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CETP Mayu > DEVELOPMENTAL ARTICULATION/PHONATION/PHONOLOGICAL DISORDERS > Flashcards

DEVELOPMENTAL ARTICULATION/PHONATION/PHONOLOGICAL DISORDERS Flashcards

1
Q

Dysarthria

A

Speech-motor disorder
- Voicing errors
- Bilabial and velar sounds&raquo_space; easier than alveolar fricatives and affricates,
labiodental fricatives, and palatal liquids
- Stops, glides, nasals&raquo_space; are easier than fricatives, affricates, liquids
- Treatment is repetitive and structured
- Intensive and systematic drill, modeling, phonetic placement and emphasis on accuracy of sound production

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2
Q

Apraxia

A

Motor programming disorder
- Not a result of neuromuscular weakness
- Slow, effortful speech
- Prolongation and repetition
- Omissions and substitutions
- Hypernasal and inconsistent nasal emission → impared motor
programming involving velum
- Inconsistency
- Groping and poor intelligibility
- Treatment involves extensive drills that stress sequences of movement
involved in speech production, imitation, decreased rate, normal prosody, increased accuracy
- Treatment is hierarchical → simple CV and VC to more complex
- Gains often slow

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3
Q

assessment

A

Single-word positions and conversational speech
- Presence of phonological patterns
- Performance based on developmental norms
- Evaluating stimulability of speech sounds that are misarticulated
- Identifying potential treatment goals

Case history, orofacial examination, hearing screening,

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4
Q

types of Evoked speech samples

A

Imitation - child initiates clinician’s model, can be immediate or delayed

Naming - clinician says “what’s this” and child names

Sentence completion

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5
Q

% of consonants correct - PCC

A

Calculates the severity of their speech problem

Total # of correct consonants produced x 100 / total # of consonants produced

> 85% - mild
65-85% - mild to moderate
50-65% - moderate to severe
<50% - severe

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6
Q

Phonological processes that disappear by age

3

A

Reduplication (wawa)
Weak/unstressed syllable deletion (nana for banana)
Consonant assimilation (nan for nap)
Prevocalic voicing (gat for cat)
Fronting of velars (tat)
Final-consonant deletion (ka 4 cat)
Diminutization → adding a “i” to the end of nouns (caty for cat)

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7
Q

Phonological processes that persist after age

3

A

Final consonant devoicing (roat 4 road)
Consonant cluster reduction → most persistent out of stopping, velar fronting,
FC deletion, and assimilation (top 4 stop)
Stopping (pat 4 fat)
Epenthesis (puhlate 4 plate)
Gliding (wed 4 red)
Depalatalization (teap for cheap)
Vocalization/vowelization (teacho 4 teacher)

DDECS-VG

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8
Q

Phoneme manipulations

A
  • Phoneme manipulations move, change or modify the individual
    sounds in words.
  • Elisions are the omissions of sounds in spoken words, and
  • transpositions occur when the order of sounds in a word is
    switched.

E.g. say seat but switch t and s

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9
Q

Place/manner of articulation

A

● Consonants are described by their place, manner and voicing
○ Place
■ places where the constrictions and obstructions of air occur.
■ Location of the sound’s production within the speech production mechanism

○ Manner- what happens to the air flow through the resonance and
articulatory systems
■ Degree or type of constriction of the VT during consonant production
■ Constriction of air flow- obstruents (stops, fricatives, affricates) and sonorants (vowels, liquids, glides)

