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ECU ARTIC/PHON exam 1 > Chapter10 > Flashcards

Chapter10 Flashcards

1
Q

Linguistically-Based Interventions focus on strategies for _______.

A

Reorganizing a child’s phonological system

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2
Q

What are Linguistically-Based Interventions most suitable to target?

(4)

A

Multiple speech sound errors

Homonyms

Establishment of new word/syllable shapes

Establishment of new sound classes

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3
Q

Can Linguistically-Based Interventions be combined with motor-based ones?

A

Yes

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4
Q

What is the primary focus of Linguistically-Based Interventions?

(3)

A

Establishment of an adult phonological system

Establish sound and feature contrasts

Replace error patterns with appropriate ones

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5
Q

What are Exemplars?

A

Individual target sounds

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6
Q

How should we choose Exemplars?

A

Likelihood of generalization

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7
Q

What are Minimal Pair Contrasts?

A

Those that differ by a single phoneme

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8
Q

What is the assumption behind Minimal Pair Contrasts?

A

Focusing on single phonemic contrasts will teach that different sounds create different meanings (pat-bat)

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9
Q

What two things can be contrasted in Minimal Pair Contrasts?

A

Feature differences (pat-bat)

Syllable shape differences (bow-boat, key-ski)

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10
Q

What do Minimal Pair Contrasts assume of the child?

A

That the child is physically capable of producing the target sound

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11
Q

What errors are Minimal Pair Contrasts most useful for?

4

A

Sound substitutions

Sound deletions

Sound collapses

Phonological patterns

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12
Q

What is the general flow when using Minimal Pair Contrasts?

2

A

Teaching contrast perception

Teaching contrast production

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13
Q

What is the specific flow when using Minimal Pair Contrasts?

7

A

Select a sound contrast based on client’s error pattern

Teach minimal contrasts at the perception level (pick up picture of ______)

Teach articulation of target if needed (switch to motor-based approach if this is particularly difficult)

Teach client to imitate each target

Teach minimal contrasts at the production level (you tell me which card to pick)

Teach single minimal contrasts with a carrier phrase (I found “tea”)

Teach multiple minimal contrasts with a carrier phrases (I “found tea” and “she”)

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14
Q

What are the two kinds of minimal pairs?

A

Minimal Opposition Contrasts

Maximal Opposition Contrasts

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15
Q

What are Minimal Opposition Contrasts?

A

Differ by a single feature (place, manner, voicing)

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16
Q

What are Maximal Opposition Contrasts?

A

Differ by 2+ features (place, manner, voice, nasality)

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17
Q

What is the benefit of using Maximal Opposition Contrasts?

2

A

The contrasts are more salient (easier to perceive)

May facilitate faster acquisition by client

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18
Q

What is Multiple Opposition Therapy?

A

Contrasting one sound with several sounds

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19
Q

What is Multiple Opposition Therapy most helpful for?

3

A

Addressing phoneme collapses

Children with multiple sound errors

Severe to profound phonological impairments

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20
Q

What is the assumption behind using the Maximal Opposition Approach?

A

Kids who collapse multiple sounds into a single phoneme are better treated with a systematic focus instead of an individual sound focus

(bat-back, bat-batch, bat-bass)

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21
Q

What is Metaphon Therapy?

2

A

Teaches the characteristics of sounds

Facilitates development of sound contrasts

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22
Q

Who is Metaphon Therapy most useful for?

A

Children who do not respond well to minimal pair therapy

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23
Q

What does Metaphon Therapy teach?

3

A

Phonological awareness

Skills needed to succeed in minimal pair therapy

Development of metaphonological skills

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24
Q

Do children with phonological disorders have the same level of phonological awareness as their non-disordered peers?

A

No

25
Q

What characteristics does Metaphon Therapy focus on?

3

A

Sound duration (long-short)

Sound manner (noisy-whisper, stopping-flowing, etc.)

Sound place (front-back, etc.)

26
Q

Can direct instruction in phonological awareness be a goal in speech-language therapy?

Why?

A

Yes

These skills are needed for reading and spelling

27
Q

What is the 1st phase in Metaphon Therapy?

3

A

Teaching awareness of sound differences

Identifying features of sounds

Word pairs (of targeted speech sounds)

28
Q

What is the 2nd phase in Metaphon Therapy?

What is it similar to?

A

Transferring new metaphonological skills to communication

Production training of minimal contrasts

29
Q

Is the Minimal Contrast Theory backed up by research?

A

Yes but there is not enough evidence to say which Minimal Contrast approach is most effective

30
Q

What are strengths of the Minimal Contrast Theory?

