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Principles Of Motor Learning

History

Motor learning is the transfer and generalization of knowledge

outside of the practice session (Schmidt & Bjork, 1992).

History

  • A lot of what we know about motor learning has come from limb motor research.
  • Motor learning principles are used frequently in physical therapy and occupational therapy.

(Bislick et. al., 2012)

Precursors to Motor Learning

Precursors

  • Clinician needs to establish trust with the client.

  • Client needs to be informed of the goal for their treatment.

  • Client needs to understand the tasks being implemented and why those tasks were chosen.

(Edeal et. al., 2011)

Practice Conditions

Practice Conditions

Small vs. Large

Practice Amount

Small-

A lower number of trials or sessions

Large-

A higher number of trials and/ or sessions

(Maas et. al., 2008)

Massed vs. Distributed

Practice Distribution

Distributed-

Sessions or trials spread out and practiced over a longer span of time. For example, three 20-minute sessions.

Massed-

Sessions or Trials presented in a one-time period. For example, one 60-minute session.

(Maas et. al., 2008)

Blocked Vs Random

Practice Schedule

  • Blocked Practice- one target is presented at a time and practiced in a "block" then another target is presented.

  • Random Practice- more than one target is practiced at a time in random order.

(Edeal et. al., 2011 and Maas et. al., 2008)

Simple vs. Complex

Target Complexity

  • Simple- easy targets and sounds acquired earlier such as plosives and CV syllable shapes.

  • Complex- More difficult targets and sounds/ sound sequences acquired later such as affricates and CCV syllable shapes.

(Maas et. al., 2008)

Constant vs. Variable

Practice Variability

Variable-

Practicing different targets in different contexts

Constant-

Practicing the same target in the same context

(Maas et. al., 2008)

Feedback

Feedback

  • The ability for the client to monitor their own performances during speech trials

(Edeal et. al., 2011)

High vs. Low

Feedback Frequency

High- Feedback after every trial.

Low- Feedback only after some trials.

(Maas et. al., 2019)

Intrinsic Feedback

Extrinsic Feedback

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.

Types of Feedback

(Edeal et. al., 2011)

Immediate vs. Delayed

Feedback Timing

Immediate- Feedback is given immediately after the trial.

Delayed- Feedback is given after a delayed amount of time.

(Maas et. al., 2019)

Knowledge of Results

Knowledge of Performance

vs.

Knowledge

Infomation about the outcome of the performed movement.

Infomation about the nature and quality of the movement pattern given by the clinican.

(Maas et. al., 2008)

Treatment Effectiveness

Motor Learning Principles in Treatment

  • Principles are used in many common treatment approaches for CAS.

  • Rapid Syllable Transition Treatment (ReST) uses mostly distributed practice (some massed), randomized practice and follows a schedule for providing feedback.

  • Dynamic Temporal and Tactile Cuing (DTTC) uses mostly distributed practice (some massed), mostly randomized practice (some blocked), and feedback on performance and results that are faded out.

  • PROMPT uses both mass and distributed practice, both blocked and randomized practice with feedback that is randomized and immediate.

(McAllister et. al., 2018)

Effectiveness

  • Studies found that a high frequency of sessions lead to greater gains (McAllister, 2018) and (Edeal et. al., 2011).

  • Distributed practice has shown more gains (Edeal et., al., 2011) and (Maas et. al., 2008).

  • Randomized practice has shown more gains (Mass & Farinella, 2012).

  • Knowledge of performance may be more beneficial earlier in the treatment, but knowledge of results could be equally effective in many cases (Maas et. al., 2008).

  • More intrinsic feedback and less extrinsic feedback leads to better retention and generalization (Edeal et. al., 2011).

References

References

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

References continued...

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

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