Combining Therapy for Lang. and SSD's (Ch.8) Flashcards
1
Q
X. Combining Therapy for Language and Speech Sound Disorders**
- We can connect speech sound production to children’s _____________ skills
- If children have final consonant deletion or cluster reduction, they will have problems with some ____________
A
X. Combining Therapy for Language and Speech Sound Disorders**
- We can connect speech sound production to children’s morphosyntactic skills
- If children have final consonant deletion or cluster reduction, they will have problems with some morphemes
2
Q
Ann Tyler—ASHA 2015
- Concomitant SSD and language impairment (LI) is the strongest predictor of __________ outcomes
- Children with both SSD and LI have many __________, while children with just SSD have many more ___________
- Eliminating error patterns like final consonant deletion and cluster reduction will improve production of grammatical ____________
- Recommends an ___________ approach
Combine therapy for speech and language
These morphemes include:**
- Past tense –ed (jumped, scared)
- Plural –s (pots, sidewalks)
- Regular 3rd person –s (eats, runs)
- Possessive –s (Grant’s, Bob’s)
A
Ann Tyler—ASHA 2015
- Concomitant SSD and language impairment (LI) is the strongest predictor of literacy outcomes
- Children with both SSD and LI have many omissions, while children with just SSD have many more substitutions
- Eliminating error patterns like final consonant deletion and cluster reduction will improve production of grammatical morphemes
- Recommends an integrated approach
Combine therapy for speech and language
These morphemes include:**
- Past tense –ed (jumped, scared)
- Plural –s (pots, sidewalks)
- Regular 3rd person –s (eats, runs)
- Possessive –s (Grant’s, Bob’s)
3
Q
Therapy suggestions:
•If ch has final consonant deletion, use minimal pairs which include ____________ morphemes
For example (FCD):**
- Plurals: toe-toes key-keys
- Possessives: Joe-Joe’s Ray-Ray’s
- Regular past tense –ed show- showed
If the child uses cluster reduction:**
- Plurals boat-boats cup-cups
- Possessives cat-cat’s Dad-Dad’s
- Regular past walk-walked
- Irregular past drink-drank hold-held
A
Therapy suggestions:
•If ch has final consonant deletion, use minimal pairs which include grammatical morphemes
For example (FCD):**
- Plurals: toe-toes key-keys
- Possessives: Joe-Joe’s Ray-Ray’s
- Regular past tense –ed show- showed
If the child uses cluster reduction:**
- Plurals boat-boats cup-cups
- Possessives cat-cat’s Dad-Dad’s
- Regular past walk-walked
- Irregular past drink-drank hold-held
4
Q
We can also connect phonology to ____________:**
- Children with language impairments often have difficulty with ________
- For velar fronting: tame-came; taught-caught
- Stopping of fricatives: tee-see, toe-sew, tip-ship
- Final consonant deletion: shoe-shoot, ray-rake; say-sail
A
We can also connect phonology to semantics:**
- Children with language impairments often have difficulty with verbs
- For velar fronting: tame-came; taught-caught
- Stopping of fricatives: tee-see, toe-sew, tip-ship
- Final consonant deletion: shoe-shoot, ray-rake; say-sail
