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Clinical Methods > 2.01 - Articulation > Flashcards

2.01 - Articulation Flashcards

1
Q

In Articulation Therapy emphases the __________.

A

Motor Component of Speech

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2
Q

Articulation deficiencies are _______, _______, and _______ at the “motor” level.

A

Substitution

Omission

Distortion

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3
Q

Articulation issues usually have an ______ reason.

A

Organic

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4
Q

What are five possible organic reasons for articulation issues?

A

Hearing Impairment

Cleft Palate

Tongue Thrust

Glossectomy (removal of part of the tongue)

Apraxia

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5
Q

What is two examples of a distortion?

A

Lisp

Vowel Distortions

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6
Q

Why is there cultural & linguistic diversity?

A

Accents

You have to learn a new phonemic inventory

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7
Q

What are three articulation & phonology tests?

A

GFTA (Goldman-Fristoe Test of Articulation)

CAAP (Clinical Assessment of Articulation & Phonology)

PAT (Photo Articulation Test)

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8
Q

What articulation & phonology test is used solely for adults?

A

Photo Articulation Test (PAT)

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9
Q

Do Articulation issues tend to run in patterns?

A

No

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10
Q

What are functional articulation disorders?

A

Usually a developmental delay

Can’t figure out how to make the sounds

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11
Q

There is a lot of _____ in judging spontaneous speech.

A

Variability

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12
Q

What are two tests to judge the accuracy of spontaneous speech?

A

SIT

WIT

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13
Q

What is Stimulability Testing?

A

Asking a client to repeat a phoneme in different words with prompting

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14
Q

What is a developmental approach to constructing articulation therapy?

A

Chose targets based on the order of aquisition

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15
Q

By age four, all phonemes should have emerged and be intelligible to a ________.

A

Familiar listener 90% of the time

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16
Q

A four year old might have trouble with _____. These can be worked on if the child is _______.

A

Later developing phonemes

Stimulable

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17
Q

What is a Non-Developmental approach to articulation therapy?

A

Using client specific factors

relevance, stimulability, ease of correction, etc.

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18
Q

What is Perceived Deviance?

A

What is most affecting intelligibilty

Omission, Substitution, or Distortion

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19
Q

What is Stimulability?

A

The client is stimulable for the treatment target

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20
Q

What is an Emerging Sound?

A

The client is able to produce the treatment target in several phonetic environments or one key phonetic environment

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21
Q

What is a Key Word?

A

The client can produce the treatment target in one or a few selected words

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22
Q

What is Phonetic Placement and Shaping?

A

Helping the client produce the treatment target through phonetic placement or through shaping an existing sound

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23
Q

What is a Traditional Phonetic (Artic)?

7

A

Discriminate sound from others

Where articulators must be to produce the sound

Produce sound in isolation

Sound in nonsense syllables

Sound in initial, medial, and final position in words

Sound in phrases & sentences

Sound in conversation

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24
Q

What do you use to teach a Traditional Phonetic (Artic)?

A

Incorporating several teaching strategies (imitation, placement cues, successive approximation, etc.)

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25
Q

What is a Motor-Kinesthetic Approach?

3

A

Develop correct movement patterns

Requires clinician to manipulate articulators

Uses tactile, kinesthetic and proprioceptive cues to map our motor movements to produce target phonemes

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26
Q

What does the Motor-Kinesthetic Approach assume?

A

That the direct manipulation of the articulators will provide positive kinesthetic and tactile feedback

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27
Q

What is PROMPT?

2

A

Prompts for Restructuring Oral Muscular Phonetic Targets

A Motor-Kinesthetic approach to teaching articulation

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28
Q

What is another name for the Traditional Approach?

A

Van Riper Approach

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29
Q

What is the Distinctive Features Approach based on?

A

How speech sounds are defined in terms of articulation patterns and acoustic properties

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30
Q

How are Distinctive Features analyzed?

3

A

Place

Manner

Voicing

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31
Q

How does Distinctive Features Approach work?

A

Select a feature to train

Present the target feature in syllables/words that contrast with those that do not have the feature

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32
Q

What happens in the Distinctive Features approach when an individual can discriminate between features?

A

You move to the traditional approach

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33
Q

What phonemes have the Vocalic feature?

A

Liquids - All

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34
Q

What phonemes have the Consonantal feature?

5

A

Stops - All

Fricatives - All

Affricates - All

Nasals - All

Liquids - All

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35
Q

What phonemes have the High feature?

5

A

/k/ & /g/

/ʃ/ & /ʒ/

Affricates - All

/ng/

Glides - All

36
Q

What phonemes have the Back feature?

3

A

/k/ & /g/

/ng/

/w/

37
Q

What phonemes have the Low feature?

2

A

/h/

glottal stop

38
Q

What phonemes have the Anterior feature?

4

A

Bilabial & Alveolar Stops

Fricatives - excepting Palatal

/m/ & /n/

/l/

39
Q

What phonemes have the Coronal feature?

5

A

/t/ & /d/

Fricatives - except Palatal

Affricates - All

/n/ & /ng/

Liquids - All

40
Q

What phonemes have the Continuant feature?

5

A

Fricatives - All

Liquids - All

/h/

Glides - All

glottal stop

41
Q

What phonemes have the Strident feature?

2

A

Fricatives - except Palatal

Affricates - All

42
Q

What are the two types of Paired Oppositions?

A

Minimal

Maximal

43
Q

What are Minimal Pairs?

A

Pairs that vary by one feature

44
Q

What are Maximal Pairs?

A

Pairs that vary by more than one feature

45
Q

Paired Oppositions are phonological based where phonemic targets contrast ____ vs ____ differences.

