Reordering Ranganathan: Shifting User Behaviors, Shifting Priorities
Target Selection Sound Learning vs System Shifting.
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Transcript of Target Selection Sound Learning vs System Shifting.
![Page 1: Target Selection Sound Learning vs System Shifting.](https://reader034.fdocuments.us/reader034/viewer/2022051620/56649f2f5503460f94c4939e/html5/thumbnails/1.jpg)
Target Selection
Sound Learning vs System Shifting
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Traditional vs Phonological Approaches to Target Selection
Traditional• Based on Based on phonetic phonetic
(subordinate)(subordinate) factors factors– developmental norms– stimulability– consistency of error
• AssumptionsAssumptions– motoric basis of sound
learning
– ease of acquisition
– sequential order of acquisition
Phonological• Based on Based on phonemicphonemic
(superordinate)(superordinate) factors factors– phonological complexity– distance metric
• AssumptionsAssumptions– learnability is enhanced
with the greatest amount of change occurring in the least amount of time
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Influence of Phonological Complexity on Clinical Management
• Shift in traditional methods of target selection– Traditionally, select sounds that were assumed to be
easiereasier to produce and followed a developmental sequence
– Early, stimulable, and known (inconsistent) sounds
• Currently, new methods of target selection examine the role phonological complexityphonological complexity has on learnability– Specifically, select sounds that are more complex
(later, non-stimulable, and unknown sounds)(later, non-stimulable, and unknown sounds)
– Shift from “sound learning” to “system shifting”
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Set-Subset Relationships
TraditionalTraditional• Select simpler targets
that are consistent with child’s current performance and/or developmental norms
• Expose child to “more-of-the same”
Phonological ComplexityPhonological Complexity
X
• Select complex targets that are outside the child’s subset grammar
• To acquire more, a child must be exposed to more
X
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A Third Option for Target Selection
• The distance metric represents a different perspective to target selection that doesn’t rely on the dichotomous characterization of targets as early ~ late; stimulable ~ non-stimulable; known ~ unknown, etc.
• RATHER, it is based on the function a particular sound has within a given child’s system– Using phoneme collapses that represent compensatory
strategies developed to accommodate a limited phonetic inventory, we can use a distance metric to select those targets that will result in the greatest amount of change in the least amount of time
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Distance Metric (Williams, 2003)
• Select up to 4 different target sounds from one one rule setrule set based on two parameters:
– Maximal Distinction:• select targets that are maximally different from child’s
error in terms of PVM
– Maximal Classification:• select targets from each of the following:
(a) different manner classes
(b) different places of production
(c) different voicing
(d) different linguistic units
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Target Selection Using Distance Metric
dkʧfsʃ
stsktrkrkl
1:11 phoneme collapse
Maximal Distinction
clusters
fricatives
affricate
stops Maxi
mal
Class
ifi
cation
t
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Targets Selected for AdamTargets Selected for Adamgb stopsdðfvs fricativesz
g ʃʧ affricatesʤgldrfrgr clusterstrkwst
1:18 phoneme collapse
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Distance MetricDistance Metric• Systemic/functional characteristics of target
sounds are specific to each child’s own unique system
• Assumes that the importance of target sounds is broader than the characteristics of the sound itself.
• The function of a sound is dependent on the role it plays in a particular child’s unique sound system and therefore it will vary from child to child.
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With the distance metric,targets are the salient
“corner puzzle pieces”that help the child
put together the big pictureof the adult sound system
Target Selection:Target Selection:The BIG PictureThe BIG Picture
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Comparison ofTarget Selection Approaches
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Problems Using Developmental Norms for Target Selection
• Range of differences across developmental norm studies (Prather et al., 1975; Templin, 1957; Sander, 1972; Smit et al, 1990; GFTA, 2000)
• Interpretation of norm charts (developmental progression vs customary production vs mastery)
• Small methodological differences result in large discrepancies in developmental norms
• More recently, look at developmental sequence (Shriberg, 1993)
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A Sequence of Development
Early 8 m b j n w d p h
Middle 8 t k g f v ʧ
Late 8 s z l r
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Early 8
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Middle 8
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Late 8
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So … do we know when speech sounds develop based on normative studies?
• Probably not!• 2 potential problems with selecting children for
therapy based solely on norms (according to Lof):– Which set of norms can you believe?
– Holding children with SSD to a HIGHER standard• i.e., why are we enrolling children in therapy only when at
least 90% of their peers are producing the sound correctly?
• In essence, we’re not enrolling children until all of the other children have MASTERED the sound
• It seems we’re withholding tx for kids with SSD because they are being held to a higher standard
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Practice Selecting Treatment Targets
w w glideglide
l l liquidliquid
ff
h s h s fricativesfricatives
ʃʃ
sw sw clustersclusters
slsl
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Practice Selecting Treatment Targets
b b
d d stopsstops
gg
Ø ð Ø ð
v v fricativesfricatives
zz
ʤ ʤ affricateaffricate
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Estimates of changes in “Big 10” errors
Phoneme Percentage of children at age 6 with sound in error
% of children at age of typical acquisition still in error
How much change?
/s/ 17% 10% Less than half
/z/ 18% 10% Less than half
// esh 11% 7% Less than half
/ʧ/ 10% 8% Very little
// dja 10% 6% About half
/v/ Age of acquisition <6
/r/ 22% 8% Two-thirds
Vocalic /r/ 18% 4% Three-fourths
// thada 23% 5% Three-fourths
// ev 19% 5% Three-fourths
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History of Residual Errors
• From percentage of changes after age 6, it’s clear that improvement only occurs for some phonemes (/r, ɝ, , /
• More than half of the children still in error at age 6 are not going to improve on /s, z, ʃ, ʧ, dja/– In fact, they will get to practice their error for another
year or two if use developmental norms
• In particular, self-correction of /s/ is unlikely; especially if it is a lateralized distortion
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Residual Errors
• Need to predict which children with one or more residual errors will correct them without intervention and which ones will not
• Research suggests that children 5-6 years old who are not stimulable for an accurate production will need intervention; those who are stimulable may self-correct.
• Therefore, may want to do short-term intervention with first graders who are not stimulable in order to make them stimulable and then monitor for change– “jump-start” the process and prevent later intervention
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Choosing Challenging Targets for Intervention
• How can we get kids to jump to the norms? How can we achieve 2-3 year gains in 1 year?
• Are we applying our resources in the best possible way?
• Nelson, Camarata, & colleagues suggest we need to consider the level of challenge of task
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High and Low Challenge Targets
Low Challenge Targets Could run risks:
• hold child below optimal learning rates
• child less interested
• child’s ability is greater than their assessment performance
High Challenge Targets
Could frustration discourage the child?
• YET with rich supports and supportive contexts, child can get RAPID change
• child is positively engaged
• Series of studies by Nelson & colleagues reported that higher challenges were picked up quicker
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Writing IEP Goals for Generalization
(after Panagos, 2008)
Traditional Phonological Systemic
Adam will produce the /t/ sound with 90% accuracy over two trials.Adam will produce the /d/ sound with 90% accuracy over two trials.
Adam will suppress alveolar backing at the 90% level of correct articulation in probe lists over two trials.
Adam will expand his word-initial inventory of singletons and clusters by a minimum of 25% on a general speech test by addressing /d,f,ʧ,st/ using a multiple oppositions approach.