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Motor FInal
MSD
| Question | Answer |
|---|---|
| what components need to be evaluated in the MSE for AOS? | aphasia/language, perceptual features, influencing factors (linguistic, phonetic, length, timing relationships) |
| what diagnostic criteria would you use to diagnose a child with CAS? | articulation characteristics, difficulties with sound sequencing, movement characteristics, disturbances in prosody, contextual changes in articulatory proficiency, receptive language performance |
| what articulation characteristics are you looking for in CAS? | multiple speech sound errors, most common is omissions, also substitutions, distortions, additions, and a greater difficulty with phonetically more complex sounds (fricatives and affricates) |
| what movement characteristics are you looking for with CAS? | difficulty imitating articulatory configurations, especially initial sounds. difficulty making movement transitions and out of spatial targets. difficulty maintaining. frequent groping, trial and error movement pattern |
| what disturbances in prosody are you looking for in CAS? | slower rate, inappropriate or longer pauses, reduced stress variations, errors in syllabic stress |
| what contextual changes in articulatory proficiency are you looking for in CAS? | more errors with increasing length of word or utterance, repetition is better than spontaneous production, single words are easier than conversation, errors vary based on phonetic complexity of utterance, inconsistent errors |
| what are the precursors in principle of motor learning | pt need to trust the clinician, active participation in treatment requires focused attention, influence between conscious versus automatic processing, maintaining attention |
| describe active participation in treatment requires focused attention | a person cannot attention to and focus effort on too many things at once, capacity is limited for everyone, if attention and effort do not match the processing demands required for whatever one is trying to do, performance will be degraded |
| describe influence between conscious vs automatic processing | as children develop and use speech, some of the movements become well practiced like counting and some songs |
| describe maintaining attention | processing capacity is limited for everyone by even more for CAS/AOS, when planning tx clinician should take into account attentional mechanisms and plan ways to improve attention, consider processing capacity and demands when choosing stimuli for tx. |
| what principles of motor learning need to be considered for AOS | 4 precursors to learning & conditions of practice |
| what are the conditions of practice | amount, distribution, feedback, influence of rate, |
| conditions of practice: amount | therapy should occur frequently, 3-4X a week 20-30 minutes with high number of repetitions of stimuli (150-200) |
| conditions of practice: distribution | move from massed (blocked) to distributed practice as soon as possible; distributed leads to better generalization |
| conditions of practice: feedback | provide continuous feedback while initially learning a movement sequence, then as they improve accuracy levels and self monitor, provide feedback on 30-60% of trials. initially provide knowledge of performance, wait 5 seconds to provide feedback, |
| conditions of practice: influence of rate | slowed speaking rate is central to many programs, however make sure to focus on gradually increasing rate as long as accuracy can be maintained |
| what should be considered in an education program for parents of kids with CAS? | explain that different parts of the brain have specific roles in speech and language functioning, help family understand what pt can and can't do, give honest prognosis after full eval, explain comorbid conditions, assure client that clinician understands |
| when would you use a linguistic approach over a motor approach for a client with CAS/AOS | if the clinician believes the CAS is linguistically based, use a tx approach based on the rules of language, primarily phonological rules |
| when would you use a motor approach over a linguistic approach for a client with CAS/AOS | if the disorder is believed to deal with a disorder of planning and executing sequential motor movements during speech, focus on treatment of the movements (specifically during speech) |
| what do you need to consider when deciding on number of stimuli | use severity as the guide, severe apraxia start with smaller set of 5-7 working on 2 with 3 others interspersed for distributed practice, more moderate use 8-10 and increase gradually to 20 as motor skills improve adding 1 new as utterances are mastered |
| what do you need to consider when deciding on the content of the stimuli | depends on severity, movement patterns that can be produced accurately with cueing should be used in the initial set. moderate: greater variety of phonetic contexts and progressively longer utterances. Mild: sentence level utterances progressing quickly |
Created by:
clp26570
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