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The Traditional Approach

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Courtney Robinson

on 13 November 2013

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Transcript of The Traditional Approach

Strengths
widespread usage
logical sequencing of therapy that helps patients to apply training to everyday life
The Traditional Approach
Limitations
It is not proven that perception training is efficacious
May not be best approach for clients with multiple errors, or linguistic errors
Research Support
Many clinicians use this approach and it has shown positive results
In a randomized control trial children that received traditional therapy with minimal pairs showed significant improvements
In a study that compared traditional therapy to therapy without perception the children receiving perceptual therapy showed much better production outcomes
History
- Created in the 1930s
- Coined by Charles van Riper
- Sometimes known as the Van Riper method
Steps for Traditional Production Training
1. Isolation
2. Nonsense Syllables
3. Words
4. Phrases
5. Sentences
6. Conversation
Treatment Population
Originally created for and used on school age children with mild disorders
Is now used on clients with a range of severity
Best used on clients with motor or articulatory errors
Unique Features
Perceptual training: the client works on their understanding of the sound and their ability to contrast correct production to their production

Production training: after client has established a perceptual standard for the sound they will then work on producing the sound in a variety of contexts
Isolation
Production of the sound in isolation
The simplest context
Makes the phoneme highly identifiable
Goal is to develop a consistently correct response
Therapy should start at whatever level the child is on, i.e. clusters, syllables, words
Nonsense Syllables
Production of the target sound in a syllable
The sequences most often used are, CV, VC, VCV, and CVC.
The vowel and consonant should be similar in their place of articulation, so for example pair /s/ with /i/ because they are produced in the front of the mouth
Words
Insert the consonant into monosyllabic words and have the client produce it
The consonant should start in the initial position
As therapy continues word structure should become more difficult with varying syllable structures
Phrases
practicing the target in two-to- four word phrases
can use "carrier phrases" in which the only thing changed is the word containing the target such as, "I see the car, I see the cab, I see the cup"
In the beginning only one word within the phrase should contain the target and then gradually work to more
Sentences
Adding complexity by putting the target sound into a sentence structure
Suggested sequence of sentence levels:
"1. Simple short sentences with one instance of the target sound
2. Sentences of various lengths with one instance of the target sounds
3. Simple short sentences with two or more instances of the target sound
4. Sentences of various lengths with two or more instances of the target sound"
Conversation
generalize the production of the target in structured setting and then transitioning into unstructured spontaneous conversation
Role-playing, talking about plans, interviewing etc.
Attempting to recreate real world situations
client should be focusing on what they say not self-monitoring
Can also use "negative practice" where client creates incorrect target and then compares it to correct target
References
Bernthaal, John, Nicholas Bankson, and Peter Flipsen Jr. . "Motor Based Treatment Approaches." Articulation and Phonological Disorders; Speech Sound Disorders in Children. New Jersey: Pearson , 2013. 283-287. Print.





Underlying Assumptions
Incorrect perception of the sound may cause errors
errors may be caused by incorrect motor production and so this approach focuses on perception and production
Full transcript