Phonological Therapy: A Case Study
comparative Essay
334 words
This article compared two different approaches for selecting contrasts in phonological therapy. One approach used the minimal pairs strategy, while the other approach focused on a non-minimal pair strategy contrasting voice, manner and place of articulation. Nineteen children around 5 years old (11 boys and 8 girls), with moderate to severe phonological delay or disorder participated in the study. Inclusion criteria included: 1) standard score of 3–5 on the percent consonants correct measure of the Phonology Assessment (Diagnostic Evaluation of Articulation and Phonology), 2) consistent error patterns (five examples of an error pattern), 3) no structural problems apparent on oral examination, 4) normal receptive language scores (according
In this essay, the author
- Compares two different approaches for selecting contrasts in phonological therapy. one used the minimal pairs strategy, while the other focused on contrasting voice, manner, and place of articulation.
- Explains that 19 children with moderate to severe phonological delay or disorder participated in the study. inclusion criteria included a standard score of 3–5 on the percent consonants correct measure of the phonology assessment.
- Explains that the children were randomly selected to a group, with 9 children assigned to the minimal and 10 to non-minimal pairs. s and clinician discussed new target sounds over telephone or email to ensure treatment fidelity.
- Concludes that both groups made improvements in their speech accuracy. there were no significant differences between the groups in terms of the error patterns that were suppressed in therapy.
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- Phonological Theory Of Dyslexiaexplanatory essayDevelopmental dyslexia is classified as a learning disability, particularly focusing on impaired language-based learning. It is a syndrome with a neurological origin and it exists on a spectrum with varying in severity and symptoms. The neurological basis of dyslexia is not well understood, however, research has demonstrated its origin in the left perisylvian area. (Ramus 2003, Eden et al 2016) Children with dyslexia struggle with processing writing (orthography) and sound structure of words (phonology) of languages.
In this essay, the author
- Explains that developmental dyslexia is a learning disability focusing on impaired language-based learning.
- Explains that magno-cells play a vital role in the visual system, as they are responsible for timing the events when an individual is reading. however, prior research in identifying the role of visual stress and binocular fixation has demonstrated very little involvement.
- Explains that impairment in the audio system could play a role in dyslexia, as patients often have trouble identifying the sounds and integrating their role when spelling or writing.
- Explains that dyslexia is a plausible etiology as poor motor control is frequently observed amongst dyslexic individuals. however, empirical studies show that there is no significant link between articulatory, phonological ability or literacy skills.
949 wordsRead More - Child's Speech Transcript Analysisanalytical essayThis research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
In this essay, the author
- Explains that the research is intended to analyze the transcript of a child's speech. the linguistic aspects of the child will be examined including speech errors, syllable shapes, and her phonetic inventory.
- Explains that the child seems to conform to the normal development that other children her age demonstrate. according to carol stoel-gammon, 24 month olds should be able to make a /b/ sound in the initial position
- Explains that she makes an error in stopping. she takes what would normally be fricatives and turns them into stops.
- Illustrates how the child shows signs of chain shifts. she trades the fricative "th" in "the" for a stop like "da".
- Analyzes how the child exhibits an error called final consonant deletion. instead of fully enunciating the whole word to the end, she drops the last.
- Explains that the “d” in both bolded words is missing, but she is still able to produce the ‘d’ sound at the ends of words like “bed”.
- Analyzes the child's most common syllable shape, which is consonant, vowel, consonic, or cvc. she uses relatively complex words like "coloring", "downstairs" and "pulling."
- Analyzes how the child's phonetic inventory is normal. she produces stops, nasals, fricatives and liquids in both the initial and final positions, and has accurate control over the places of articulation.
- Analyzes how the child's transcript shows minimal examples of incorrect word usage. only 2 of the documented 132 utterances show she makes up her own way of saying the word.
- Analyzes how sessy simplifies the complexity of the multiple "s" in "sesame street" by stating that she has yet to correct herself. in line 35, it is difficult to understand what she is trying to say.
