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Praxis > Articulation and Phonology > Flashcards

Articulation and Phonology Flashcards

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1
Q
  • developmental level: developing
  • key components
    • large integrated contrastive treatment sets across a phoneme collapse
    • treatment paradigm that includes focused practice at imitation and spontaneous levels, naturalistic activities, and contrasts within communicative contexts
  • Interentions for specific diagnoses
    • SSD
  • Targeted stage of production: execution
  • targeted outcomes: speech production
A

Multiple oppositions intervention

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2
Q
  • Developmental level: emerging, developing
  • Key components
    • parents/family education
    • metalinguistic training
    • phonetic production training
    • multiple exemplar training (mnimal contrasts therapy and auditory bombardment)
    • homework
  • Intervention for specific diagnoses
    • SSD
  • Targeted stage production: execution
  • Targeted outcomes: speech production
A

Parents and Children Together (PACT) Intervention

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3
Q

At what age would you expect a child to stop exhibiting reduplication?

A

2;0 to 2;6

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4
Q

age of elimination of stopping ch

A

4;6

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5
Q

age of elimination of stopping v

A

3;6

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6
Q

a fill in the blank type of elicited production task in which the clinician creates a context for a particular morpheme to be used, begins an utterance, and pauses strategically for the child to complete the sentence by using the target form

A

cloze task

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7
Q
  • developmental level: emerging, developing
  • key components
    • recasts of child productions during naturalistic activities
  • interventions for specific diagnoses
    • SSD
    • secondary populations of down syndrome, autism, stuttering
  • targeted stage of production: execution
  • targeted outcomes: speech production
A

naturalistic Intervention for Speech Intelligibility and Accuracy

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8
Q

a conversational phenomenon that occurs when a speaker’s intended word is heard by the conversational partner as a different word, resulting in communication breakdown

A

semantic confusion

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9
Q

age of elimination of stopping sh

A

4;6

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10
Q

articulation treatment approach that targets two or more speech sounds at a time using sounds that have dissimilar phonetic features generally suing the stimulus or traditional approach

A

wedge approach

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11
Q

phonological treatment approach that involves production of contrasting word pairs differing in multiple phonetic features with the goal of increasing the phonetic inventory and complexity level of the phonological system

A

maximal opposition approach

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12
Q

At what age would you expect a child to stop exhibiting gliding?

A

3;0 to 5+

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13
Q
  • Developmental levels: developing, elaborating
  • key components
    • addresses discourse structure, semantic, syntactic, morphological, and letter-sound knowledge
  • interventions for specific diagnoses
    • SSD
    • concomitant speech and language impairment
  • targeted stage of production:
    • planning
    • execution
  • targeted outcomes
    • speech production
    • other oral language
A

Dynamic Systems and Whole Language Intervention

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14
Q

articulation treatment approach that uses key words paired with words in which the target sound is produced incorrectly at the word, sentence, and conversational levels

A

paired stimuli approach

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15
Q

phonological treatment approach that targets phonological rule systems (phonological processes) through phonological awareness training, communication awareness training, and production of contrasting word pairs

A

metaphon treatment approach

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16
Q

the premise that children are at a major risk for literacy problems if severe speech difficulties have not resolved by 5 1/2 years

A

critical age hypothesis

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17
Q
  • developmental level: developing
  • key components:
    • ordering of phonological patterns within cycles, auditory bombardment, facilitating contexts, active involvement and self-monitoring
    • home program
  • Targeted stage of production: execution
  • targeted outcomes: speech production, phonological awareness, literacy
A

The Cycles Phonological Remediation Approach

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18
Q

a procedure in which the client starts with a sound he or she already produces and progresses by stimulus and response through a series of sounds gradually more closely approximating the target sound

A

progressive approximation

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19
Q

articulation treatment approach in which instruction is given in specific placement of the articulators to produce speech sounds. A technique for eliciting speech sounds by providing instruction in the placement of the articulators

A

phonetic placement approach

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20
Q

an unusual or atypical rule that the child exhibits

A

idiosyncratic rule

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21
Q

pairs of meaningful words produced as homonyms by a child, whereby those words typically contain few or minimal opposition features (e.g. tip and sip) or are near minimal pairs (e.g. tip and trip)

A

conventional minimal pairs

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22
Q

a phonological error pattern that reflects broader systemic rules of substitution or deletion that might cover several different sound classes, places of production, and/or linguistic units

A

phoneme collapse

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23
Q

age of elimination of stopping voiceless th

A

5;0

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24
Q

age of elimination of voiced th

A

5;0

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25
Q

intervention targets that are typically nonstimulable, later-developing phonetically more complex marked segments or clusters associated with least productive phonological knowledge for an individual child

A

complex phonological intervention targets

26
Q

articulation approach that uses a pseudopalate to provide visual feedback

A

palatometric instrument approach

27
Q

omission of an unstressed syllable in a multisyllabic word

A

weak syllable deletion

28
Q
  • developmental level: developing, elaborating
  • key components
    • consistent production of 50 functionally powerful words
    • sound-by-sound and syllable-by-syllable dense response drill with pictures
  • Interventions for specific diagnoses
    • SSD
    • Inconsistent speech
    • Childhood Apraxia of Speech
  • Targeted stage of production: planning, execution
  • Targeted outcomes: speech production
A

Core vocabulary intervention

29
Q

At what age would you expect a child to stop using fronting?

