whole language model for providing speech therapy in vcfs patients n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
WHOLE LANGUAGE MODEL FOR PROVIDING SPEECH THERAPY IN VCFS PATIENTS PowerPoint Presentation
Download Presentation
WHOLE LANGUAGE MODEL FOR PROVIDING SPEECH THERAPY IN VCFS PATIENTS

Loading in 2 Seconds...

play fullscreen
1 / 25

WHOLE LANGUAGE MODEL FOR PROVIDING SPEECH THERAPY IN VCFS PATIENTS - PowerPoint PPT Presentation


  • 141 Views
  • Uploaded on

WHOLE LANGUAGE MODEL FOR PROVIDING SPEECH THERAPY IN VCFS PATIENTS. CLINICAL RESEARCH IN SPEECH PATHOLOGY. EARLY SURGERY PREVENTS COMPENSATORY ARTICULATION THE OLDER THE PATIENT IS WHEN PALATE IS REPAIRED, THE GREATER THE RISK FOR DEVELOPING COMPENSATORY ARTICULATION.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'WHOLE LANGUAGE MODEL FOR PROVIDING SPEECH THERAPY IN VCFS PATIENTS' - grady


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
clinical research in speech pathology
CLINICAL RESEARCH IN SPEECH PATHOLOGY
  • EARLY SURGERY PREVENTS COMPENSATORY ARTICULATION
  • THE OLDER THE PATIENT IS WHEN PALATE IS REPAIRED, THE GREATER THE RISK FOR DEVELOPING COMPENSATORY ARTICULATION
  • THERE IS A NEGATIVE CORRELATION BETWEEN LINGUISTIC DEVELOPMENT AND THE DEVELOPMENT OF COMPENSATORY ARTICULATION DISORDER [CAD]

IVF GROUP WITHOUT CAD [79%]ADEQUATE LINGUISTIC DEVELOPMENT

IVF GROUP WITH CAD [62%]ADEQUATE LINGUISTIC DEVELOPMENT

clinical research in speech pathology1
CLINICAL RESEARCH IN SPEECH PATHOLOGY
  • WHOLE LANGUAGE MODEL IS EFFICIENT FOR THERAPY AIMED TO CORRECT COMPENSATORY ARTICULATION.
  • PHONETIC GROUP = 30 MONTHS
  • WHOLE LANGUAGE MODEL =14.8 MONTHS
  • WHEN COMPENSATORY ARTICULATION IS CORRECTED, MOTION OF VELOPHARYNGEAL SPHINCTER DURING SPEECH IS MODIFIED (INCREASES)
  • WHEN COMPENSATORY ARTICULATION IS PRESENT, SPEECH THERAPY SHOULD BE INDICATED BEFORE SURGERY FOR VPI.
estrategies for enhancing phonologic development
ESTRATEGIES FOR ENHANCING PHONOLOGIC DEVELOPMENT
  • EMPHASIZE USE OF SPEECH SOUNDS WITH COMMUNICATIVE PURPOSES MORE THAN PRODUCTION AS A GOAL (FEY, 1992)
  • MODIFICATION OF GROUPS OF SOUNDSTREATED SIMILARLY BY THE CHILD (FEY, 1992)
  • MODELING : RECONSTRUCTION OF ABNORMAL EMISSIONS
estrategies for enhancing phonologic development1
ESTRATEGIES FOR ENHANCING PHONOLOGIC DEVELOPMENT
  • USE OF STRUCTURED ACTIVITIES WITHIN APPROPRIATE LINGUISTIC CONTEXT (HOFFMAN, 1992)
  • MODIFICATION OPHONOLOGIC PERFORMANCE IS INFLUENCED BY HIGHER LEVELS OF LINGUISTIC ORGANIZATION
  • CLOSING : ORGANIZATION OF EMISSIONS INCLUDING PHONOLOGIC INFORMATION
  • EXPANSIONS : INCREASE SEMANTIC, SINTAX & PHONOLOGIC COMPLEXITY (WARREN, 89)
verbal communication model lunch hoffman 1992
VERBAL COMMUNICATION MODEL (LUNCH) (HOFFMAN, 1992)
  • MEANING(GOALS)– BE PREPARED, EAT, CLEAN
  • PROPOSITIONAL(ACCTIONS WITHIN THE GOAL) – EAT, DRINK
  • CONCEPTUAL(ACTORS, OBJECTS, ACTIONS) – JUICE, DAD, MOM
  • LINGUISTIC MEANING(PHRASES, RELATIONSHIPS AND CONCEPTS) – “I DRINK JUICE”
  • SYLLABE
  • PHONEME
  • GESTURE : PLACEMENT & MANNER – TONGUE APEX, RAISE, DECREASE
speech
SPEECH

ARTICULATION

  • MOTOR
  • PERIPHERAL
  • PHONEME BASED
  • EVALUATES USE OF PHONEMES
  • PART TO WHOLE

PHONOLOGY

  • COGNITIVE
  • CENTRAL
  • LINGUISTIC CODE
  • PHONOLOGICAL PROCESSES
  • WHOLE TO PART
vcfs patients with vpi
VCFS PATIENTS WITH VPI

SPEECH :