2

A

Beneficial for children with multiple misarticulations and phonological patterns

Beneficial for addressing sound collapse

31
Q

What is the goal for the Cycles Approach?

A

Acquiring appropriate phonological patterns

Not eliminating incorrect ones

32
Q

How does the Cycles Approach work?

2

A

Moves through targets sequentially without requiring a certain production criteria to be met

Targets that are not achieved are targeted in the next cycle

33
Q

What are the three procedures in the cycles approach?

A

Auditory stimulation

Production practice

Picture/word naming tasks

34
Q

How long does the Cycles Approach normally last?

How long is each pattern targeted within a cycle?

A

5-16 weeks (3-6 full cycles)

~60 minutes

35
Q

When is the Cycles Approach completed?

A

When all needed phonological patterns appear in spontaneous speech

36
Q

Patterns targeted in the Cycles Approach appear in ___% of utterances or less.

A

40%

37
Q

What are the primary targets in the Cycles Approach?

5

A

Syllableness (omissions of syllable nuclei: vowels or syllabic consonants)

Omission of singletons

/s/ clusters in initial or final positions

Anterior/posterior contrasts (back-front sounds)

Liquids in all positions

38
Q

What are the secondary targets in the Cycles Approach?

3

A

Palatals

Other consonant sequences (clusters

Singleton stridents

39
Q

What patterns should we NOT target in preschoolers in the Cycles Approach?

(5)

A

Voiced final obstruents (b, d, g, v, z, ð, ʒ, ʤ)

Post-vocalic /l/

Word final /n/

Unstressed syllables

/θ, ð/

40
Q

What is the normal flow of the Cycles Approach?

8

A

Review previous week

Listening activity (read 20 words in ~30 sec.)

Do target word cards

Postproduction practice

Stimulability probing

Listening activity

Phonological awareness activity

Home practice

41
Q

What is the assumption behind the Cycles Approach?

2

A

Mastery will occur as sessions progress

Will support normal phonological acquisition

42
Q

What are the benefits behind the the Cycles Approach?

1+6

A

Can be used or modified for…

  • Multiple phonological processes
  • Cleft palate
  • Developmental dyspraxia
  • Recurrent otitis media
  • Hearing impairment
  • Developmental delay
43
Q

What does the research say about the Cycles Approach?

A

Seems to be effective but hard to tell if it is more effective than other methods

44
Q

What are the two types of Broader Based Language Approaches?

A

Whole Language intervention

Naturalistic Intervention

45
Q

What do most intervention approaches assume?

A

Bottom-up approach

Work on error patterns in isolation and progress to more complex patterns

46
Q

What does Whole Language Intervention assume?

A

Top-down approach

start with higher level language

47
Q

Do children with severe phonological deficits often have difficulty with other aspects of language?

A

Yes

48
Q

How is storytelling incorporated into Whole Language intervention?

(2)

A

Work on narratives based on pictures

Clinician expands on child’s utterances

49
Q

What is targeted in Whole Language intervention?

5

A

Phonology

Morphology

Syntax

Semantics

Pragmatics

(All simultaneously)

50
Q

How are targets prioritized in Whole Language intervention?

2

A

Developing expressive language and intelligibility comes first

Phonology comes last

51
Q

What are the three steps in Whole Language intervention?

A

Organize environment and materials to systematically alter language complexity

Provide different communicative opportunities

Provide consequences and feedback

52
Q

What are the TYPES of responses in Whole Language intervention?

(3)

A

Clarification (asking for more info)

Adding events (incorporating more events into the story)

Increasing complexity (relationships, cause-and-effect, etc.)

53
Q

What does Naturalistic Intervention target?

A

Overall speech intelligibility

54
Q

What does Naturalistic Intervention assume?

4

A

Primary issues in SSDs is intelligibility

Intelligibility is not only affected by production accuracy

Phonology is part of the overall language system

Phonology can be improved when focusing on higher levels of language

55
Q

What happens in Naturalistic Intervention once intelligibility increases?

A

We can more on to speech sound accuracy

56
Q

Is Naturalistic Intervention child-centered?

A

Yes

57
Q

What are hallmarks of Naturalistic Intervention?

3

A

Therapy environment arranged to encourage communication attempts

Child and clinician interact in natural ways

Clinician offers recasts (repeating the child with corrections)

58
Q

What are strengths of Naturalistic Intervention?

1+3

A

Very helpful…

  • For clients with severe impairments
  • For clients who cannot perform in typical therapy sessions
  • When goal is connected speech
59
Q

What does research say about Naturalistic Intervention?

A

More research is needed

ECU ARTIC/PHON exam 1 (13 decks)

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