A

2;6 to 3;6

30
Q

differences between (or alterations of) speech sounds actually produced and those present in the adult standard production

A

phonological processes

31
Q

involves children with inconsistent speech sound disorder learning to consistently say a set of high-frequency, functionally powerful words that target the underlying phonological planning deficit. The long-term goal of intervention for children who make inconsistent errors is to establish consistent (as opposed to correct) production of words in spontaneous speech

A

core vocabulary intervention

32
Q

Stanovich (1986) compared achievement levels of children who are poor beginning readers with their peers and noted that the gap widens over the years

A

Matthew effects

33
Q

Typical sequence of prelinguistic development

A
  • phonation (0-1 month)
  • cooing/laughter (2-3 months)
  • expansion/vocal play (4-6 months)
  • reduplicated babbling (7-9 months)
  • variegated/ nonduplicated babbling (10-12 months)
34
Q

Age of elimination of word-final devoicing

A

3;0

35
Q

the replacement of two consonants in a cluster with a different consonant that contains phonetic features of the two target consonants of a cluster; also, omission of one or more syllables from a multisyllabic word with segments from both syllables being retained.

A

coalescence

36
Q
  • developmental level: emerging
  • key components
    • stimulable and nonstimulable sounds are targeted
    • sounds are paired with alliterative characters and body motions
  • interventions for specific diagnoses
    • SSD
    • very young children with limited sound inventory
  • targeted stage of production: execution
  • Targeted outcomes: speech production, phonological awareness
A

Stimulability approach to intervention

37
Q

Age of elimination of prevocalic voicing

A

3;0

38
Q

age of elimination of stopping j

A

4;6

39
Q

the influence of one speech sound upon another sound in which one (or more) of the features change to become more like the influencing sound. Phonological deviation or process in which a sound or syllable is changed to become more similar respective to another sound or syllable in the word; the sounds or syllables of a word become more alike; synonymous with harmony

A

assimilation

39
Q

a system for modifying, shaping, or changing behavior based on principles of positive and negative reinforcement and punishment; target responses are behaviorally defined and programmed in small sequential steps. Improving or modifying speech or any segment of speech can be considered behavior in this context.

A

behavior modification

39
Q

the ability to reflect on and manipulate the structure of an utterance (e.g., into words, syllables, or sounds) as distinct from the meaning

A

phonological awareness

39
Q

words with different meanings that share the same pronunciation

A

homonym

39
Q
  • key components
    • contrastive word pairs
    • intervention phases typically include familiarization, identification, and production at imitative and spontaneous levels
  • targeted stage of production: execution
  • targeted outcome: speech production
  • Interventions for specific diagnoses
    • SSD
A

Minimal Pair Intervention

39
Q
  • Key components:
    • vocabulary and speech sound production
    • phonological recasting
  • Interventions for specific diagnoses
    • SSD
  • Targeted stage of production: execution
  • Targeted outcomes: speech production
A

Enhanced Milieu Teaching with Phonological Emphasis

40
Q

At what age would you expect a child to stop using final consonant deletion?

A

2;8-3;2

41
Q
  • Developmental level: developing
  • Key components
    • maximally distinctive word pairs that include one or two phonologically complex phonemes absent from phonetic inventory
    • nonsense words are recommended and assigned lexical meaning
    • intervention conducted in two phases: imitation and spontaneous
  • Interventions for specific diagnoses
    • SSD
  • Targeted stage of production: execution
  • Targeted outcomes: speech production
A

complexity approaches to intervention

42
Q

transposing or reversing consonants in a word

A

metathesis

43
Q

an approach to therapy that encourages a child to reflect on word structure and the characteristics of his or her own speech in order to understand the need for change and the means of achieving it

A

metaphonological intervention

44
Q

In articulation/phonological treatment programs, a process of training a person to listen to speech utterances ranging from sounds in isolation to connected speech and then to identify sounds, discriminate between sounds, indicate the placement of a sound in a word, evaluate sound productions, and such; also termed speech perception training and ear training

A

auditory training

45
Q

the use of computer software programs to deliver a specific intervention approach at the computer or to print out stimulus materials to be used in intervention away from the computer

A

computer-based intervention

46
Q

articulation treatment approach that targets production of all error sounds at a time (with each progressing at its own rate) and uses traditional/instructional programming strategy

A

multiple phonemic approach

46
Q
  • Developmental level: emerging, developing, elaborating
  • Key components:
    • addresses motor phonemes (via auditory-tactual input) and lexicon within braoder linguistic context
  • interventions for specific diagnoses:\
    • SSD
    • childhood apraxia of speech
  • targeted stage of production: planning, programming, execution
  • targeted outcomes: speech production, other oral language
A

PROMPT

46
Q

age of elimination of stopping f

A

3;0

47
Q

phonological treatment approach in which phonological patterns are targeted in words containing exemplar sounds and sound contexts for a specified time through the production of words

A

phonological cycling approach

48
Q

At what age would you expect a child to stop exhbiting initial cluster reduction?

A

2;8 to 3;8

49
Q

addition of a sound to a word

A

epenthesis

50
Q

articulation treatment approach that involves manipulation by the clinician of the articulators externally on the face and neck to guide an articulation mechanism in speech sound production

A

motokinesthetic articulation treatment

51
Q

Age of elimination of fronting

A

3;6

52
Q

What sound classes are most common in the first fifty words of children who are developing typically?

A

stops, nasals, and glides

53
Q

age of elimination of weak syllable deletion

A

4;0

Praxis (13 decks)

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