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Blocked Vs Random
High- Feedback after every trial.
Low- Feedback only after some trials.
Self-monitoring skills where the client is able to critique their own performance.
Provided by the clinician regarding the client's performance on the tasks.
Immediate- Feedback is given immediately after the trial.
Delayed- Feedback is given after a delayed amount of time.
Knowledge of Performance
vs.
Infomation about the outcome of the performed movement.
Infomation about the nature and quality of the movement pattern given by the clinican.
(McAllister et. al., 2018)
Bislick, L. P., Weir, P. C., Spencer, K., Kendall, D., & Yorkston, K. M. (2012). Do principles of
motor learning enhance retention and transfer of speech skills? A systematic review.
Aphasiology, 26(5), 709–728. https://doi.org/10.1080/02687038.2012.676888
Edeal, D. M., & Gildersleeve-Neumann, C. E. (2011). The Importance of
Production Frequency in Therapy for Childhood Apraxia of
Speech. American Journal of Speech-Language Pathology, 20(2), 95
–110. https://doi.org/10.1044/1058-0360(2011/09-0005
Maas, E., Gildersleeve-Neumann, C., Jakielski, K., Kovacs, N., Stoeckel, R.,
Vradelis, H., & Welsh, M. (2019). Bang for Your Buck: A Single-Case
Experimental Design Study of Practice Amount and Distribution in
Treatment for Childhood Apraxia of Speech. Journal of Speech, Language,
and earing Research, 62(9), 3160–3182. https://doi.org/10.1044/2019_JSLHR-
S-18-0212
Maas, E., Robin, D. A., Austermann Hula, S. N., Freedman, S. E., Wulf, G., Ballard, K. J., &
Schmidt, R. A. (2008). Principles of Motor Learning in Treatment of Motor Speech
Disorders. American Journal of Speech-Language Pathology, 17(3), 277–298. https:/
/doi.org/10.1044/1058-0360(2008/025)
McAllister, A. Broden, M., Gonzalez Lindh, M., Krussenberg C., Ristic, I.,
Rubensson A., and Sjogreen, L. Oral Sensory-Motor Intervention for
Children and Adolescents (3-18 Years) with Developmental or Early
Acquired Speech Disorders – A Review of the Literature 2000-2017.
(2018). 10.
Schmidt, R. A., & Bjork, R. A. (1992). New Conceptualizations of Practice:
Common Principles in Three Paradigms Suggest New Concepts for
Training. Psychological Science, 3(4), 207–218. https://doi.org/10.1111
/j.1467-9280.1992.tb00029.x