PACT
PACT
Parent and Children Together
- Population:
- Ages: 3-6 years old
- Possible populations (no research on outcomes)
- Language Impairment/SLI
- Pragmatic difficulty
- Cognitive Impairments
- Cochlear Implants
- CleftPalate
- SSD
- ASD
- Down Syndrome
- FragileX
- Williams Syndrome
- Bilingual homes
- CAS- childhood apraxia of speech
- Goals and Targets of PACT:
- Three goals:
- basic intervention goals
- Intermediate intervention goals
- Specific intervention goals
- Broad Goal: increase presence and responsibility on the role of the parent to assist with carrying out the intervention
- Selection of targets should be flexible and should response to the kids needs
- Targets:
- Developmental sequence
- Stimulable phonemes for which the child has the most knowledge for minimal contrasts
- Inconsistent errors
- Deviations that are most destructive to intelligibility (e.g., stopping of fricatives)
- Most deviant from the norm
- Socially or personally important to the particular child
- Three Founding Principles:
- Modification of groups of sounds produced in error in a patterned way
- Emphasis on establishing feature contrasts rather than accurate sound productions
- Making it explicit to the child that the function on phonology is communication, specifically by working at the word level in naturalistic parent-child communicative contexts
- 5 Main Components:
- Parent Education
- Well informed parent is a therapeutic resource
- Parent involvement enables fewer clinical consultations and contact hours by the SLP
- Parents as therapists
- Metalinguistic Training
- 3 phonological Levels:
- Underlying expectations
- Surface Form
- Mapping rules or connections between the underlying and surface
- Parents use that "fixed-up-one-routine" and praise in the home setting
- Phonetic Production Training
- Stimulability techniques therapist teaches the child how to make the sounds they are having difficulty with
- Parents work with the child at home with listening and talking games and activities
- MOVES to Phonemic level once stimulable
- activities are communication and meaning based
- No more than 6 targets at a time'
- Multiple Exemplar Training
- Parent and therapist read words lists to the child
- Child learns to sort words according to their sound properties
- Homework
- Activities from the most recent session for 5 to 7 minutes one, two or three times a day
- Practice sessions can be as little as 10 minutes apart
- Should be regular, brief, naturalistic and fun
- Session Outline:
- Rhyming auditory brimbarment
- Auditory bombardment rhyming close task
- Minimal contrast task
- Judgment of correctness task
- Fixed-up-one routine
- Listening to an audio recording
- Auditory bombardment (AGAIN)
- Homework – explained, modeled and rehearsed
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