April 7, 2012 SPHSC 406
Assignment 1: Creating a static and dynamic probe
Shane

Activity/Probe – “Artic-O-Prize”
1. Materials: 10-15 flashcards containing various words with /s/ in the initial position. Candy and stickers for prizes. a. The linguistic level I would like to probe is at the single word level. I chose to assess this particular level due to the poor results given from the language sample. Beginning at this level will give me a baseline on how to proceed. Single word level, with initial /s/ words, will also show the deviant sound at the phonemic level and at the consistent context of production. This will allow me to determine, whether I can either move up to phrases and sentences or If I should continue to work on improving Shane’s skills at this level. b. I will place a single row of 5 cards containing words with /s/ in the initial position, in front of the client. Then the client will have to articulate the word with the /s/ initial sound then move on to the next card, until they reach the prize. At the end of the row would be prize such as a sticker or a piece of candy. I will be recording the activity for a reliability purposes to double check and to compare my quick tally marks as we go along. This task falls on the high structured side on the continuum of naturalness, because Shane is limited to the words on the flashcards and the activity is simple, but very directed. I chose this level on the continuum, because at this point in the assessment structured activity may be easier to determine the clients abilities, whereas something more natural maybe harder to elicit the particular skill and phoneme I am trying to target. d. To elicit the behavior from the client, I will simply instruct him on how the activity works, and repeat as necessary. I will point to the words and continue in a uniform fashion to keep the activity going. Reinforcement will be in the form of the candy or sticker prize at the end of the row, or a simple good job. Rewarding only on the premise for finishing the task/row of words, rather than on the quality of his articulations.

e. Word to use for the flashcards: 1.sit 2.seal 3.sink 4.soap 5.sad 6.sidewalk 7.sun 8.sting 9.sock 10.sick

2. To collect the data: I will tally the number of times he produces the /s/ sound incorrectly out of a total 3 round of opportunities, presented. Then tally the number of incorrect responses out of the cards used, max 15. Since Shane is 8 /s/ should be produced correctly, any signs of substitutions or unclear production of the initial /s/ will be considered wrong, however I would count self-corrections as correct because from my perspective, this is a sign that he is able to identify the deviant sound and he makes the effort to articulate correctly to fix the error.

3. If the client is doing well on this probe, I can increase the number of cards he needs to articulate to maybe 7, before he gets to his prize or I can also change the flashcards by using sentences and phrases. If they are not doing well I can do just the opposite and decrease the number of cards and maybe work on sound isolation.

4. This probe is static because I am not helping the client in any way that would alter his level of performance. There are no responses given in this probe that would change his ability or skills to perform the targeted behavior. Reinforcement is simply tied into the objective of the game, by rewarding a client with a prize for finishing the activity as oppose to giving constant feedback for the sounds he produces.

5. To make this probe dynamic I would model and show him how to articulate the correct sound and then have him repeat it until the correct production is achieved. If he shows improvement after modeling I will continue the same method for each card in which the initial /s/ is incorrect. So for example, if on the first card he gets the articulation wrong, I will stop, model and show then ask him to repeat.