  • NASAL EMISSION
  • HYPERNASALITY
  • COMPENSATORY ARTICULATION : ABNORMAL ARTICULATION PATTERNS
teaching learning contex
TEACHING – LEARNING CONTEX
  • STORY BOOKS
  • USEFUL AT ANY LEVEL OF DEVELOPMENT (WHEN APPROPRIATE)
  • PROVIDE STABLE AND REDUNDANT CONTEXT WHICH REMAINS THROUGH TIME
  • KEEP ACTIVITIES STABLE (PROVIDES STABILITY)
  • ENHANCE PARALELL WORK WITH ORAL & WRITTEN LANGUAGE
teaching learning contex1
TEACHING – LEARNING CONTEX
  • EVENT REPRESENTATION
  • THE BASIC STRUCTURE OF KNOWLEDGE IS ORGANIZED AROUND EVENTS
  • PROVIDES A GUIDE FOR STRUCTURE AND CONTENT OF LINGUISTIC & NON – LINGUISTIC ASPECTS
  • REDUCE COGNITIVE WORK ENHANCING COMMUNICATIVE PERFORMANCE
  • THE MORE A SCRIPT IS PERFORMED, IT CAN BE PROCESSED MORE EFFICIENTLY
teaching learning contex2
TEACHING – LEARNING CONTEX
  • EVENT REPRESENTATION (CONT.)
  • PHONOLOGIC FORMS WILL BE INCLUDED IN GREATER UNITS
  • PLAY IS AN EVENT REPRESENTATION.
  • THE SPEECH PATHOLOGIST MUST KEEP THE ORGANIZATION AND USE ESTRATEGIES FOR ENHANCING USE OF MORE COMPLEX LINGUISTIC – PHONOLOGIC LEVELS.
slide12
VPI
  • MECHANICAL
  • PLAN : SURGERY
  • FUNCTIONAL
  • ENTIRE VOCAL TRACT IS INVOLVED
  • PLAN : SPEECH THERAPY

WITH COMPENSATORY ARTICULATION DISORDER

WITHOUT COMPENSATORY ARTICULATION DISORDER

speech therapy
SPEECH THERAPY

APPROACH – TREAT :

  • PHONOLOGICAL DISORDER
  • COMPENSATORY ARTICULATION
  • LINGUISTIC ORGANIZATION
compensatory articulation
COMPENSATORY ARTICULATION
  • STARTS AS A CONSEQUENCE OF VPI (CLEFT PALATE)
  • IN TIME, THE ERRORS ARE INCORPORATED INTO THE LINGUISTIC RULES SYSTEM
slide15

COMPENSATORY ARTICULATION

GLOTTIC STOPS

  • ARTICULATION AT GLOTTIS LEVEL
  • SUSTITUTION OF :

/K/, /P/, /T/

PHARYNGEAL FRICATIVE

  • PHARYNGEAL PLACEMENT OF ARTICULATION
  • SUSTITUTION OF :

/S/

whole language
WHOLE LANGUAGE
  • LANGUAGE IS AN INTEGRATED SYSTEM
  • ALL COMPONENTS ARE SIMULTANEOUSLY PRESENT AND INTERACTING
  • USE OF LANGUAGE OCCURS WITHIN A CONTEXT OR SITUATION
  • LEARNING IS ACHIEVED FROM GENERAL TO PARTICULAR (WHOLE TO PART)
teaching learning contex3
TEACHING – LEARNING CONTEX
  • GRAPHIC ORGANIZERS
  • PROVIDE VISUAL TOOLS FOR EFFECTIVE TEACHING
  • VISUAL TOOLS ARE USEFUL FOR VISUAL AND MIXED LEARNERS(MOST OF POPULATION)
forget dismiss cancel exercises
FORGET, DISMISS, CANCEL “EXERCISES” !!!!!
  • THE ONLY USEFUL EXERCISE FOR SPEECH IS SPEECH
  • ELECTROMYOGRAPHY AND VIDEOFLUOROSCOPY DEMONSTRATES THAT VOCAL TRACT MOTION DURING SPEECH IS QUITE COMPLEX (SEVERAL STRUCTURES MOVING SIMULTANEOUSLY IN A COORDINATED FASHION). BESIDES, FREQUENCY OF MUSCLE ACTIVITY DURING SPEECH IS SIGNIFICANTLY HIGHER THAN BLOWING, SWALLOWING, ASPIRATING, ETC. THESE ACTIONS SHOW ENTIRELY AND COMPLETELY DIFFERENT PATTERNS OF ACTIVITY.
therapy modalities
THERAPY MODALITIES
  • CONVENTIONAL (AS FREQUENT AS POSSIBLE)
  • “SPEECH SUMMER CAMP”
therapy modalities1
THERAPY MODALITIES
  • “SUMER CAMP”
  • NATURAL ENVIRONMENT
  • PLAY AND STORY TELLING
  • MORE EFFECTIVE (4 HOURS PER DAY AND FOR 3 – 4 WEEKS)
therapy modalities2
THERAPY MODALITIES
  • “SUMER CAMP”
  • CAREFUL PLANNING OF ACTIVIES
  • ADEQUATE “GROUPING” CLASSIFICATION OF PATIENTS IN GROUPS
  • ASSEMBLE HOMOGENEOUS GROUPS
therapy modalities3
THERAPY MODALITIES
  • “SUMER CAMP”
  • INCLUDE MOM & DAD (AT LEAST MOM) :
  • MODIFY STYLE OF INTERACTION, RECRUIT THEM AS “ALLIES”
  • INCLUDE VISITING SPEECH PATHOLOGISTS