Dynamic Temporal and Tactile Cueing: Principles of Motor Learning
Presented by Edythe A. Strand
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This course is the third in a four-part series on Dynamic Temporal and Tactile Cueing (DTTC). The course is applicable to SLPs at the intermediate level who work with children. The rationale for incorporating principles of motor learning (PML) into treatment for childhood apraxia of speech (CAS), and particularly for DTTC, is discussed. Participants will gain a good understanding of the basic principles of getting enough practice, mass vs. distributed practice (blocked vs. random), variability of practice, and type of feedback.
Learning Objectives
- Determine the rationale for using PML, including getting enough practice, mass vs. distributed practice (blocked vs. random), variability of practice, and type of feedback
- Prepare strategies to increase the number of trials per session
- Plan DTTC treatment, including treatment goals with the incorporation of PML
Meet your instructor
Edythe A. Strand
Dr. Edythe Strand is an emeritus speech pathologist at the Department of Neurology, Mayo Clinic, and an emeritus professor at the Mayo College of Medicine. Dr. Strand’s research has focused on developmental, acquired, and progressive apraxia of speech, and issues related to intelligibility and comprehensibility in…
Chapters & learning objectives
1. Principles of Motor Learning: What and Why
Motor-based treatment such as DTTC is focused on improving the child’s ability to improve the efficiency of motor programing. Important to that goal is to incorporate PML as we plan and implement treatment to facilitate accuracy in movement acquisition for speech and maintaining that skill (motor learning).
2. Principles of Motor Learning Demonstrated
A more detailed explanation of each of the four principles utilized in DTTC are described. Examples of how to implement them given a child’s age and severity of CAS are presented.
3. Incorporating PML Into Treatment Plans
Examples of including PML in treatment plans are presented. Examples of specific goals are suggested.
More courses in this series
Dynamic Temporal and Tactile Cueing: Introduction
Edythe A. Strand
Dynamic Temporal and Tactile Cueing: The Hierarchy
Edythe A. Strand
Dynamic Temporal and Tactile Cueing: Principles of Motor Learning
Edythe A. Strand
Dynamic Temporal and Tactile Cueing: Cueing and Common Errors
Edythe A. Strand