Speech-Language Pathology 101:
Comprehensive Study Guide on Motor Speech
Disorders, Principles of Motor Learning, and
Case Analysis
Pre-Brainstorm (5 minutes) – nothing to turn in.
Today’s module will be looking at complex cases for motor speech disorders. Do some pre-
thinking about what you know about motor speech disorders. Jot down some things you will be
thinking about for assessment, therapy philosophies, and treatment. Be specific to motor
speech disorders.
#1 Task. (12-15 minutes)
The Principles of Motor Learning are foundational for treatment of motor speech disorders. We
discussed this as a “Big Principle” in Speech Therapy. We reviewed the pinnacle reference
earlier in class:
Maas, E., et al. (2008). Principles of motor learning in treatment of motor speech disorders.
American Journal of Speech-Language Pathology, 17, 277-298.
Give a specific example for each of the 6 principles listed for how this might be acted upon in
speech therapy with a certain motor speech case.
Example: Low-Frequency Feedback: I will resist the urge to say “great job!” every time my
student says an /r/ word picture. Instead, I will promote opportunities for the student to
recognize if the /r/ was produced correctly.
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, Knowledge of Task: I will segment the character of words for controlled articulatory practice,
for instance, “cat into /k/, /æ/, and /t/.
Motivation: I will use the client’s passion for music to incorporate singing activities in speech
therapy.
External Attention: To improve the accuracy of “s” sound production, I will use a mirror for
lip movement.
Distributed Practice: I will break down “sh” practicing sessions into short daily periods of 15
minutes at the beginning, middle and end of words.
Large Amounts of Practice: During therapy sessions, we will work on the /k/ sound in
different words for 15 minutes.
Low-Frequency Feedback: To avoid a lot of praise, I will occasionally use the question
“How did that /r/ sound to you?”
Task #2 (20-25 minutes)
Critical thinking requires asking good questions that will help you make more informed
decisions. Before we start with case studies, what questions are you going to be thinking about
to think critically about a case and develop an appropriate treatment plan?
1. What challenges can one identify, and how do they impact the way one
communicates in everyday life?
2. In terms of one’s communication goals, what are some situations or actions one
would like to see improve?
3. What kind of activities or exercises do one need to develop in therapy sessions that
are engaging and enjoyable for the client?
Now Read Case 60 (page 233). Take note of what you learned or something that stood out.
Describe the purpose of the assessment in this case. How might the assessment (and purpose)
look different in a different setting? What different tasks might be done?
In this case, the evaluation was meant to exclude hyperkinetic dysarthria with dystonic
features in a patient suffering from post-brainstem encephalitis. The purpose is to identify
some speech parameters, notice adventitious movements and define the basic motor speech
disorder. However, in another environment like a rehabilitation center, the assessment may
involve other functional communication activities such as social interactions or real-life
situations and so on. The tasks may focus on the impact of dysarthria on social
communication and effective coping strategies to promote participation in different
environments. In the clinical environment, rehabilitation goals may shift focus.
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Comprehensive Study Guide on Motor Speech
Disorders, Principles of Motor Learning, and
Case Analysis
Pre-Brainstorm (5 minutes) – nothing to turn in.
Today’s module will be looking at complex cases for motor speech disorders. Do some pre-
thinking about what you know about motor speech disorders. Jot down some things you will be
thinking about for assessment, therapy philosophies, and treatment. Be specific to motor
speech disorders.
#1 Task. (12-15 minutes)
The Principles of Motor Learning are foundational for treatment of motor speech disorders. We
discussed this as a “Big Principle” in Speech Therapy. We reviewed the pinnacle reference
earlier in class:
Maas, E., et al. (2008). Principles of motor learning in treatment of motor speech disorders.
American Journal of Speech-Language Pathology, 17, 277-298.
Give a specific example for each of the 6 principles listed for how this might be acted upon in
speech therapy with a certain motor speech case.
Example: Low-Frequency Feedback: I will resist the urge to say “great job!” every time my
student says an /r/ word picture. Instead, I will promote opportunities for the student to
recognize if the /r/ was produced correctly.
Page 1 of 5
, Knowledge of Task: I will segment the character of words for controlled articulatory practice,
for instance, “cat into /k/, /æ/, and /t/.
Motivation: I will use the client’s passion for music to incorporate singing activities in speech
therapy.
External Attention: To improve the accuracy of “s” sound production, I will use a mirror for
lip movement.
Distributed Practice: I will break down “sh” practicing sessions into short daily periods of 15
minutes at the beginning, middle and end of words.
Large Amounts of Practice: During therapy sessions, we will work on the /k/ sound in
different words for 15 minutes.
Low-Frequency Feedback: To avoid a lot of praise, I will occasionally use the question
“How did that /r/ sound to you?”
Task #2 (20-25 minutes)
Critical thinking requires asking good questions that will help you make more informed
decisions. Before we start with case studies, what questions are you going to be thinking about
to think critically about a case and develop an appropriate treatment plan?
1. What challenges can one identify, and how do they impact the way one
communicates in everyday life?
2. In terms of one’s communication goals, what are some situations or actions one
would like to see improve?
3. What kind of activities or exercises do one need to develop in therapy sessions that
are engaging and enjoyable for the client?
Now Read Case 60 (page 233). Take note of what you learned or something that stood out.
Describe the purpose of the assessment in this case. How might the assessment (and purpose)
look different in a different setting? What different tasks might be done?
In this case, the evaluation was meant to exclude hyperkinetic dysarthria with dystonic
features in a patient suffering from post-brainstem encephalitis. The purpose is to identify
some speech parameters, notice adventitious movements and define the basic motor speech
disorder. However, in another environment like a rehabilitation center, the assessment may
involve other functional communication activities such as social interactions or real-life
situations and so on. The tasks may focus on the impact of dysarthria on social
communication and effective coping strategies to promote participation in different
environments. In the clinical environment, rehabilitation goals may shift focus.
Page 2 of 5
