframe for completion within the session.

In summary, operationalized long-term goals provide a strategic direction for the future, while short-term goals and session goals break down the larger objectives into manageable, actionable steps for more immediate progress. By operationalizing goals at each level, individuals and organizations can effectively plan, execute, and measure their progress towards achieving their overarching vision.

Question 2

What is the difference between three- and four-tiered goal frameworks?

Answer 2

Three-tiered and four-tiered goal frameworks are organizational structures that businesses and projects use to set, manage, and achieve objectives. They differ in complexity and the level of detail they provide. Here's a breakdown of the differences:

**Three-Tiered Goal Framework:**

1. **Strategic Goals (Top Tier):** These are high-level objectives that align with the overall mission and vision of the organization. They are broad and long-term, often set by top management, and serve as the guiding force for the organization's direction.

2. **Tactical Goals (Middle Tier):** Tactical goals are more specific than strategic goals and are designed to implement the strategies set at the top tier. They are typically medium-term goals that department heads or team leaders would focus on to ensure that the strategic goals are being pursued effectively.

3. **Operational Goals (Bottom Tier):** These are the most specific and short-term goals, often set by lower-level managers or team members. Operational goals focus on the day-to-day operations of the organization and are aimed at achieving the tactical goals, which in turn support the strategic goals.

**Four-Tiered Goal Framework:**

1. **Visionary Goals (Top Tier):** This tier is sometimes added to the three-tiered model to represent the ultimate purpose or the 'dream' of the organization. It is even more abstract than strategic goals and serves as a source of inspiration and a point of reference for all other goals.

2. **Strategic Goals (Second Tier):** In a four-tiered model, strategic goals are derived from the visionary goals. They are still high-level but are more focused on achieving the vision.

3. **Tactical Goals (Third Tier):** These goals are similar to the tactical goals in the three-tiered model, serving as the bridge between strategy and operations.

4. **Operational Goals (Bottom Tier):** Operational goals in a four-tiered framework are the same as in the three-tiered framework, focusing on the daily tasks and activities that need to be completed to meet tactical and, ultimately, strategic goals.

The main difference between the two frameworks is the addition of the visionary goals in the four-tiered model. This tier adds an extra layer of abstraction and long-term thinking, which can be particularly useful for organizations that are very mission-driven or that operate in rapidly changing industries where a strong, guiding vision is necessary to navigate through uncertainty.

In summary, the three-tiered framework is more straightforward and may be sufficient for many organizations, while the four-tiered framework adds a layer of visionary thinking that can help align all organizational activities with a more distant and aspirational future state.

Question 3

List four categories of stimulus generalization and six categories of response generalization.

Answer 3

Stimulus generalization can be categorized into four main categories:

1. Generalization across physical characteristics: This occurs when an organism responds to stimuli that are similar to the original stimulus in terms of physical attributes such as size, shape, color, or texture.

2. Generalization across temporal and spatial characteristics: This occurs when an organism responds to stimuli that are similar in terms of timing or location to the original stimulus.

3. Generalization across verbal and symbolic stimuli: This occurs when an organism responds to stimuli that are similar in terms of language or symbolic representation to the original stimulus.

4. Generalization across contextual cues: This occurs when an organism responds to stimuli that are similar in terms of the environmental context in which the original stimulus was presented.

Response generalization can be categorized into six main categories:

1. Generalization across responses: This occurs when an organism produces a similar response to a variety of different stimuli.

2. Generalization across settings: This occurs when an organism produces a similar response in different environmental contexts.

3. Generalization across time: This occurs when an organism produces a similar response at different points in time.

4. Generalization across people: This occurs when an organism produces a similar response in the presence of different individuals.

5. Generalization across behaviors: This occurs when an organism produces a similar response to different behaviors that serve the same function.

6. Generalization across sensory modalities: This occurs when an organism produces a similar response to stimuli presented through different sensory modalities (e.g., visual, auditory, tactile).

Question 4

What is the difference between developmental and complex intervention targets?

Question 5

List Gierut's (2001) four categories of complex intervention targets.

Question 6

State three word-initial consonant clusters with small sonority difference scores that could be suitable intervention targets for a preschool-aged children, who has a moderate-severe phonological impairment characterized by 100% word-initial consonant cluster reduction.

Question 7

Using the speech sample for Luke (4;3 years) in Table 16-6 of McLeod and Baker (2017), identify two word-initial phoneme collapses in Luke's speech, and identify four suitable intervention targets within each collapse that reflect William's (2003) distance metric, so that the targets are maximally classified and maximally distinct.

Question 8

List the four goal types that make up Bernhardt and Stemberger's (2000) approach to nonlinear phonological goal selection.

Question 9

Describe the type of speech goal suited to a child with inconsistent speech disorder.

Question 10

What is a specific area of speech often identified as a goal for preschool and school-aged children with CAS?

Question 11

Discuss the statement: Phonological intervention is effective only if stimulus generalization and phonological response generalization occur.