- Explains that the child has a broad vocabulary and does not repeat many words. the highest frequency is nouns.
- Analyzes how the child understands that nouns do not always have to be called by their name, and her point will still come across to her audience.
- Analyzes majorie's phonological errors, such as stopping, chain shifts, and final consonant deletion, which do not interfere with the ability to understand what she is saying.
1242 wordsRead More - Efficacy of Phonological Writing Treatmentanalytical essayIntroduction Writing treatment for aphasia using phonological training works best when speaking nonsense. Either nonsense or Italian. Six writing treatment studies demonstrate that research for phonological training treatment is at Phase II. Such treatment would be in a Phase III level of evidence if the studies reviewed had quasi-experimental studies or closer examinations of efficacy. Phonological writing treatment is still in Phase II as illustrated by these three similarities in research efficacy: first, how inconsistent procedures in research obscure a standardized research protocol; second, how irrelevant outcomes confuse data; and third, how the lack of clearly defined participant characteristics mar research results.
In this essay, the author
- Explains that writing treatment for aphasia using phonological training works best when speaking nonsense.
- Explains that inconsistent procedures are a barrier for phonological research to move to phase iii. the cognitive model is integral in formulating the procedures for teaching phoneme-grapheme writing.
- Explains that phonological writing research cohesion is impeded by the use of either english or italian in its treatment studies.
- Analyzes how nonwords were used in four research studies to demonstrate the importance of the phoneme to grapheme connection over the lexical method.
- Analyzes how phonological treatment for writing can help people with aphasia, but the research is clouded by additional procedures and generalization probes that confuse the outcome.
- Explains that phonological writing treatment for aphasia assisted the participants in retaining their writing abilities over time. however, the timing and result of the final assessments were varied.
- Explains that the lack of clearly defined participant characteristics keeps phonological writing treatment for aphasia from being fully efficacious.
- Explains that the method for determining type and severity of aphasia was inconsistent through these studies.
- Explains that the small population size in each of these studies contributed to data sets that could be rendered less successful if only one or two participants did not complete the treatment. more studies that include more participants will clarify the efficacy of this procedure.
- Explains that the small number of participants did lead to some changes in procedure and outcome probes. bowes and martin (2007) found writing cvc nonwords difficult and beeson and colleagues (2008) almost chastised two participants.
- Analyzes how bowes and martin (2007) recommend that future researchers investigate the variables of "length of treatment, type of aphasia, and severity" with regard to phonological treatment.
- Concludes that phonological training in writing treatment for aphasia may have veracity, but the research studies on such training do not yet show efficacy or effectiveness of the treatment.
- Cites beeson, rising, kim, e. s., & rapcsak, s z. (2010). a treatment sequence for phonological alexia/agraphia.
- Explains the cognitive approaches to writing rehabilitation in aphasics: evaluation of two treatment strategies.
- Explains kiran's model-based approach to training phoneme to grapheme conversion for patients with written and oral production deficits.
2048 wordsRead More - Childhood Apraxia of Speechexplanatory essayStrand, E. (2000). The Efficacy of Integrated Stimulation Intervention with Developmental Apraxia of Speech. Journal of Medical Speech Language Pathology, 8(4), 295-300.
In this essay, the author
- Explains childhood apraxia of speech (cas) is considered a childhood motor speech disorder characterized by deficits in sequencing the movements required for speech production.
- Explains asha's findings that children with cas often display inconsistent errors in vowel and consonant production, lengthened transitions between sounds and syllables, and inappropriate prosody.
- Explains that the impairment of inconsistency and precision of motor speech movements is what is to be considered the core problem for a child with cas.
- Explains that there are many methods that can be used to treat cas. integral stimulation therapy uses cognitive motor learning principles and cueing strategies for repeated practice of motor tasks.
- Explains integral stimulation is a hierarchical treatment program that was developed by rosenbek to help treat anapraxic speakers.
- Explains that a card with the target on it is presented to the client, followed by repeating the word on the card and then after the stimulus is taken away. the final two steps are implemented to help provide generalization and carryover from therapy.
