Principles of Learning

When treating speech sound disorders, motor-based approaches focus on the movement skills necessary to produce target sounds. Motor learning is the process of developing permanent changes in movement capability through practice and experience. This includes two stages: pre-practice to understand the task and how to do it, and then practice to refine the skill until it becomes automatic or permanently learned (Fitts, 1964; Schmidt & Lee, 2005).

Pre-Practice Phase of Intervention

In the pre-practice phase of intervention, it is important to provide children with information on the skill to be developed, including what a correct response looks like, and teach them how to produce a correct response. The specific activities during this phase will vary depending on the client and may involve addressing their motivation and compliance. To help with this, it is important to explain the task and its relevance, such as why the child is receiving speech therapy and what specific speech sounds need improvement. We will also establish a reference for what constitutes an acceptable, adult-like production and model it repeatedly for the child. Additionally, we will teach the child how to accurately judge their own production accuracy, which may take time if their perceptual skills are not well-established. Finally, we will teach the child to produce or approximate the target sound using auditory, tactile, and/or kinesthetic cues.

Practice Conditions during Intervention

To improve speech-motor learning during the practice phase of intervention, it is essential to use practice conditions backed by empirical research. These conditions impact how well a new skill is learned, how well it can be applied to related skills, and how well it is retained over time. Practice conditions include the amount of practice, how practice is distributed, practice variability, the practice schedule, the expected degree of accuracy, and the learner's focus during practice.

Practice Amount

When practicing a skill or speech target, the amount or dose can vary in size. However, it is important to note that more learning occurs with more practice (Schmidt & Lee, 2005).

Feedback during Intervention

The feedback provided to a learner during practice, including its type, frequency, and timing, can impact their ability to generalize and transfer their skills.

Frequency

The term "feedback frequency" refers to how often children receive external feedback on their attempts. According to Maas et al. (2012), high-frequency feedback is beneficial during the early stages of intervention, particularly before practice begins when children are still figuring out what constitutes a correct response. On the other hand, low-frequency feedback is believed to be helpful during the practice phase of intervention because it encourages children to rely on their own internal feedback. However, it is important to note that the ability to self-correct is crucial for children to take advantage of low-frequency feedback.