Question 12

Compare and contrast goal attack strategies for children with phonological impairment. Choose a goal attack strategy suitable for Luke (4;3 years) (Case 1:

Question 13

Critically examine the evidence on complex and developmental approaches to intervention for children with phonological impairment.

Question 14

Identify six peer reviewed published intervention studies addressing speech sound disorders in children, including two for children with phonological impairment, two for children with childhood apraxia of speech and two for children with an articulation impairment. Critically examine how stimulus and response generalization were measured and reported across all six publications.

Question 15

Are some words better than others for facilitating generalization in children with phonological impairment? As part of your response, consider the following factors: neighborhood density, phonotactic probability, age-of-acquisition of words, word frequency, and lexicality (real words versus nonwords).

Question 16

Explain the systems approach to goal selection for children with childhood dysarthria. As part of your response, address the challenge of identifying and operationalizing articulation, phonation, resonance and respiratory goals that are realistic and achievable.

Question 17

Discuss the implications of targeting socially-based goals for children with speech sound disorders.

Question 18

Critique the types of impairment and socially-based goals in peer reviewed published case studies of children with childhood apraxia of speech or childhood dysarthria. As part of your critique, consider if and/or how socially-based goals were identified and operationalized.

Question 19

Discuss the advantages and disadvantages of each of the following goal formats: simultaneous, alternating, and block for children with concomitant morphosyntax and phonological impairment.

Question 20

Using Appendix 10-1 in McLeod and Baker (2017) as a guide, examine the similarities and differences in possible goals for young children with different known causes of speech sound disorder (e.g., cleft palate, hearing impairment).

Question 21

A biopsychosocial perspective for goal setting based on the ICF-CY framework (WHO, 2007) captures:

A) Biological factors, Psychological factors, and Social factors.
B) Functioning and disability (including Body Structures, Body Functions, Activities and Participation) plus Contextual factors (including Environmental Factors, Personal Factors).
C) Body Structures, Body Functions, and Social Factors.
D) Personal factors (including Biological Factors, Social Factors, and Family Factors) in addition to Contextual factors (including Environmental Factors, Activities and Participation).

Question 22

An operationally defined long-term speech goal for Franklin (4;1 years), who has a moderate-severe phonological impairment, captures:

A) the behavior to be learned, the task used to measure the behavior, who will conduct the measurement, where measurement will take place, criterion, and the total expected duration of intervention.
B) the behavior to be learned, the task used to measure the behavior, the response mode, the response level, who will conduct the measurement, where measurement will take place, criterion.
C) the behavior to be learned, the dose, the intervention agent, who will conduct the measurement, where measurement will take place, criterion, and the teaching and learning procedure.
D) the behavior to be learned, the task used to measure the behavior, who will conduct the measurement, where measurement will take place, dose, teaching and learning procedure, and the total expected duration of intervention.

Question 23

Stimulus generalization is evident when:

A) a targeted speech skill improves across untreated word positions, in untreated words during conversational speech.
B) treatment shows an improvement from session to session.
C) a targeted speech skill is evoked with different people, in a different environment.
D) phonological generalization probe data shows an improvement in a child's targeted skill.

Question 24

Olive (4;5 years) is a monolingual English-speaking girl. She has a moderate-severe phonological impairment and has been receiving intervention targeting cluster reduction. An improvement on a phonological generalization probe suggests that Olive is:

A) using treatment words at home.
B) showing generalization to non-treatment words containing non-treatment clusters.
C) using treatment words at preschool.
D) using treatment words with her parents and siblings.

Question 25

If a child is showing between-domain generalization, this means the child is:

A) using the targeted speech skill with other people in other domains.
B) using the targeted speech skill in single-words and conversational speech.
C) showing generalization from one phonological class to another implicationally related phonological class.
D) showing generalization from one area of language such as morphosyntax to another, such as phonology.

Question 26

The traditional developmental approach to target selection prioritizes:

A) earlier developing stimulable phonemes.
B) later developing non-stimulable phonemes.
C) more marked implicationally related targets.
D) errors greatly impacting a child's speech intelligibility, regardless of early or later developing status.

Question 27

The complexity approach to target selection prioritizes:

A) consonants and/or consonant clusters reflecting least knowledge.
B) earlier developing stimulable phonemes.
C) less marked implicationally related targets.
D) unusual or atypical errors.

Question 28

Olive (4;5 years) is a monolingual English-speaking girl. She has a moderate-severe phonological impairment characterized by various phonological processes including cluster reduction. Olive has no knowledge of word-initial consonant clusters. You decide to use a complexity approach to target selection and prioritize true consonant clusters with small sonority difference scores. Which of the following consonant clusters reflects that priority?