- Explains that the child can be provided with the amount of support that is needed for their skill level, which is a beneficial aspect of many therapy plans.
- Explains that cognitive learning is important for motor learning and motor skill retention. retention of motor skills depends on frequency and intensity of repeated practice.
- Explains that the first study examined a client cp diagnosis with cas and concluded that 3 out of the 4 intended targets were correctly retained.
- Explains that the first subject, js, was not fit for the integral stimulation hierarchy treatment. the remaining two participants seemed to benefit from the therapy.
- Explains that the strand and debertine article used the integral stimulation hierarchy as well. s indicated that success of the treatment were due to the motor learning techniques.
- Explains that prompts (prompts for restructuring oral muscular phonetic targets) are a motor learning method that can be used to treat childhood apraxia of speech.
- Opines that prompts provides the client a series of tactile cues during therapy, while integral stimulation provides visual, auditory, and auditor
- Cites daniel, r., and edeal, m. on integral stimulation deconstructed: a treatment efficacy study for childhood apraxia of speech.
1535 wordsRead More - Speech and Down Syndromeexplanatory essayA case study of a ten year old girl with DS was given EPG therapy in order to resolve a phonological process of velar fronting. The study showed changes in the accuracy of the contact between the tongue and artificial palate over 14 weeks. Training with the visual feedback allowed the child to alter her tongue placement and generalize it to conversational speech (Wood, et al. 2009). As a result, she had fewer articulation errors and her intelligibility significant improved.
In this essay, the author
- Explains that down syndrome is the most common cause of intellectual impairments due to an extra chromosome in the 21st pair. children with ds have more deficits in expressive speech and language compared to typical developing children.
- Explains that there is not one specific profile associated with children with down syndrome, but there are certain traits that are seen in the majority of this population.
- Explains that children with down syndrome have an unusual profile of social, cognitive, and speech and language development.
- Explains that research has provided beneficial data on the underlying causes of speech impairments in children with ds.
- Explains that differences in the oral-facial structures in children with ds affect speech production, drooling, open mouth resting posture, and hypotonia.
- Explains that speech intelligibility in children with down syndrome is one of the most poorly measured components of speech production.
- Explains how intelligence is measured with scaling procedures, parent questionnaires, and scoring from transcriptions. comprehensibility, comprehension of the listener, participation in communication are also measures.
- Explains that the prelinguistic development of infants with down syndrome is mostly typical, but most of these children demonstrate a considerable delay in their first words. stoel-gammon reported inconsistency in the age at which children with ds produced their
- Explains that there is a high frequency of inaccurate articulatory patterns in children with ds, involving considerable amounts of consonant errors.
- Explains that children with ds have the same phonological characteristics in word productions as typically developing children.
- Argues that speech therapy is the key component of intervention services for children with ds because they are at risk of high prevalence of speech impairments.
- Opines that otitis media management and associated hearing loss should be treated first in children with ds. children will benefit from an intensive treatment for middle ear pathology.
- Explains that early intervention is beneficial when implemented in the first three years of life. most infants born with ds are receiving early services for speech and language therapy.
- Explains how a computer-based method, electropalatography, has influenced the accuracy of speech production in children with down syndrome. it visually displays the timing and location of contact between an individual’s tongue and hard palate during speech.
- Describes how a ten-year-old girl with ds was given epg therapy to resolve the phonological process of velar fronting. the study showed changes in the accuracy of the contact between the tongue and artificial palate over 14 weeks.
1923 wordsRead More - The Effects of Otitis Media with Effusion on Hearingexplanatory essayPaden, E.P. (1994). Otitis media and disordered phonologies: Some concerns and cautions. Topics in Language Disorders, 14(2), 72-83.
In this essay, the author
- Explains that otitis media is an inflammation of the middle ear and often the mastoid process and eustachian tube and is second only to the common cold as the most common illness of early childhood.
