Create a therapy activity for either HH (Kindergarten) or Luke (Pre-school) or Susie (School-age) 1

  

Create a therapy activity for either HH (Kindergarten) or Luke (Pre-school) or Susie (School-age) 1) Write a Short-term goal/Session Objective2) Plan a Session Activity that would likely last 5- 10 about minutes to allow for practice, feedback, reinforcement, and data collection.3) Explain your activity and Demonstrate using materials. You may role play if you wish – the key element is to demonstrate to peers how activity would support your goal and how materials are usedSubmit a picture of your activity materials and your written activity description (one page with bullets & narrative okay or 1-2 paragraphs)This is supposed to be a video,create the therapy activity in a scripted form so i can make a 5min video about it.You may choose the activity and materials to be used,I will just make a video of it.Rubric :Goal has clear condition, criteria and do componentNarrative description of therapy activity; include the materials you need, instructions, plan for reinforcement and feedback to increase accurate productionsIncludes treatment objective/short-term goal, with clear condition, criteriaProfessional wording
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Motor Learning
Velleman, S. (2016)
Intervention – traditional based on motor
learning. (“practice makes perfect”
Dependent
Sensory/Perception
Maximum
Cues
Prompts
Teaching (Elicit the sound)
Traditional
Concurrent
Work one
level at a time
Syllable, then
word, then
phrase
Work on multiple
levels
simultaneously
Words and
phrases
Practice (Stabilize)
Transfer/Carryover
(Generalization)
Maintenance
Gradually
Fade
Prompts
Independent
Self-Cue
Three Considerations
Prepractice Conditions
Practice Conditions
Feedback Conditions
PREPRACTICE
Prepare the child for speech learning task
Explain the task clearly
What will happen? What will child be
expected to do?
Direct child to process and materials
Motivate the child to do it
Align with goals and select appropriate
“exemplars” – Ex. Words
PRACTICE
 Practice amount
How do
you get to
Carnegie
Hall?
More is better than less
Can you get 100 trails in 15 minutes?? (You are
practicing using a motor plan over and over to
make it “automatic”
May vary depending on the context and # of
targets in a session
More intensive practice may be useful for learning a
new skill
Distributed or randomized practice facilitates
retention and transfer
How many words are targeted at
once?
Training broad – (Horizontal approach)
Many different exemplars within a broad category
Example – words with various fricatives in a final position
trained to criterion
Training narrow – (Deep or Vertical approach)
Massed practice on a few exemplars
Example – A few similar words with word final /s/ trained to
criterion
Training Narrow versus broad
Narrow
final/s/
Broad /f/ /s/ /sh/ /z/ final position
Cycle through treatment targets
Emphasis on Error Free Learning
Cycles
Small set of exemplars trained
for a certain period of time
(e.g. 2-3 months), then shift
goals even if criteria is not yet
reached
Rationale – May stimulate the
entire phonological system;
may be more like speech
sound development process
for typically developing
children
Stopping
Final
consonant
deletion
Cluster
reduction
Fronting
Syllablleness
Feedback
 Prepractice Conditions
 Practice Conditions
 Feedback Conditions
 Reinforcement – Continuous or Intermittent
 Feedback
 Internal, motoric
Did child perform the articulatory gesture correctly?
 Linguistic
Did it sound like target? Result in communicative effectiveness?
 Effort
Your’re working so hard
Cueing
Gradually withdrawn
 Stimulus may be modeled
Immediate imitation, Delayed imitation, Simultaneous
 May be Auditory
A question or some other form of elicitation; Verbal
model
 May be Visual
A sign, a gesture, an object, a picture, or a written
word
 May be Tactile
SLP on Client or Client on self
Motor Learning Principles
Parameter
Initial Learning
Later Learning
Amount of Practice
high
High
Distribution of Practice
More concentrated
More distributed
Variability, scheduling
Massed, blocked
practice
Varied, random practice
Number of exemplars
Training narrow (few)
Training broad (more)
Feedback Schedule
More frequent
Less frequent
Feedback Type
Knowledge of
performance (e.g.,
articulatory accuracy)
Knowledge of results
(e.g., communicative
success)
Level of challenge
Low (decrease
frustration)
Higher (learn from errors)
Amount of cueing
More
Less
Table 5-2 Velleman, S. (2016)
References
 Velleman S. (2016) Speech Sound Disorders. Phildelphia; Wolters Kluwer

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