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10
Q

Place of articulation

A

Bilabial (or ‘two lips’): Produced with the two lips: /b, p, m, w/ (as in ‘buy, pie, my, and wool’).
Labiodental (or ‘lip and teeth’): Produced with the upper teeth and inner lower lip: /f, v/ (as in ‘feel and veal’).
Interdental (or ‘between teeth’): Produced with the tongue tip on or near the inner surface of the upper teeth:
/θ/, /ð/ (as in ‘thick and then’).
Alveolar (or ‘behind teeth’): Produced with the tongue tip on or near the tooth ridge: /t, d, s, z, n, l/ (as in ‘to, do,
zoo, new, and light’).
Palatal (or ‘top middle of mouth’): Produced by the body of the tongue touching the roof of the mouth (in the
palatal area): /ʃ, ʒ, ʧ, ʤ, r, j-y/ (as in ‘shin, genre, chef, judge, red, and yes’).
*Note that the /ʃ, ʒ, ʧ, ʤ/ sounds are all pronounced with the front of tongue places on the top of mouth while the
/j-y/ one is pronounced with more of the rear of the tongue placed a bit further back on the palate than /ʃ, ʒ, ʧ, ʤ/.
Finally, the /r/ sound is made with the sides of the tongue placed on the sides of the roof of the mouth pressed
against the teeth.
Velar (or ‘top of throat’): Produced with the tongue body on or near the soft palate: /g, k, ŋ/ (as in ‘go, kite, and
bang’).
Glottal (or ‘from the throat’): Produced by air passing from the windpipe through the vocal cords: /h/ (as in ‘hi’).

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11
Q

Manner of articulation

■what is it

A

Constriction of air flow

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12
Q

what are the diff types of manner of articulation

A

■ Obstruents (stops, fricatives, affricates)
■ Sonorant- nasals, glides, liquids
■ Made with relatively open vocal tract
■ Stop- complete closure of VT at some point so there is no air flow,
thereby allowing pressure to build and then be released
■ Fricatives- noisy sounds caused by a turbulent air flow as the air stream
goes through a narrow constriction
■ Affricates- stop and fricative release
■ Nasals- airflow goes through nasal cavity
■ Glides- relatively open VT during production
■ Liquids- more vocal tract obstruction than glides or vowels

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13
Q

Types of sounds

A

■ Sonorants- produced with uninterrupted air
■ Obstruents- some type of air obstruction/constriction
■ Consonantal- partial/complete obstruction of airflow
■ Continuants- flow of air is not blocked at any point
■ Sibiliants- high frequency “hissing” sounds, air forced
through narrow opening- [s], [z], [ʃ], and [ʒ].
■ Stridents- produced with constriction, airstream hits 2
surfaces ([f], [v], [s], [z], [ʃ], and [ʒ].

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14
Q

Chart

A
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15
Q

vowel chart, diff placements

A
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16
Q

more vowel charts

A
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17
Q

Sound acquisition- 2 to 3 years old

A

p, b, t, d, k, g, m, n, ng, h, w, y, f

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18
Q

Sound acquisition- 4 years old

A

l, j, ch, s, v, sh, z

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18
Q

Sound acquisition- 5 years old

A

R, th - voiced, zh (as in measure)

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19
Q

Sound acquisition-6 years old

A

-th voiceless

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20
Q

Phonological disorders

A

● Rule-based errors in speech sound production
● Happen for all children, even typically developing children
● Language-based errors
● Etiology
○ Hearing loss
○ Disorders of unknown etiology

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21
Q

Substitution

A

A sound is substituted with another sound in a systematic way

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22
Q

subsitution processes

A
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22
Q

diphthongs

A
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23
Q

Backing

A

When alveolar sounds /t/, /d/ and /s/ are substituted
with velar or palatal sounds like /k/ and /g/.

seen in more severe delays.

ex. kime for time

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24
Q

Fronting

A

When velar or palatal sounds /k/, /g/, and /sh/ are

substituted for alveolar sounds /t/, /d/, and /s/.

eliminates @ 3.5 years

tan for can

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25
Q

Vowelization
Vocalization

A

teacho for teacher

When the /l/ or /er/ sounds are replaced with a
vowel.

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26
Q

Gliding

A

When a liquid /r/ or /l/ is substituted with a glide sound

/w/ or /y/.

eliminates @ 5-6 years

wed for red

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26
Q

Stopping

A

A fricative /f, v, s, z, th, sh/ or affricate /ch/ or /j/
is substituted with a stop /p, b, t, d, k, g/.

/f, s/ by 3;
/v, z/ by 3.5;
/sh, ch, j/ by 4.5;
/th/ by 5

pat for fat
Toap for soap
Puddle for puzzle

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27
Q

Affrication

A

When a nonaffricate is replaced with an affricate

/ch/ or /j/.

elimination 3 years

jat for bat

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28
Q

Deaffrication

A

An affricate /ch/ or /j/ is replaced with a
non-affricative like a fricative /f, v, s, z, th, sh/ or stop /p, b, t, d, k, g/.
4 years

teap for cheap

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29
Q

Depalatalization

A

A palatal sound is substituted with a nonpalatal

sound. 5 years

tark for shark
tam for yam????

