PROMPT

This approach is focused on word targets that are relevant and have meaning to the client so s/he is connected and motivated to what s/he is learning

Tactile cues are used to support and shape movements of the oral articulators in order to improve the production of individual sounds, syllables, words, and eventually connected speech, (Grigos 2010).

Multiple movement parameters and coordinative actions are associated with each sound (e.g., voicing, jaw height, facial-labial contraction, lingual independence), (Grigos 2010).

The emphasis of PROMPT therapy is on teaching the child motor programming skills by imposing target positions and sequences of movements. The child is not required to use imitation or perceptual comparisons to organize movements (Chumpelik 1984).

Using this approach, the clinician uses finger placements on the individual's face and neck to cue various aspects of speech production (e.g., place and manner of articulation) and help the individual limit unnecessary movements. PROMPT requires specialized training (ASHA) in order to be implemented by a speech language pathologist.

Resources:

Dale, P. S., & Hayden, D. A. (2013). Treating speech subsystems in childhood apraxia of speech with tactual input: The PROMPT approach. American Journal of Speech-Language Pathology.

Grigos, M. I., Hayden, D., & Eigen, J. (2010). Perceptual and Articulatory Changes in Speech Production Following PROMPT Treatment. Journal of medical speech-language pathology, 18(4), 46–53.

Hayden, D. & Square, P.A. (1994). Motor Speech Treatment Hierarchy: a systems approach. Clinics in communication disorders. 4. 162-74.

Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36(8), 1007-1024.