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Speech Foundations > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Structure and Function of Oral Mech exam

A

assesses speech structures: lips, tongue, teeth, mandible, hard palate, soft palate, nose, pharynx, and larynx. Assess oral function during nonverbal contexts, during speech contexts and during feeding.

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2
Q

Submucosal Cleft

A

A separation of the muscle in the soft palate in which mucous membrane covers the defect. These children may exhibit hyper nasality, nasal emission, and problems with velopharyngeal closure. May present with a blue tint or whitish color upon examination along the border of the hard and soft palate. May also appear as a notch of the hard palate and bifurcation of the uvula

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3
Q

Ankyloglossia

A

tongue-tie, a short, tight lingual. If suspected an SLP should consider the child’s ability to pronounce the alveolar consonants: /t, d, n, l, s, z, and lick their lips, and clear food from their gums. May impact articulation, indented tongue-tip on protrusion. May have trouble with dental sounds as well. Functional problems can include feeding problems, particularly breast feeding, as they age they may have difficulty moving a bolus in the oral cavity and clearing food from the sulk and molars. This could result in chronic halitosis and contribute to dental decay. Also dentition issues.

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4
Q

Malocclusions

A

may be due to hereditary or digit sucking, thumb sucking, tongue thrusting, early loss of teeth, jaw fractures following an accident

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5
Q

Angle’s Class 2

A

AKA Retrognathism, occurs when upper jaw or teeth project ahead of the lower jaw or teeth. Only affects speech if alveolar ridge is so far forward that the tongue tip cannot connect.

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6
Q

Angle’s Class 3

A

mesioclussion/underbite. Protrusion of the lower jaw and teeth in front of the upper jaw or teeth. Results in protrusion of mandibular front teeth and creates underbite.Has most detrimental effect on speech because it can affect ALL anterior speech sounds

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7
Q

Bifid Uvula

A

may be associated with submucosal cleft, not associated with speech difficulties

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8
Q

Distoclussion

A

Overbite, a malocclusion in which the lower teeth are distal to the upper teeth.

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9
Q

Angle’s Class 1/ Neutroclussion

A

mandibular and maxillary arches are in correct anterior-posterior relationship, individual teeth may be crowded, missing, atypical size, or in open bite relationship (introversion, supra version), some individual teeth or groups of teeth are misaligned. Normal Denton, within normal limits

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10
Q

Infraversion

A

the tooth is positioned below

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11
Q

Labioversion

A

buccoversion, the tooth is tipped toward the cheek or lip

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12
Q

Linguoversion

A

the tooth is lingual to the normal position

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13
Q

Supraversion

A

the tooth extends above the normal line of occlusion

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14
Q

Apertognathia

A

open bite, occurs when there is normal occlusion of the posterior teeth with no occlusion of the posterior teeth with no occlusion of the front teeth. May impact articulation. Excessive overbite

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15
Q

Overjet

A

upper incisors are too far anterior relative to lower incisors, front teeth slightly slanted and hang way over the bottom teeth

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16
Q

Spontaneous Speech Sample

A

assessing using a variety of contexts, conversational speech sample, allows evaluation of speech rate, intonation, stress and syllable structure and is most representative of the individuals phonological performance. Recommended is a minimum 100 different words, adequate size would be 200-250. Sample during play, retell, picture description, sentence repetition and passage reading.

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17
Q

Rugae

A

ridges behind the teeth, associated with a tongue thrust. Forward tongue position when swallowing. Prominate rugae may indicate an abnormally narrow or low palate, open mouth posture, forward tongue when swallowing and a possible tongue thrust

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18
Q

Torus Platinus

A

hard palate with bony growth, benign peculiarity wherein there is a bony outgrowth on the palate. It is a normal bump on the roof of the mouth, not cancerous, painful or sore. Comes in different shapes and is hard upon palpation. Only real affects a client being fit for an appliance.