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30
Q

Alveolarization

A

A nonalveolar sound is substituted with an

alveolar sound /t, d, s/.

5 years

top for shop

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31
Q

Labialization

A

A nonlabial sound is substituted with a labial

sound /m, p, b/. 6 years

bake for take

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32
Q

types of syllable structure processes

A
  • reduplication (wawa for water)
  • initial consonant deletion (oy for toy)
  • final consonant deletion (ma for mom)
  • dimunization (cupee for cup)
  • cluster reducation (top for stop)
  • weak syllable deletion (nana for banana)
  • epenthesis (puhlate for plate)
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33
Q

assimilation processes

A
  • denasalization (boze for nose)
  • assimilation (nan for nap)
  • coalescence (fop for stop)
  • final consonant devoicing (roat for road)
  • prevocalic voicing (gat for cat)
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34
Q

syllable structure chart with age of elimination

A
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35
Q

assimilation with age of elimination chart

A

redup

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36
Q

atypical processes?

A
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37
Q

Metathesis

A

two consonants within a syllable are
reordered - cup - puck, ask - aks ⇒ atypical

38
Q

Cluster reduction

A

Pane for plane

3.5-4 without s
5 with s

39
Q

FINAL consonant deletion

A

FCD

Mo for mom

3

40
Q

initial consonant deletion

A

Oy for toy

Atypical - seen in severe delays

41
Q

Weak syllable deletion

A

Nana for banana

4

42
Q

Epenthesis

A

Puhlate for plate

8

43
Q

Theories of development

A

● Behavioural theory
● Natural phonology theory/Nativist
● Generative phonology theory
● Optimality theory

44
Q

Behaviour theory

A

● Child develops adult-like speech through interactions with caregiver and
classical conditioning
● Environment and social interactions are important
● Children learn only the language they are exposed to
● Skinner - verbal behaviours are acquired under appropriate conditions of stimulation, response, reinforcement
● Learning - not innate mechanisms - play a major role in acquisition of verbal
behaviours

45
Q

Natural phonology/Nativist theory

A

Chomsky
● Natural phonological processes are innate and kids learn to suppress processes that don’t occur in their languages
○ Children store speech forms correctly, but output constraints (like anatomy) lead to use of phonological processes

● Born with language acquisition device

46
Q

Generative phonology theory

A

Phonological rules map underlying representations onto surface
pronunciations
○ Linear theories: no one specific sound segment controls other segments
- all speech segments have equal value
○ Nonlinear theories: assume there is a hierarchy that helps organise
segmental and suprasegmental phonological units

46
Q

Optimality theory

A

Aim during speech development is to match adult target; happens by demoting markedness constraints (limitations on what can be produced -
difficult sounds) and promoting faithfulness constraints (features that are to be preserved, prohibiting omissions/additions)

47
Q

SSD definition

A

Speech sound disorders: any combination of difficulties with perception, articulation/motor production, and or phonological representation and prosody that may impact speech intelligibility and acceptability
○ Used to describe SSDs of both known and unknown origin

48
Q

phonological disorders

A

● Presence of phonological processes beyond the age of expected
elimination - pattern-based errors
● predictable, rule-based errors (e.g., fronting, stopping, and final consonant
deletion) that affect more than one sound

49
Q

phonological development

A
50
Q

Articulation disorders - what is it, types of errors, etiology

A

● Misproduction of specific phonemes - child unable to motorically produce it
● focus on errors (e.g., distortions and substitutions) in production of individual
speech sounds.
● Motor-based errors

Child might make the following articulation errors:
● SODA
○ Substitutions
○ Omissions
○ Distortions
○ Additions
● Etiology
○ Organic
○ Functional

51
Q

Examples of artic disorders

A
52
Q

Organically based disorders

A

Some oral structural abnormalities have been associated with SSDs in some
children
● Ankyloglossia (tongue-tie): frenulum too close to tip of tongue
○ Might reduce tongue tip mobility
● Malocclusions: deviations in shape/dimensions of jaw and positioning of individual
teeth
● Orofacial myofunctional disorders: any anatomical/physiological characteristic of
orofacial structures that interferes with normal speech or other aspects of development
○ Often related to errors in production of tip-dental sounds and s, z, ch, sh, j
● Cleft lip and palate
● Hearing disorders can lead to difficulties with both consonant and vowel productions