- Explains that some children suffer from otitis media without experiencing recognizable symptoms and may never see a physician or receive the medical interventions necessary to clear the infection and restore normal hearing.
- Explains that otitis media is a clinically identifiable infection of the middle ear. it is non-infectious, but can be contracted from bacteria, germs, and viruses.
- Explains that otitis media is common in children between birth and two years of age. many factors play a role in determining which children will have higher incidence of the illness.
- Explains that medical intervention for children with otitis media differs based on factors such as presentation and duration of symptoms and whether the infections are recurrent.
- Explains the hearing loss that accompanies middle ear effusion is mild to moderate and continues only as long as the fluid is present in the middle
- Explains the use of pneumatic otoscopy and tympanometry to determine the diagnosis of the disease.
- Explains that the majority of research on otitis media has focused on the effects of temporary hearing loss on developing language skills of children before the age of three.
- Explains that studies on the effects of otitis media on hearing have focused on early auditory deprivation on central and non-speech processing.
- Opines that current research on otitis media with effusion and hearing loss is moving towards examining the effects of a fluctuating mild to moderate hearing deficit on children's ability to segregate sounds from competing noise adequately.
- Explains that many current research studies are seeking ways to overcome some of the problems that have existed in past attempts to assess the effects of recurrent effusion on hearing.
- Describes finitzo, gunnarson, & clark, j. auditory deprivation and early conductive hearing loss from otitis media.
- Explains hall, w., and grose, j.h. effect of otitis media with effusion comodulation masking release in children.
- Explains hemmer, v.h., and ratner, n.b. communicative development in twins with discordant histories of recurrent otitis media.
- Explains that at-risk children and otitis media with effusion: management issues for the early childhood special educator.
- Explains paden, e.p., otitis media and disordered phonologies: some concerns and cautions.
- Explains the effects of early bilateral otitis media with effusion on educational attainment: a prospective cohort study.
- Explains that otitis media in early childhood and its relationship to later phonological development. journal of speech and hearing disorders, 53(4), 424-432.
- Summarizes stewart, anae, and gipe's findings on pacific islander children' s prevalence of hearing loss and middle ear disease.
2300 wordsRead More - The Importance Of Fluency Shaping Therapyexplanatory essayFluency shaping therapy is a direct approach of stuttering and its basic goal is to achieve fluency, prolonged speech as well as connected speech. This therapy technique trains stutterers to speak more fluently by controlling their phonation, breathing and articulations. The results are described as monotonic, slow and fluent speech. When there are improvements the client is transferred to speak in daily life outside the speech clinic. Modification therapy which is another direct approach focuses on modifying stuttering so that the stutterers are less effortful and easier for the client. The goal of stuttering modification is to avoid behaviours, fears and negative reactions or attitudes when stuttering to decrease tension (Guitar & Peters 1980). Fluency shaping focuses on helping the child to speak more fluently by working with speech motor control skills (Sidavi & Fabus 2010).
In this essay, the author
- Explains that fluency shaping therapy trains stutterers to speak more fluently by controlling their phonation, breathing, and articulations. modification therapy aims to avoid behaviours, fears and negative reactions to decrease tension.
- Describes the lidcombe program, which focuses on behavioural feedback directed treatment for preschool children who stutter.
- Explains the family focused therapy approach, which emphasizes on guiding and teaching parents, with fluency shaping and stuttering modification techniques.
- Explains that indirect therapy is preferred by clinicians because it decreases behaviours in stuttering. indirect therapy focuses on parent counselling and environmental control which are fluency enhancement techniques.
- Explains that pci, lp, and family focused therapy involve parents to the therapy. both are based on theory, while the lidcombe approach is not.
- Explains that direct therapy is an approach to treat stuttering even in a young age and helps with improvement. indirect and direct approaches have similarities and differences, all children vary in their needs.
