Advance your clients to intelligible speech with this convenient, skillfully designed resource that has 300 photo and illustration cards, systematic stimulus hierarchies, and functional content.
- Develop functional, intelligible speech
- Improve speech production from simple word forms to functional conversation
This step-by-step product lets you:
- engage clients with true-to-life photos and illustrated scenes
- choose words by phonetic complexity from VC and CV word forms to multisyllable words
- use a systematic cueing hierarchy
- reduce the language load for clients by using semantically-related words
- teach functional phrases and sentences
There are 300 5" x 7" cards organized around twelve themes. The target words within each theme/unit progress from VC and CV word forms to multisyllable words. Each theme/unit has:
5 pretest/posttest cards (60 total)—Establish a baseline and monitor progress with:
- words of increasing length within the unit/theme
15 photo cards of individual items (180 total)—The back of each photo card has this cueing hierarchy:
- wh- question
- sentence completion
- phonemic cue
- delayed model
- direct model
4 illustrated scene cards (48 total)—Each scene card targets five semantically-related words ranging from simple phonetic forms (soap) to more complex two-syllable or multisyllabic words (washcloth, shaving cream). Some words are repeated from the photo cards and other words are new but semantically related to the unit. Use the cards to build intelligible connected speech and bridge to conversational speech. The back of each scene card has these stimulus cues:
- open-ended conversation
- directed sentences
- delayed model
- repeat the target sentence(s) after a delay
- immediate model
1 functional phrases/sentences card (12 total)—Bridge to real-life speech with:
- eight functional phrases or sentences
- controlled length and complexity
- semantic associations
The themes and some of the target words are:
- clothing—tie, pants, swimsuit, and more
- community—bus, street, library, and more
- feelings & emotions—mad, relaxed, comfortable, and more
- food & drink—cake, fruit, hamburger, and more
- grooming & bathing—bath, clippers, deodorant, and more
- holidays & seasons—fall, picnic, Halloween, and more
- home—door, window, comforter, and more
- kitchen—knife, blender, microwave, and more
- leisure—knit, travel, antiques, and more
- occupations—vet, teacher, mechanic, and more
- time & money—pay, account, credit card, and more
- transportation—car, highway, motorcycle, and more
Copyright © 2012
- Adults with acquired apraxia of speech (AOS) benefited from script training (functional conversations) in a recent research study. Principles of motor learning in therapy included blocked practice with a systematic cueing hierarchy, delayed clinician feedback, and random practice once the patient reached a certain level of success. Patients showed carryover of functional conversational skills outside of the clinic (Youmans, Youmans, & Hancock, 2011).
- Research is still growing in the area of treatment of motor speech disorders, but preliminary research finds that patients with motor speech disorders (such as AOS) will benefit from speech therapy structured with principles of motor learning. Some of these principles include selecting fewer speech targets for high amounts of practice, selecting words that are highly functional to allow transfer to improve speech production outside of the clinic, and delayed feedback to train the patient to self-monitor (Mass et al., 2008). Just for Adults Apraxia Cards incorporates these principles of motor learning for improvement of functional, intelligible speech for patients with AOS.
- In a single-study design, researchers used principles of motor learning to improve functional speech production for an adult with AOS. Friedman, Hancock, Schulz, & Bamdad (2010) used questions rather than written cues to elicit target words, when possible. A speech-language pathologist (SLP) may use Just for Adults Apraxia Cards to elicit speech productions independently by the patient without relying on written cues. The SLP may also use the cueing hierarchy to provide stimulus support as needed.
Just for Adults Apraxia Cards incorporates these principles and is also based on expert professional practice.
Friedman, I.B., Hancock, A.B., Schulz, G., & Bamdad, M.J. (2010). Using principles of motor learning to treat apraxia of speech after traumatic brain injury. Journal of Medical Speech-Language Pathology, 18(1), 1-12.
Mass, E., Robin, D.A., Austermann Hula, S.N., Freedman, S.E., Wulf, G., Ballard, K.J., & Schmidt, R.A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17, 277-298.
Youmans, G., Youmans, S.R., & Hancock, A. (2011). Script training treatment for adults with apraxia of speech. American Journal of Speech-Language Pathology, 20, 23-37.