53
Q

Typical patterns of errors made by kids w cleft-lip-and-palate:

A

● Hypernasality due to VPD- velopharyngeal dysfunction → inadequate separation of the oral and nasal cavities during speech and/or swallowing.
○ Nasal air emission due to VPD - audible or inaudible release of air from nasal cavity when producing stops, fricatives, and affricates
○ Sibilant distortion
○ Restricted phonetic inventory, sound substitutions/omissions, compensatory articulation errors, delayed expressive language development

54
Q

CLP

A

● the resulting impact of VPD on articulation can be described as “cleft palate
speech” or “cleft-type speech” and may include obligatory errors and/or
compensatory (learned) errors.

55
Q

Compensatory errors

A

● Compensatory errors are learned articulation errors. They are, for the most part,
errors in place of articulation or direction of airflow.
● These errors are thought to develop for a number of reasons, including the inability
to generate adequate intraoral air pressure for consonant production, the presence
of anterior structural anomalies, abnormal auditory–perceptual learning, or other
factors.
● Compensatory errors that developed due to anatomical inability to close the
VP port can persist even after successful physical management of the VP
mechanism

56
Q

Early speech/language characteristics

When compared with age-matched peers without cleft palate, babies with cleft palate
often show

A

both quantitative and qualitative differences in their early prelinguistic
and linguistic development.
Speech and language development in children with clefts depends on a number of factors,
including hearing status, type and severity of the cleft, and the presence of a syndrome.
● As children get older,
○ articulation may be characterized by a restricted phonetic inventory, sound
substitutions/omissions, and compensatory articulation errors; and
○ expressive language development can be delayed but often catches up with
age

57
Q

Babies with CP…

A

○ vocalize as frequently as do babies without cleft palate but may have
delayed onset of canonical babbling;
○ have less variety in the canonical forms produced;
○ have a more restricted consonant inventory during babbling;
○ demonstrate fewer total consonant productions (e.g., fewer oral stops and
more glottal stops);
○ have a preference for nasal glides and the glottal fricative /h/ (compared
with typical preference for alveolar stop /d/);
○ have delayed onset of first words and acquire words more slowly; and
○ demonstrate preference for words beginning with sonorants (nasals,
liquids, glides, vowels).

58
Q

Impact of disordered artic/phonology

A

● Difficulties with socialisation
● Difficulties with literacy/spelling due to articulation errors
● Can impact expressive language development & grammar

59
Q

Considerations for ELL

A

● Need to determine whether client is showing a speech sound difference or disorder
○ Helps to understand how other languages can influence production of Mainstream
Canadian English

● Differences do not need to be addressed unless client elects to do so
● For a child to be diagnosed as having a disorder, they should be demonstrating
language/sound-learning difficulties in both their primary language and in English
● Typical process seen in those acquiring a second language:
○ Interference/transfer: error in second language is directly produced by
influence of first language

● Age at which phonological processes are expected to be eliminated can differ based on
child’s first language
○ And which phonological processes are “typical” vs “atypical” can also differ based
on this

60
Q

SLPs take into account cultural and linguistic
speech differences across communities,
including

A

● phonemic and allophonic variations of the language(s) and/or dialect(s)
used in the community and how those variations affect determination of a
disorder or a difference and
● differences among speech sound disorders, accents, dialects, and
patterns of transfer from one language to another.

61
Q

Non-standardized procedures

A

● Collecting language sample in natural environment
● Requesting home recorded audio clips to measure intelligibility
● Interacting with clients during free play and noting articulation at the sound,
syllable, words, sentence, and discourse levels.
● Questionnaires- parent, teacher and self-reporting measures include various
tools like rating scales, checklists, questionnaires and inventories that are
completed by the parents/family members/caregiver, teacher or individual.

