Module 2: Target Selection & Treatment Planning
Guided Notes
SPAUD 508
I. Questions to answer following comprehensive assessment:
a. Does the child have an SSD?
b. What are the characteristics of the SSD?
i. Patterns of errors
ii. Types of errors
iii. Consistency of errors
iv. Development appropriateness of errors
II. Review: articulation vs phonology
a. Articulation disorders
i. Motor/phonetic function of sound system
ii. Errors are consistent across word positions
iii. Few errors that do not greatly impact intelligibility
b. Phonological disorders
i. Phonemic function of sound system
ii. Inconsistent use of phoneme contrasts to create different words
III. Differential diagnosis
Articulation: Apraxia or “Determining the appropriate
motor based dysarthria classification or label for the speech
Sound disorder”
Phonological:
Both? Language based
IV. Target selection
a. Link between data collection & intervention
b. Traditional vs. non-traditional approaches to target selection
i. Stimulable vs. non-stimulable sounds
1. If stimulable, sound may develop without direct treatment
2. Nonstimulable sounds are more difficult, but have greater impact on child’s
phonological system. If you choose to work on the sh sound instead of an
earlier developing fricative, working on a harder sound might help to
generalize to accurate production of other sounds in that class
3. Considerations:
a. Motivation and confidence. If child gets frustrated easily we can start
first with a stimulable sound and then switch to a nonstimulable one
so that a child can feel some success before moving onto something
harder to gain confidence
b. Frustration
4. Stimulability
a. The child’s ability to imitate a sound, correctly produce a sound
when they are provided with a model and some additional support
like cues
b. Whether the child can produce a speech sound with model & support
c. Stimulable sounds may be easier for children to learn
ii. Earlier- vs. later-developing phonemes
1. Targeting later developing sounds system-wide change
2. Learning transfers to untreated, earlier developing sounds
3. Developmental norms
a. Selection of targets based on age of mastery(articulation) and age of
suppression (phonology)
b. Assumption that earlier developing sounds are easier to produce,
earlier phonological processes are easier to suppress
iii. Consistent vs. inconsistent errors
1. Targeting consistent errors may lead to widespread change
2. Consistency of errors
a. Traditional approach- target inconsistent errors addressed first
b. Assumption that inconsistent errors indicated phonological
knowledge of target sounds
iv. Phonological knowledge
1. Productive phonological knowledge: how a child understands and uses a
sound
2. Determined through speech sample analysis
a. Childs productions compared to adult like targets
v. Most knowledge vs. least knowledge
1. Traditional: target most knowledge first
a. Easier to each
b. Quick progress
2. Nontraditional: target least knowledge
a. More generalization and system wide change
c. Additional approaches to target selection based on DeVeney, Cabbage, and Mourey (2020)
V. Summary and conclusions
a. Traditional
i. Emphasis on sound learning and rapid success
ii. Stimulable
iii. Earlier developing
iv. Inconsistent errors
v. Most knowledge
b. Nontraditional
i. Emphasis on improving whole phonological system
ii. Nonstimulable
iii. Later developing
iv. Consistent errors
v. Least knowledge
VI. Goal writing practice
a. Skill
i. Articulation
1. Phoneme(s), position, linguistic level
2. Ex:
a. Initial /s,z/ at phrase level
b. Initial /r/ in conversation
ii. Phonology
1. Phonological process, sound, position, & linguistic level
2. Ex:
a. Fronting, initial /k,g/ at word level
b. Stopping, /f,v/ at phrase level
b. Level of support
i. Ex’s:
1. Model
2. 1-2 verbal or visual cues
3. independently
c. Criteria for success
i. Ex’s:
ii. 8/10 trials across 3 consecutive sessions
iii. 90% accuracy across 5 sessions
d. Articulation goal examples
e. Phonology goal examples