Disorders Final Flashcards
Phonological disorder analysis
Determine percentage of correct consonants
Determine if there are phonological processes - identify substitution, syllable structure and as similarity changes
Phonological awareness?
Delayed speech analysis
Determine inventory
Assess Syllable shapes
Determine constraints if sound sequences (sounds only in certain words? Certain parts if word?)
Determine size of expressive vocabulary
Articulation disorder analysis
Presence of phonemic contrasts (distortions)
Narrow transcription
Peripheral, motor based problems? Not apraxia/disarthria but has probs with motor actions
If no consistent patterns determine context/coartic issues that may hinder production
Stimulability
Better abilities if child.
To identify:
Imitation - can say after modeled?
Key environments - say in a words? Beg? End?
Key words - target is only produce in a few words
Phonetic placement and shaping - more mature and cognitively advanced
Target is addresses by physically directing a client to produce a sound
Intervention goals - delayed speech
Expand consonants, words, syllables
Caregiver tools - prompts, turnabouts, imitations, expansions, extensions, self talk, parallel talk, descriptive talk
Intervention goals - phonological disorders
Phonemic errors
Treatment principles- word production, focus on child’s phonological system (child’s inventory and distribution of speech sounds, syllable shapes, error patterns), groups of sounds targeted (with similar error patterns), use naturalistic contexts
Phonological intervention therapies
Minimal pair contrast theory (pairs of words differing by only one phoneme used - if child does differentiate between stops and fricatives use fin and tin with hopes it will transfer)
Metaphor therapy (use of metaphors k is cough sound- pairs phonological approach with meta linguistics) And cycles therapy
Cycles therapy
Phonological disorder therapy
Increase intelligibility through emergence of appropriate patters (or stridency)
Deals with rules, systems and features if phonemes
Facilitate entrance of patterns , not produce a phoneme properly
Two techniques of cycles therapy
Auditory bombardment
Probing (clinician asks child to say several words with target at various stages to determine if said correctly so can move on or not!)
Remediation - cycles
Identify consistent broad error pattern
Determine priorities
Select targets - patterns, phonemes, words
Facilitate development of awareness - auditory bomb, kinesthetic (production practice), semantic (meaningful words to get meaningful production), increase complexity, continue evaluating
Articulation disorder - intervention
Phonetic errors
Address positioning of articulators to aid in correct production of speech sounds - some auditory discrimination
Behavioral!!! Consequences, charting
Pragmatic intervention too - natural consequence reinforcement
Articulation disorder - intervention approaches
Paired-stimuli (key word) program
Correct production of phoneme in one word can be generalized to other words.
Correct 9 of 10 times - clinician helps when behind
Sensory motor program - syllable focus - inc complexity
Multiple phoneme program - cleft palate - more than one phoneme treated in single treatment session - behaviorism
Van riper approach
Van riper approach
Goal is to target specific phonemes and get a high percentage if accuracy in conversational speech
Individual sound errors sensory perceptual training ear train
- Produce sound in isolation (auditory stimulation/imitation, phonetic placement, sound modification)
- Produce initial final then medial (except for r and k final before inital)
- Nonsense syllables skip?
- Words see 2
- Structured contexts - phrases and sentences - carrier phrases ie big sun or sentences
- Spontaneous speech - carryover
- Dismissal and revaluation