62
Q

Language samples and TTR - TYPE TOKEN RATIO

A

Language samples can be analyzed through type-token ratio
TTR= # of diff words in a sample/ # of words in sample
TTR represents variety of different words child uses expressively -
semantic/lexical skills

Ages 3 to 8: TTR is typically 1:2 or 0.5

63
Q

Understands issues related to obtaining
a representative and diagnostically
useful sample of a client’s speech

A

It is important to receive a representative sample of the client’s speech, so we have our best idea of their daily speech to both familiar communication partners and unfamiliar communication partners. Therefore, **it’s important for us to complete naturalistic observations or obtain recordings of the client’s speech in settings that are common and daily to them. **This is very important and ends up tying into the functional
goals we create for them.
- One concern is that our sample is not representative, maybe if we are working with a
paediatric client who does not feel as comfortable speaking to us thus giving us an
unrepresentative sample.

64
Q

Some ways to ensure you obtain a
representative and helpful language
sample is by…

A

With consent using your phone or computer to record sample
- Making notes as your client is speaking and attempting to make note of 30 to 50
utterances during this time with them
- With hesitant clients introduce an activity that will allow you to receive a sample
(a wordless picture book where they have to tell you and describe to you what
they feel is happening can be helpful)

65
Q

Impact of factors in the client’s
environment on his/her communication
needs and effectiveness

A
  • Communication partners- not educated to correct any articulation or phonological errors the client has made, discouraging if the client makes errors, not engaging with the client because of their intelligibility etc.
  • Noisy environment: classrooms with lots of students may make it difficult for younger clients to feel comfortable with their intelligibility, some workplaces can be loud and make it difficult for the client to get their message across to an employer or coworkers
  • Expressing communication needs- For younger clients that spend the majority of their day in a classroom setting it can be difficult for them to reach out what their communication needs are since a teacher is responsible for their peers as well. It’s important that as an SLP we take on a counselling role as well as an educator role to ensure that our clients can communicate their needs no matter the barriers in their environment
66
Q

Knowledge of specific procedures for
assessing auditory/speech perception
skills and understands the issues related
to an adequate assessment of speech
perception ability

A

Speech perception testing tells us what auditory information is available to
the child, what they are hearing, and how much auditory information is
available for them to use for language learning, academic learning, and
literacy.

  • Most speech perception tests require that the child (or adult) repeat the test
    word or sentence. These tests require that a child have the vocabulary to
    understand the words. Some children, especially those who are in auditory
    based, listening and spoken language therapy programs will repeat what they
    hear, even if it is not a word.
67
Q

Assessing auditory/speech perception:

A
  • A number of important factors must be taken into consideration when assessing speech
    perception in children. Child factors include the state of the child during testing, such as
    their attentiveness to the task. Moreover, children must demonstrate the requisite
    motor skills to perform the response task being asked of them (e.g., head turn,
    manipulation of objects, picture pointing, pushing a button), as well as the
    phonological, receptive and expressive language skills needed to participate in
    speech perception testing.
  • A battery approach is needed to accommodate children of different ages (both
    chronological and linguistic), communication modes (oral vs. sign language), and
    auditory processing skills. For that reason, assessment batteries should include
    measures that vary from closed-set to open-set response formats, from live voice
    to recorded presentation, and from auditory-visual to auditory-only
    administration.
68
Q

Phoneme-identification task

A

Phoneme-identification task

  • particularly useful for obtaining information about speech features (voicing,
    manner, and place) and do not rely on higher-level cognitive/linguistic
    processing, such as lexical, syntactic, and semantic knowledge
  • recognizing the same phonemes in different words
  • What sound is the same in “top”, “tan”, and “tick”?
69
Q

Knowledge of different approaches to
articulation/phonological intervention,
their theoretical bases, advantages,
disadvantages, and limitations.

A
  • Developmental
  • Complexity
  • Non-speech oral-motor training
70
Q

Developmental approach

A
  • Treatment is based on selection of early-developing targets that follow a
    developmental sequence and are assumed to be easier for children to
    produce
  • E.g. /p,b.m/ develop early in life so an SLP using this approach would select
    these sounds for treatment
  • Underlying premise is that learning speech sounds has a motoric basis and
    should follow a sequential order based on ease of sound acquisition
71
Q

