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Sensory-motor approach
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Summary
Candidates
- Lip-tongue-jaw exercises
- Varied stress
- "Feel and describe"
Differences between SMA and other approaches
- Makes use of facilitative contexts
- Children with oral motor coordination difficulties.
- Do not use on children with total absence of specific phoneme.
- The syllable is the basic unit of training
- The objectives:
Resources
1) Perceptual training is not a prerequisite
2) Training does not begin at isolation
1) heightening child’s responsiveness to the patterns of “ballistic” speech movements
2) reinforcing child’s correct production of the error sound
3) facilitating the child’s correct production in systematically varied phonetic contexts.
- Pena-Brooks, Adriana. Assessment and Treatment of Articulation and Phonological Disorders in Children. 2nd. Austin: PRO-ED, Inc., 2007. 407-411. Print.
- Cynthia C. Woo, Michael Leon. Environmental Enrichment as an Effective Treatment for Autism: A Randomized Controlled Trial.. Behavioral Neuroscience, 2013; DOI: 10.1037/a0033010
Objectives
Sensory-Motor Approach
3) Repetition until muscle memory is developed and the correct production can be used in various contexts of words in different settings.
- Change up the phrases/words.
- Move across different phonetic contexts.
- Use different combinations of vowel and consonant sounds.
Basic Principles
and
Assumptions
History
Objectives
2) Reinforce correct production of error sound
1) Heighten responsiveness to patterns of ballistic speech movement.
- Facilitative context
1) The syllable is the basic unit of training.
2) Certain phonetic contexts can be used to facilitate correct production of an error sound. (Sounds can be used to help produce other sounds correctly.)
- First developed by McDonald in 1964
- Frequently referred to as "McDonald's sensory-motor approach"
Slow production with equal stress
Primary stress on first syllable
- Production in syllables with other sounds that the child produces correctly.
- CVCV syllables
- Describe placement
- Vary vocal emphasis
- Mix in error sounds without remediation
Primary stress on second syllable
Prolong target sound until clinician signals
Short sentences
Responding to questions asked by the clinician