1210 wordsRead More - Journal Summary of Stuttering Treatment Programexplanatory essayThe following is a summary of a journal article titled, “Is Parent -Child Interaction Therapy Effective in Reducing Stuttering?” by Sharon Millard, Alison Nicholas, and Frances Cook. This article was published in the Journal of Speech Language and Hearing Research in June 2008, to report the findings of a research conducted on the effects of parent-child interaction therapy approach (PCIT) on children who stutter. It was conducted to add more research and evidence to the efficacy of using the PCIT approach (Millard, Nicholas, & Cook, 2008 p 636).
In this essay, the author
- Summarizes a journal article titled, "is parent-child interaction therapy effective in reducing stuttering?" by sharon millard, alison nicholas, and frances cook.
- Explains that there is more research on the effectiveness of direct programs like the lidcombe program and indirect methods like changing parent interaction style to increase fluency.
- Describes the parent-child interaction therapy (pcit) approach as an indirect therapy method in which parents openly address stuttering by talking about it with their children.
- Explains that the research study on the pcit therapy approach included six children below the age of five who met the following criteria: had been stuttering for a minimum of twelve months, lived with both parents, and had no other disabilities.
- Explains that the study was set up in three phases. the first phase involved no treatment and baseline information for six weeks, followed by 12-weeks of treatment using the pcit therapy approach.
- Explains that for research purposes the video recordings were selected at random and evaluated ten minutes of each sample. the researcher had no input to the parents or made any decisions on each child’s intervention.
- Explains the strengths of the research study that indicate to readers that this method is beneficial to children who stutter.
- Explains that parent-child interaction therapy is effective in reducing stuttering. journal of speech, language and hearing research, 51(3), 636-650.
- Recommends testing the pcit approach on more children with additional disorders, or children who speak other languages, and increasing the number of sessions to see if it would improve the results for children not improving their fluency within the twelve weeks.
2052 wordsRead More - Childhood Apraxia of Speechexplanatory essayGretz, S. (2011). Apraxia: Speech Therapy in Toddlers and Young Children - Apraxia-KIDS . Apraxia-KIDS (a program of The Childhood Apraxia of Speech Association) - Apraxia-KIDS. Retrieved November 20, 2011, from http://www.apraxia-kids.org/site/apps/nlnet/c ontent3.aspx?c=chKMIOPIIsE&b=78844 &ct=464229
In this essay, the author
- Explains that all children with cas are not the same. they may not coo or babble during infancy, produce first words late and lack some sounds, and experience eating problems.
- Explains that cas is one of the most difficult disorders to diagnose. many speech pathologists are worried that it is commonly overdiagnosed.
- Explains that childhood apraxia of speech is one of the most common language delays and disorders found in the pediatric population.
- Explains that the clinician should establish two fundamental goals from the beginning of their therapy, such as developing a consistent form of communication and employing oral communication.
- Explains that the american speech-language-hearing association (asha) has a program called childhood apraxia of speech.
1603 wordsRead More - Childhood Apraxiaexplanatory essayCommon co-occurring speech-language problems include language delay, literacy problems, and pragmatic issues. Common sensorimotor issues include motor delays, limb apraxia, difficultly feeding, and either too low or too high oral sensitivity (“Childhood Apraxia of Speech”). Children who are bilingual may present with some of the characteristics of CAS, including differences in prosody and inconsistent errors for phonemes that are not present in their first language. It is important to differentiate between between these features and the features of CAS to avoid
In this essay, the author
- Explains that the true incidence and prevalence of cas is unclear due to a lack of diagnostic guidelines and assessments, leading to an over-diagnosis.
- Explains that although there is no specific list of symptoms for every case of cas, there are three features that are common in individuals with the disorder, including inconsistent speech sound errors, distorted vowels, and difficulty using correct prosody.
- Explains that cas often co-occurs with other speech-language or sensorimotor deficits, such as language delay, literacy problems, and pragmatic issues.
- Explains that the verbal motor production assessment for children (vmpac) assesses five different areas of motor production, including global motor control, focal oral motor, sequencing, connected speech, and speech characteristics.
- Explains that children's treatment should focus on increasing intelligibility and use of augmentative and alternative forms of communication (aac).
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