Complexity/least knowledge approach

A
  • Targeting sounds that are non-stimulable, always incorrect, and later
    developing
  • Underlying assumption is that presenting more complex input to the child will
    accomplish two aims
  • Lead to the child’s learning simpler, untrained sounds
  • Force the child to learn the complex target
  • Assumes that the use of the approach will create a system-wide change
  • Caveat to this approach- even though it is considered more efficient, it may
    initially take longer to teach the child to produce more complex speech
    targets - thus may lead to frustration as the child may initially remain
    unintelligible
  • SLPs must consider the child’s ability to handle frustration and overall goals
    of intervention (immediate intelligibility vs promoting significant changes in
    their overall speech system)
72
Q

Non-speech oral-motor training

A
  • Can be used as a precursor to teaching sounds or as a supplement to
    teaching those sounds
  • E.g. blowing horns, whistles, wagging the tongue, sucking with a straw
  • Efficacy is questioned
  • Can be used as part of intervention when working with clients who have
    tongue thrust, dysarthria, and swallowing disorders
73
Q

Articulation interventions

A
  • Van Riper
  • Context-utilization approach
74
Q

Van Riper

A
  • Focused on auditory discrimination/perceptual training
  • phonetic placement
  • drill-like repetition, and practice
  • Bottom-up drill approach that focuses on discrete skills
  • The progression of therapy goes from simplest to most complex movements and isolated speech sounds are targeted
  • Clinicians who use traditional approaches to remediation of SSDs view articulation errors are resulting from motor difficulties in which the child is physically unable to produce the sound from faulty perceptual skills
  • Works well for children who have physical difficulties producing target phonemes
75
Q

Van Riper Pyramid

A

1) Sensory- perceptual training (ear training)- identifying, locating, stimulation and discrimination of sound
2) Pre-practice instruction- learning how to articulate the target sound using cues
3) Practice- in isolation, nonsense syllables, words, and sentences
4) Transfer and carryover
5) Maintenance

76
Q

Auditory discrimination/ perceptual
training

A

teach clients to distinguish between correct and incorrect productions of sounds
- Based on assumption that auditory discrimintion training is a precursor
to speech sound production training
- Questioned by many researchers

77
Q

Phonetic placement

-

A
  • when client cannot imitate modelled production of a phoneme
  • Have child produce a sound in isolation
  • Clinician uses verbal instructions, modelling, physical guidance, and visual feedback
  • Assumption underlying production training is that motor practice leads to automatization and thus to generalization of correct production to untrained contexts
78
Q

Levels of complexity

A
  • Isolation
  • Syllables
  • Words
  • Phrases
  • Sentences
  • (reading)
  • conversation
79
Q

Context-Utilization/sensorimotor
approach

A
  • This approach recognizes that speech sounds are not produced in isolation but rather in syllable-based contexts
  • Based on assumption that the syllable- not the isolated phoneme- is the basic unit of speech production
  • Principles of coarticulation are important in this approach
  • Bottom-up drill approach to therapy
  • Disagreed with the established assumptions that perceptual training should precede production training and treatment should begin with sounds in isolation
  • Phonetic environment is very important in treatment- training begins at syllable level
  • May be helpful for children with oral-motor coordination difficulties
80
Q

Phonological/linguistic intervention

A

Based on assumption that a child’s multiple errors reflect the operation of certain phonological rules and the problem is phonemic not phonetic, change needs to occur in mind not mouth

Child’s errors are grouped and described as phonological patterns not as discrete sounds

● contrastive approaches: use minimal pair word
● Non-contrastive approaches: minimal pair words are an optional component

Minimal pairs
Maximal opposition and treatment of the empty set
Cycles
Core vocab

81
Q

minimal pairs

A

● one of the oldest and most well known contrastive approaches
● Words differ by one feature e.g., ‘too’ and ‘do’ voicing difference (minimally opposing)
or ‘key’ and ‘me’ (maximally opposing)
● Example, meaningful minimal pair intervention e.g., cape vs. tape
○ 1. Familiarization
○ 2. Listen and pick up
○ 3. Production
■ Ex- put bows and boats into a bowl and have them pull it out and say the word
■ Give feedback

● You try…can you think of a minimal pair for a child who is deleting final consonants?
○ Bow and boat
○ Me and meet
○ Saw and sock
● Strong evidence base.