A

Erred

Correct

46
Q

In paired oppositions, no instruction on placement is given, but instead emphasize the _____ or _____ to teach __________.

A

Success

Breakdown

Target production

47
Q

How do you work with Paired Oppositions?

3

A

Introduce pairs through pictures or objects

Clients identifies the named picture or object

Roles reverse and the child requests the picture or object

(The child is rewarded by clinician’s selection of correct stimulus or is given a chance to repair the inaccurate production)

48
Q

What are Phonological Processes?

A

Strategies used by younger, TD kids to simplify production of more advanced targets

49
Q

When are Phonological Processes usually suppressed?

A

By age 4

50
Q

Phonological Processes are used to ______ for persons with _______ that result in poor speech intelligibility.

A

Organize target behaviors

Multiple articulation errors

51
Q

The Hodson & Paden phonological processes uses _____ (______).

A

Cycles

5-17 weeks

52
Q

How does the Phonological Process Approach work?

5

A

Auditory Bombardment

Production Training

Stimulability Probes

Auditory Bombardment

Home Activities from Generalization

53
Q

In the Phonological Process Approach, after ________, a new target is introduced.

A

2-6 hours of direct intervention

54
Q

In the Phonological Process Approach, you want the child to ___________________________.

A

Internalize the patterns before moving to the next

55
Q

What are the three principles of phonetic approaches?

A

The inability to produce a speech sound is an inability to execute the complex motor skills required

Focus on the placement and movement of the articulators

There is a sequence of stages in instruction

56
Q

What are the sequence of stages used according to the Principles of Phonetic Approaches?

A

Isolation

Syllables

Words

Phrases

Sentences

Conversations

57
Q

What are seven Facilitative Techniques used in Articulation Therapy?

(7)

A

Descriptions & demonstrations

Metaphors

Touch cues

Key Word

Phonetic Placement

Shaping

Phonetic Context

58
Q

What are Descriptions & Demonstrations?

2

A

Similar to Target Specific Feedback & Direct Modeling

Describes or demonstrates production of the target sound

59
Q

What do Descriptions & Demonstrations do?

A

Heighten the client’s awareness of selected characteristics

60
Q

What are Metaphors?

A

Comparison of an aspect of speech to something else

What if you had peanut butter….?

61
Q

What are Touch Cues?

A

Movements made by the client or clinician to draw a client’s attention to how to produce the sound

62
Q

What are Key Words?

A

A word where the client can produce the target correctly

63
Q

When are are Key Words used?

A

Periodically through treatment to remind the client of the correct production

64
Q

What is Phonetic Placement?

A

Teaching the correct tongue and lip positions

65
Q

What is Shaping?

A

Using a sound the client knows (a correct one or an error) to teach a new sound

66
Q

What is the Phonetic Context?

A

A phonetic environment that can facilitate production

67
Q

What are an example of Phonetic Context?

4

A

Sounds before or after the target sound

Word position

Syllable position

Near-by sounds

68
Q

What are the nine Teaching Strategies?

A

Direct Modeling

Shaping

Fading

Indirect modeling

Prompts

Negative Practice

Expansion

Target-Specific Feedback

Homework

69
Q

What is Cleft Palate?

A

A congenital malformation of the lip and/or palate

It results from the failure of the oral structures to fuse at the midline during the first trimester

70
Q

Palatal repairs for Cleft Palate generally occur by _______.

A

The second year

71
Q

What does Cleft Palate create?

A

Velopharyngeal Incompetence (VPI)

72
Q

What are the three most significant speech problems associated with Cleft Palate?

A

Audible nasal air emission

Hypernasal resonance (hypernasality)

Compensatory patterns of articulation (glottal stopes, pharyngeal fricatives, etc)

73
Q

What are four therapy hints to Cleft Palate speech therapy?

A

It often needs to assess the adequacy to the velopharnyx closure prior to the second palatal surgery

Persistent dental anomalies that may result in lateralization of fricatives & affricates

Initiate therapy as soon as possible

Use biofeedback devices

74
Q

What is Mild HL?

A

26-40 dB

75
Q

What is Moderate HL?

A

41-70 dB

76
Q

What is Severe HL?

A

71-90 dB

77
Q

What is Profound HL?

A

91+ dB

78
Q

What are the most common speech errors produced by children with HL?

(5)

A

Omission of final consonants

Substitution of voiced consonants for voiceless ones

Omission of consonants in blends

Vowel errors (substituting schwa or other vowels, nasalization, etc.)

Distortion of fricatives and affricates

79
Q

What are five techniques to working with children with HL?

5

A

Cued speech

Alternative sensory modalities

Using words relevant to classroom curriculum

Amplification systems

Auditory trainers for self-monitoring and classrooms

80
Q

Developmental Apraxia can be ____, _____, or _____.

A

Speech

Motor

Both

81
Q

Developmental Apraxia is a ________ characterized by a reduced ability to _________ of the articulators of speech

A

Motor planning disorder

Volitionally sequence

82
Q

What are six speech patterns often seen with children with Developmental Apraxia?

A

Extremely limited phonemic inventory

Poor imitation of modeled sounds

Inconsistent errors

Vowel distortions

Struggling or groping for the oral musculature needed for speech

Errors on the suprasegmenal aspects of speech

83
Q

What are five techniques that can be used with children with Developmental Apraxia?

A

Lots of Practice!

Oral motor movements to facilitate articulatory placement of new consonants

Repeat successes over and over again

First work on accurate production then more to more rapid production

Rhymes and songs can be used as stimuli

84
Q

Articulation treatment for motor-based speech disorder needs to focus on teaching a new ____________.

A

Motor pattern for speech

85
Q

Articulation treatment should focus on ____________.

A

Functional speech skills

Clinical Methods (11 decks)

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