The Intervention Process
 
 The Clinician’s Role
 Characterization - description of child’s phonological knowledge
 Reorganization - two strategies
 Training deep
 Training broad
 Prediction - involves selection of appropriate target sounds
 Monitoring
 Monitor progress within a treatment session
 Measure changes in sound system over time
 
 The Client’s Role
 Acquisition - learning how to produce the sound
 Conceptualization - learning how the sound functions in the phonological system
 Integration - combining phonetic skill with phonological knowledge

 The Traditional Approach
 Associated with Charles Van Riper
 Consists of 5 stages and 4 operational levels
 Choose 1 or 2 target sounds and work child through all stages at each operational level
 Move on to the next target sound
 Child could skip levels i.e. begin at syllable or word level

 The Traditional Approach - Sensory perceptual training
 Child does not produce the sound at this step
 Goal is to help child develop auditory model
 4 phases
 Identification
 Isolation
 Stimulation
 Discrimination

 The Traditional Approach/ Sound Establishment
 Stage at which the child acquires ability to produce target sound(s)
 Goal for therapy is to evoke correct sound
 Several methods:
 Auditory stimulation/imitation
 Use of context
 Phonetic placement
 Moto-kinesthetic
 Sound approximation - shaping

 The Traditional Approach/Sound Stabilization
 Stage at which child practices new sound
 Goal is to be able to say the new sound easily and quickly
 May begin stabilization at several levels
 Isolation - production equivalent of auditory bombardment
 Nonsense syllables - decrease interference of client’s habitual patterns
 Progressing through words, phrases, sent, conversation

 The Traditional Approach/ Transfer/Carryover and Maintenance
 Goal of transfer stage is extension of new behaviors from therapy to other settings
 Activities include:
 Speech assignments
 Negative practice
 Set up nucleus situations
 Use new sound in varied types of speaking
 Use proprioceptive feedback to monitor speech
 Goal of maintenance is retention of the new behavior after therapy is completed
 Gradual fading of therapy
 Periodic rechecks

 Sensory-Motor Approach/ General Considerations
 Focus is on articulation - changing the motor gesture system
 Articulation is dynamic - word boundaries not recognized
 Syllable is the primary unit of production
 Consonants function either prevocalicly or postvocalicly

 Sensory Motor Approach/ Rationale for Therapy
 Smallest training unit will be bisyllable - emphasis on co-articulatory effects
 Systematic progression through contexts that increase in complexity
 Influence of co-articulation at syllable junction is manipulated & controlled
 Generalization occurs spontaneously to other phones that are physiologically and acoustically similar

 Sensory-Motor Approach/ Basic Therapy Design
 Evaluation phase
 Awareness phase
 Establishment phase
 Intratherapy Generalization
 Transfer
 Maintenance