Maximal oppositions & treatment of empty set
Lessons from video
Visual prompts, additional tactile prompts
engaged, attending well
giving sound a meaning=ch for train
child needs to be warned sth difficult coming up, need to let them know they cannot stick to what they are used to
using cued articulation techniques
child had been introduced to those words before. Stress this to the child
Dont recommend nonsense words but sometimes it works
How did he present?
More complex
Motor speech problem
Moving b/w articulation postures
Attempting to get sound, shaping or silent posturing
shadowing-clinician saying alongside with child, sometimes kids can be drawn in
Feedback: I like the way you puckered your lips
Foundation of complexity approaches (Baker, Williams, 2010) 3 factors for facilitating change
No. of feature diff
Nature of feature diff (+/- something)
Known, unknown targets (most-in inventory, least phonological knowledge-not in inventory, X stimulable)
The more complex each of the factors, the more significant change and generalisation will be. Greater diff--> more generalisation
Tea, key (partially stimulable for /k/)
Maximal oppositions therapy, what happens in Tx
Variation of contrastive approach of minimal pair Tx
Homonymy X matter if you can get generalisation worked out
Still contrast 2 sounds, selection of sound that will be contrasted is different
Supporters argue that increased feature diff b/w sound increases opportunity for generalisation by allowing child to fill in gaps in phon knowledge
3 criteria
Comparison sound must be independent of child's error. Choose something very different from error to contrast
sound produced correctly by child: must be in inventory
Maximally distinct from target sound: a) number of unique distinctive features that differentiate sounds b) nature of feature is it a liquid vs. stop or consonantal, or sonorant
Limitations
Often target sounds which are not typically part of child's phonemic inventory
X be used with structural processes
Examples: me-she, my-shy (child making connections); child maintaining phonemic contrasts b/w pairs of words, but not same contrasts as in adult speech
Comparison sound is not related to child's error, maximal oppositions DON'T TARGET homonymy--> homonymy left for child to discover, eliminate on their own
But some clinicians feel: it doesn't fit what we know about physiological disorder, bcos we know that this is a cognitive ling disorder which creates homonymy. If we are not going to target homonymy, what's the use of it?
Studies
Dodd et al (2008) max oppositions
Cf effectiveness of min vs. max contrast Tx in 19 children
12 x 30 min sessions with auditory discrimination, production of word pairs in iso, phrase, sentence level
No diff in progress in generalisation, follow-up assessment in both Tx groups
Lessons from video 2 (max oppositions)
Turn your motor on
Provide example and reintroduce it
We've got a new sound for you/you have done this before. Scaffolding. Break down into chunks-give them confidence in what they already know. Comment "don't worry if you don't know it, this is tricky"
Accept close enough target sounds, approximations
Consider: did the child get closer to target? sometimes they go through diff processes to get there
Tx of empty set
Almost same as max oppositions, not homonyms
For child who produces /t/ for /sh/, contrastive pairs need to be made to contrast /sh/ with another sound /r/ in error that is maximally distinct.
Eg. ship-rip, shake-rake, shoe-roo
If child produces /w/ for /r/ then minimal pairs will be tip-wip, take-wake, to-woo
Gierut (1991) Tx of empty set
Cf effectiveness of treatment of empty set, min pair therapy, 3 children
Tx of empty set had greater phon change, more untrained sounds added to child's inventory
Lessons from video 3 (treatment of empty set)
Visual and verbal cues
Motoric knowledge
If child overarticulates but it is not a /r/, still have to accept it. If you keep correcting, might deflate their confidence
Need to overarticulate. Lips together /w/, lips back /r/- emphasise on the lips spreading
As long as child doesn't say what they used to say, just accept it