82
Q

multiple oppositions

A

features two to four contrastive pairings of a student’s error with several target sounds across a rule set.
● For example, if the student substitutes sounds produced in the front of the mouth (such as /d/) with a sound produced in the back of the mouth (such as /g/), the therapist can select up to four target sounds to reduce this phonological process.
● targets are selected that will address all phonemes affected by a phoneme collapse, not just the target phoneme and the phoneme produced in substitution.
● The therapist may have the student produce words with the initial sound in the front of the mouth (“door,” “four,” “chore,” and “store”) to reduce the phonological process of backing.
● These chunks increase exposure to multiple sounds at once, resulting in faster generalization of sounds across a rule set.
● This will increase the number of sounds a student can produce and decrease sound errors or the amount of time a student receives therapy
● “doe” and “go,” “doe” and “though,” and “doe and Joe” to address using /d/d, as in the word dog for various sounds

83
Q

speech production milestones up to 1 year

A
84
Q

abi ages off eliminattion

A

Ages of Elimination
3 🡪 fronting, final consonant deletion
4 🡪 weak syllable deletion, deaffrication
5 🡪 stopping, cluster reduction
6 🡪 gliding, prevocalic voicing

85
Q

abi Abnormal processes:

A

Abnormal processes: backing, initial sound deletion, strong syllable deletion, epenthesis, metathesis, denasalization

86
Q

phono patterns are always atypical:

A

backing, spirantization, consonant harmony, initial or medial consonant deletion, stressed syllable deletion, epenthesis, metathesis, de/nasalization, vowel errors

87
Q

artic misproductions are always atypical:

A

substitutions, omissions, labialization, nasalization, pharyngeal fricatives, devoicing, frontal lisp, lateral lisp, stridency deletion, unaspirated, initial/medial/final errors, pre/inter/postvocalic errors

88
Q

Phonological Process Approaches 9- who its for, 1 specific approach and how its don

A

Phonological Process Approaches (For highly unintelligible, multiple misarticulations)
Errors are groups as phonological processes such as:.
Hodson & Paden’s Cycles is one approach for multiple misarticulations and high unintelligibility:
Each cycle runs 5-16 weeks (typically 3-6 cycles required).
Each sound in an error pattern receives 1h of treatment per cycle. Each error pattern is not treated to mastery (e.g. 90%) but is treated and worked on later
Only one error pattern is treated per therapy session.
All error patterns are treated in each cycle.
Each session consists of review of last session’s targets, auditory bombardment of new targets, and activities with new targets.

89
Q

Core Vocabulary aapproach, & how&who

A

Intended for children who have inconsistent SSD - in the absence of CAS (they aren’t able to phonologically program the words – rather than motorically like CAS).
Start by getting child to produce a word many times in same context; score of 40% meets criteria
Therapy is 8-weeks and involves 70 core vocabulary, pragmatically powerful vocabulary word that are selected with the help of parents/caregivers (functional)
The goal is to produce them consistently and intelligibly as a base for another approach (e.g. minimal contrast approach.

90
Q

Phonological Awareness approach

A

Explicit phonological awareness activities with blending, segmenting, and alliteration (e.g., sorting cards based on initial/medial/final sound).
Used to treat SSD that are phonologically-based, and may also prevent problems with literacy.

91
Q

ASSESSMENT Procedures for adults who speak ESL

A

S-LP must determine the types of errors made based on previously learned language(s).

Determine who in client’s environment has difficulty understanding the client’s English.
Obtain high quality recording of client’s conversational speech.
Have 1-2 unfamiliar listeners and determine % of intelligible words (baseline).
List client’s speech sound errors and phonetic inventory.
Determine client’s speaking rate, stress, and prosody.
Perform OME.
Assess other factors that may be contributing to unintelligibility (e.g., volume, glottal fry).

92
Q

Adults who seek ESL accent modification services because they feel

A

their accent reduces their intelligibility and is a barrier in social/professional/etc. situations.

93
Q

terms are important in accent…

A

training (treatment/intervention sound pathological)

94
Q

ACCENT TRAINING principles &Procedures

A

Determine parameters that contribute most to intelligibility.
Ensure therapy and homework materials that are culturally/linguistically compatible.
Use a multimodal approach of visual, auditory, and tactile (e.g., VisiPitch).

CETP Mayu (11 decks)

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