A) /sp, sk, st/
B) /sl, fr/
C) /tw, kw/
D) /pl, kl/

Question 29

Hodson's (2007) primary target patterns include:

A) anterior-poster contrasts, /s/ clusters, liquids, and word structures.
B) velar fronting, /s/ clusters, stopping of all fricatives, and idiosyncratic deviations.
C) anterior-poster contrasts, /s/ clusters, prevocalic voicing, and palatals.
D) anterior-poster contrasts, /s/ clusters, assimilations, and word structures.

Question 30

When prioritizing the order of primary target patterns in Hodson's (2007) cycles approach, the primary pattern selected first is:

A) the pattern that a child would like to work on.
B) the pattern with the poorest stimulability, so that the child learns to expand his or her phonetic inventory.
C) the pattern with the best stimulability or readiness, to ensure that a child achieves immediate success.
D) the pattern that will have the greatest impact on a child's speech intelligibility regardless of stimulability status.

Question 31

In Hodson's (2007) cycles approach to target selection, the criterion for moving on from one primary target pattern to another primary target pattern is a:

A) time-based criterion whereby each stimulable phoneme within a pattern is targeted for 60 minutes.
B) performance-based criterion whereby each stimulable phoneme is targeted until it is 50% correct in conversational speech.
C) flexible criterion, based on a child's motivation and interest.
D) performance-based criterion whereby each primary phonological pattern is targeted until it is occurring < 40% of the time in conversational speech.

Question 32

In William's (2003) systemic approach to analysis and target selection, the parameter of maximal classification means that the three or four targets selected from a phoneme collapse:

A) are later developing phonemes from marked manner classes.
B) are from different manner classes, different places of production, and have different voicing.
C) are all stimulable and early developing to maximize success.
D) are maximally opposed from the child's error sound.

Question 33

In Williams' (2003) systemic approach to analysis and target selection, the parameter of maximal distinction means that the three or four targets selected from a phoneme collapse need to be:

A) distinct from each other with respect to voice, place, manner and linguistic unit (singleton/cluster).
B) maximally opposed to the child's error, later developing and non-stimulable.
C) maximally distinct from the child's error in terms of place, voice, manner and linguistic unit (singleton/cluster), regardless of complexity status (e.g., regardless of stimulability, markedness and early/later developing).
D) distinct from one another as graphemes, so as to capitalize on the need to address the child's letter name/sound knowledge.

Question 34

Bernhardt and Stemberger's (2000) approach to goal identification from a nonlinear perspective focuses on:

A) syllable frame and stress patterns rather than segmental knowledge.
B) four different types of goals addressing the segmental and prosodic tiers.
C) labial, coronal and dorsal features rather than problems with syllable and word shape.
D) interactions between prosodic and segmental tiers, rather than specific skills on each tier.

Question 35

According to Hodson (2007), the following phonological patterns considered to be inappropriate targets for preschool-aged children, as part of the cycles approach are:

A) voiced word-final obstruents.
B) assimilations.
C) liquids.
D) prevocalic voicing.

Question 36

A) [s, z, , st]
B) [11ee98bd_1732_f360_a6de_fb0b8cd3feb8_TB9704_11, st, sk, kw]
C) [k, 11ee98bd_1732_f360_a6de_fb0b8cd3feb8_TB9704_11, , sl]
D) [f, 11ee98bd_1732_f360_a6de_fb0b8cd3feb8_TB9704_11, 11ee98bd_3118_48c1_a6de_db6c72468db1_TB9704_11, g,]

Question 37

Jarrod (7;0 years) has inconsistent speech disorder. The most suitable intervention goal targeting speech production would be:

A) phonemic contrasts in monosyllables.
B) lexical consistency.
C) alveolar-velar contrasts.
D) consonant clusters.

Question 38

Jenny (2;3) a monolingual English-speaking girl. She has limited expressive language and suspected childhood apraxia of speech. She has three vowels and no true consonants. A helpful first speech intervention target for Jenny would be:

A) production of simple CV open syllables beginning with glides.
B) non-duplicated CVCV words.
C) words with consonant clusters in VCC syllables.
D) imitation of voiced obstruent consonants in isolation.

Question 39

Ludwig (7;3 years) is multilingual-he speaks English and German. Ludwig has childhood apraxia of speech. His phonetic inventory for both languages is relatively complete, however, words of increasing length are challenging and show dysprosody. A speech goal for Ludwig would most likely be to:

A) improve Ludwig's production of spondees.
B) increase Ludwig's word lengths from monosyllables to di- and polysyllables comprising a variety of lexical stress patterns.
C) increase Ludwig's use of non-harmonized closed CVC syllables where the consonants are different.
D) improve Ludwig's vocal loudness.

Question 40

Xiaobo (8;3 years) is multilingual-he speaks English and Mandarin. Xiaobo has childhood dysarthria associated with cerebral palsy. His speech is highly unintelligible. A helpful goal for improving Xiaobo's speech intelligibility could be:

A) improving his accuracy of complex sequences in multisyllabic words.
B) increasing his contrast between voiced and voiceless affricates.
C) decreasing his percentage occurrence of palatal fronting.
D) encouraging respiratory support and breath control for speech.