1. Phonological Intervention Principles, Methods, and a Paradigm

2. Variables in Phonologic Intervention Structure or paradigm - “What is the anatomy of a session?” –imitation vs spontaneous –Criterion levels –Programming for generalization Intervention approach –traditional - cycling - MPs - MOs – MaxO - ES - NSIT (recasts) -whole language Goal attack strategies Meaningful words vs NSWs Number of exemplars –“depth” vs “breadth” of training

3. Deep vs Broad Training Deep training: massed(lots) practice on a limited aspect of the sound system –goal is to make new sound contrast automatic Broad training: distributed practice over the range and extent of a rule –goal is to provide opportunities for child to discover new rule

4. Goals of Phonological Intervention Child learns the new RULE Production of new contrast becomes AUTOMATIC –Density of responses (Automatic) –Bridging activities to program for generalization(RULE)

5. Duality of Phonology Two levels of learning –Production –Rule Phonetic – Phonemic Continuum

7. Phonological Treatment Paradigm: Rationale Opportunities to discover RULE Opportunities to practice new form(s) in naturalistic play activities (phonemic) Focused practice on new form(s) for automaticity (phonetic) Linguistic/communicative feedback

8. Phonological Treatment Paradigm: Important Considerations Meaningfulness Contrasts “paired” Linguistic feedback Pace -- no drill

9. Phase I: Familiarization + Production Familiarization –Rule –Sounds –Vocabulary Production –One treatment set = 20 responses (5 contrasts x 4 repetitions)

10. Criteria: Treatment and Generalization Treatment Criteria –70% accuracy across 2 consecutive tx sets (IMIT -> SPON) Phase 2 –90% accuracy across 2 consecutive tx sets (Phase 2 -> add new pictures OR move to Phase 3) Generalization Criteria –90% accuracy on target in untrained probe items –If this is met, 50% accuracy on target in conversation

12. Phase 2: Contrasts + Naturalistic Activity Imitation –Comparison word first, then target word –Slower models, physical prompts, focus (antecedent event) –Shadowing, set-ups (during) –Feedback (consequent event) –Gradually fade supports; switch order of presentation Naturalistic Play Activities –Sound-loaded communication-centered activities that bridge focused practice and natural use of new contrasts brief 5 minute activities that “flood” child with opportunities to hear and use new contrast –Dense responses (generally at least 20 responses in 5-8 min)

14. Phase 2 Naturalistic Activities Programming for generalization involves more than bridging activities, but the way they are implemented Similar to the systematic structure of focused stimulation of the contrastive word pairs, naturalistic activities must also have a structure along a continuum of support (or difficulty) that incorporates 3 components: –Functionality –Focus –Feeback

16. Examples of Activities at Different Levels Level 1: “I spy” or “Bee, bee bumblebee” Level 2: Read short story (adapted to increase occurrence of target sound). Level 3: Restaurant scenario

17. Phase 3: Contrasts within Communicative Contexts The focused practice and the play are intertwined –spontaneous –communicative teacher “go fish” memory concentration

20. Phase 4: Conversational Recasts Develop sound-loaded communicative scenarios –Naturalistic Speech Intelligibility Training (NSIT) –Immediate recasts (“hotspots”) –Practice new contrasts within conversational context –Incorporate self-monitoring activities

21. NSIT (con’t) “hot spots” are critical moments of awareness and attention in which learning from the recast is maximized Activities designed to have high proportional frequency of occurrence of targeted sound in naturalistic activities (i.e., high density)

22. Naturalistic Speech Intelligibility Training/Conversational Recasts (Camarata, 1993; 1995) Conversation-based model of intervention to parallel “naturalistic” movement in language intervention Clinicians recast child’s error productions without use of imitative prompts or direct motor training

23. Vowel Errors Children with multiple sound errors often also exhibit vowel errors Can use contrastive approaches of MP and MO to treat vowel errors (PI or ESL)

24. Parent Involvement Range of activities to engage parents in intervention Naturalistic, sound-loaded play activities that can be implemented within typical daily routines Usually 5-10 minutes per day at least once daily

25. The Problem of Generalization How do you DEFINE generalization? –How is this linked to your theoretical perspective? How do you PROGRAM for generalization? –Specify activities and how they are linked to your theory How do you ASSESS generalization? –Describe the nature and construction of your generalization measure(s)

26. Exercises for Measuring Generalization What is the difference between “broad” generalization and “narrow” generalization?” How would you measure narrow generalization? Broad generalization? How are broad/narrow generalization related to “local” and “global” generalization?