Based on deriving the target sound from a phonetically similar sound that the client can accurately produce

used as a starting point to achieve the target production

The clinician instructs the client how to position the articulators in order to produce typical production

The phonetic production features of the target sound and the error production are anaylzed to determine which articulatory changes need to be initiated so that an accurate production results

based on deriving the target sound from phonetically similar sound that the client can accurately produce

once the target sound has been produced acceptably in isolation the next task is to stabalize it, which is typically achieved by having the client repeat it immediatly

facilitating contexts are coarticulatory context conditions the seem to aid the client's production of a target sound

can also be used to begin therapy at the word level

the goal of this therapy phase is to maintain productional accuracy of the target sound within the context of words

length of words: typically the fewer number of syllables, the easier the word is to produce

position of the sound with the word: a sound in the initial postion is easier to produce then in the final

syllable structure: open syllables are easier then closed

syllable stress: target sound easier to produce in stressed syllable

coarticulation factors: certain words maybe easier to articulate then others

familiarity: familiar words and words that occur in the enviorment a lot are easier to articulate

the goal of this therapy phase is to maintain accuracy of production of the target sound as words are placed into short phrases and sentences

structured not spontaneous

carrier phrase: a phrase with a target word at the end is one of the easiest ways to ellicit a short phrase

-embed on target word within the carrier phrase "I see a _____"

the goal of this phase is to maintain accuracy of production when the target sound appears sponteneously in conversation

carryover: transfer of behavior to conversational speech in various settings

after achieved in the therapy setting need to make sure there is correct production of the sound in the outside world

50% accuracy during natural spontaneous speech is a criterion for dissmissal

However, it needs to be checked by a reevaluation process which can be as simple as stopping by the child's classroom and listening to conversatin

reevaluation ensures therapy is sucessful

1. groups of sounds with similar patterns of errors are targets

2. phonological contrasts the were previously neutralized are established

3. a neturalistic communicative context is emphasized

the therapeutic use of pairs of words that differ by only one phoneme

minimal pairs are used to establish contrasts not present in the child's phonological system

methond in which minimal pairs are employed as the beginning unit of therapy

the selection of the sounds for the minimal pairs was orginally based on the principle that the two sounds are selected with as many articulation similarities as possible

pairs of words that differ by more than one phoneme

however, the vowel preceding or following the target sound remains constant in both words

ex: sir-third

thorn-sore

minimal word pairs are used as the beginning units

target sounds are very different in production

maximal oppositions: differences in distinctive features

complex linguistic input promotes greater change on untreated related targets in a child's phonological system

focused on what is targeted in intervention as opposed to how it is targeted

developed by Williams

alternative approach to contrastive minimal pairs

directly addresses the collapse of multiple phonemes

homonymy: two of more words are produced alike but have different meaning

child is confronted with several sounds simultaneously within one phoneme collaspe

Phonological processes are often used to assess error patterns in the speech of children

Phonological process assessment is used to determine training goals

Phonological process therapy doesn't exsist

typically a phonological process is selected and minimal pair contrasts are then employed

Hodson

Phonological Patterns that are remidiated are trained successively during specific time periods known as cycles

60 min session

structured to develop children's metaphonological skills

metaphonology: the ability to pay attention to and reflect on the phonological structure of language

-phonological disorders often co-occur with language disorders

-relationship between phonology and other areas of language is complex

1. imitation: client produces the target during imitation

2. emerging sound: client produces the target in several phonetic enviorments or one key phonetic enviorment

3. key word: produces the target in one or few selected words

4. phonetic placement and shaping: produces target through phonetic placement or through shaping an exsisting sound

traditional criterion used to choose treatment targets

treatment targets differ minimally from the sounds the client already produces

typically one target is facilitated per session

training deep: provides intensive treatment on one or two targets

training wide: provides treatment on three or more targets, which allows clients to discover relationships between targets

1. flexible: do target until client becomes disinterested

2. time: work on target for certain amount of time

3. percentage: work on target until certain percent correct production

- sounds are introduced in a single linguistic level

- isolated sounds, nonsense syllables, words, phrases, sentences, and spontaneous speech

-phonetic enviorments: word position (intial, medial, final) syllable positions (intial, intervocalic, final, stressed, unstressed)

linguistic generalization: generalize results of treatment to untreated sounds, linguistic levels, and words

Generalization to other settings and persons: facilitated through treatment activities that reflect real life situations and use real words of high functional value

changing linguistic levels: a client needs to produce the target 75% of the time before changing linguistic levels

family involvement: explain the goals of the treatment to the family so that they can work on it at home so success can be maintained