Compare And Contrast Articulation And Phonological Approach

How different are the varied treatment approaches: There are various treatment programs and approaches that have been proposed to treat children with articulation and phonological disorders. Pattern-based approaches consist of distinctive feature and phonological approaches while motor-based approaches are the traditional approaches that contradict pattern-based approaches. All approaches use behavioral treatment while treating articulation and phonological disorders. The phonological rules that a child has not yet gained affect their sound production. The most useful treatment approaches differ in their analysis of the errors in articulation before and after treatment, not in the procedure.
Traditional approach: Charles Van Riper has been
given primary credit for developing the most widely used and comprehensive traditional treatment approach. The trademark of this approach is the progression used through five phases. These phases are sensory-perceptual, sound establishment training, sound stabilization training, transfer training, and maintenance. Sensory perceptual training emphasizes the discrimination between the forms of the target so the child can compare between the correct and incorrect forms. This starts with identification, moves to isolation, then stimulation, and ends with discrimination. Sound establishment production training teaches the child how to correctly produce the target so it will take the place of the incorrect production. Sound stabilization production training focuses on securing the production in mixed zones of response difficulty. The stages for this begin in isolation, then it moves to nonsense syllables, words, phrases, sentences, and ends with conversation. Transfer and carryover works to generalize the correct production of the target to natural settings and with various conversation partners. This is done through speech assignments, self and peer monitoring, practice in various situations, proprioceptive awareness, and changing the conversation partners and environments. Maintenance is the end goal and this is the use of the correct target in all environments.
Sensory-motor approach: McDonald, the founder of this approach, believes that the syllable is the main unit of training and that certain environments can aid in producing an incorrect sound correctly. This technique does not begin with isolation, but at the syllable level. The main objective of this technique is to raise the child’s understanding of auditory, tactile, and proprioceptive awareness of the motor patterns they use to produce speech sound. The child starts by practicing sounds that the child can correctly produce in CVCV formation. The second phase has the child practice in an environment that typically helps produce the misarticulated sounds correctly. A clinician can determine the contexts through speech samples. The third phase is facilitating correct production in varied contexts by changing the words in which the targets are produced in. Throughout the training, the clinician changes the phonetic context until it is completely different.
Multiple phoneme approach: This approach was developed for children who have at least six articulation errors.
It is a very disciplined approach that teaches multiple phonemes at one time, behavioral principles applied, and sound production analysis in conversation. There is a before and after assessment that is used to document the progress through therapy. This approach has three phases, beginning with establishment, moving to transfer, and ending with maintenance.
Paired stimuli approach: This approach advances from words to conversation while key words to teach production in various settings. It works best for children who have a few misarticulated sounds or sound distortions. It progresses from word level to sentence level and is completed when the conversation level is complete. Programmed conditioning for articulation: This approach uses typical plans for instructional phases of the program. The clinician gives a stimuli such as pictures, an answer is given by the client, and then the client is reinforced by the clinician for correct productions. The targets are sounds that are not correctly produced by the child even at the easiest level. The establishment phase consists of isolation, nonsense syllables, words, phrases, sentences, reading, narration, description, and conversation. When the establishment phase is complete, the child moves to the transfer phase which aids in the production in natural settings such as the child’s home and school. The maintenance phase is the final phase of this
approach. It aims to continue the correct production of the target in multiple environments.
Distinctive feature approach: This approach believes that distinctive characteristics will lead to articulation errors, so the goal is to determine what these are. It works best with clients who have multiple articulation errors that stem from patterns of distinctive features. It is best not to use this approach with children whose misarticulations do not appear to be patterned.
Cycles approach: This is for children that are typically unintelligible and children that display multiple phonological processes. This method includes stimulation, production training, and semantic awareness contrast and it can be used in school settings, clinics, and hospitals. These cycles of treatment can last from roughly five weeks to sixteen weeks.
Phonological contrast approaches: These types of treatment approaches work best with children who have phonological processes. The main goal of this approach is to improve the effectiveness of their speech through the use of minimal contrast, perceptual training, minimal pairs production training, maximal contrast, multiple oppositions, and various other ways.