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19
Q

Finger-Thumb Sucking

A

may cause malocclusions

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20
Q

What is Independent Analysis

A

only what the child says matters, they are not compared to adult speech, determines the phonetic inventory. Only track the sounds they say without comparing to adult language. Asks the question, What sounds do they have? Determines the use of syllable and word shapes by phoneme. CV, CVC etc. Looks at phonemes and phoneme patterns and provides baseline information in terms of where treatment may begin
Assessments: Phonemic Inventory Form, Analysis of commonly occurring syllable and word shapes

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21
Q

What is Relational Analysis

A

Child’s speech is compared to an adult, Determines the use of phonological processes, determines the percentage of consonants correct. Compare to an adult. Review the child’s speech sample for syllable structure process/patterns, substitution processes/patterns, and assimilation processes/patterns. Uses the Percentage of Consonants Correct Analysis Procedure SODA

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22
Q

Components of Relational Analysis

A

May be performed on a connected speech sample, after sample is transcribed, sound changes are described using phonological patterns determined by the examiner.
1. Must have adequate number of opportunities are present for demonstrating a pattern, a minimum of 4
2. list all sound changes and mark all possible PP for each sound change
Analyzing the results
1. Is the PP is occurring at a clinically significant rate, minimum of 20%-40% occurrence is clinically significant
2. Is there PP across a sound class, isolated errors are NOT considered PP
3. Determine patterns present
4. determine patterns that should be considered for treatment

Describe the child’s pattern if there is one
Calculate the child’s percent occurrence for processes
0-49% severe disorder, 50-64% moderate/severe, 65-84% mild-moderate, 85-100% typical

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23
Q

Phonetic Disorder

A

Errors result from difficulty in producing the sound sequences of the language, difficulty executing motor movements for speech sound production

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24
Q

Children with more than 1 language

A

Interferance/transfer can occur, adding native language features into the non native language. Phonological development affected especially when the phoneme does not exist in the 1st language. Phonotactics (the arrangement of sounds within a given language) is also affected. Learned rhythmic features in L1 affects the learner in the new language. Code switching/mixing may occur where the speaker alternates between L1 and L2. As they become more proficient in the new language they may demonstrate language loss in L1.

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25
Q

Articulation Impairment

A

Type of SSD characterized by speech sound errors typically involving sibilants and/or rhotics (typically /s, z, r, er) Motor speech difficulty involving the physical production (articulation) of specific speech sounds. SPEECH PERCEPTION difficulties may underlie an articulation impairment, Can they tell the sounds apart?

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26
Q

Phonological Disorder

A

Most common type of of SSD, using speech sound errors incorrectly in a given language even though the motoric movements can be executed adequately.
Phonemic level is sound patterns, linguistic level may have difficulty organizing the sounds, produce sounds but not in the word

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27
Q

Articulation Disorder VS. Phonological Disorder

A

Articulation: phonetic disorder, although speech sounds may be distorted, word meaning is usually preserved. The problem is phonetic, use SODA to classify errors. Usually limited to only a few sounds

Phonological: difficult to understand because many of their words sound the same, phonetic contrast between words is lost EX: sea as tea and tea as tea Significantly impairing speech intelligibility and associated with language problems

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28
Q

Cooing, laughing, making vowel like sounds

A

between 6-16 weeks

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29
Q

crying and burping but not laughing

A

0-6 weeks

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30
Q

marginal babbling

A

4-5 months

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31
Q

Inconsistent Speech Disorder

A

SSD characterized by inconsistent productions of the same lexical item (word).

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32
Q

Childhood Apraxia of Speech

A

Motor speech SSD associated with difficulty planning and programming movement sequences, resulting in dysprosody and errors in speech sound production. Diagnostic markers: inconsistent errors on repeated attempts of the same words (vowels and consonants), difficulty with prosody in the phrases and words, lengthened and disrupted transitions between syllables and sounds. More distortions

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33
Q

Purposes of Assessment

A

Evaluate the nature of the disorder by sampling, analyzing, and specifying characteristics:

  1. describe phonetic proficiency of individual
  2. determine if sound system deviates from the norm
  3. determine direction, form, frequency of RX
  4. make prognostic statements
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34
Q

Purposes of Assessment

A

Evaluate the nature of the disorder by sampling, analyzing, and specifying characteristics:

  1. describe phonetic proficiency of individual
  2. determine if sound system deviates from the norm
  3. determine direction, form, frequency of RX
  4. make prognostic statements
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35
Q

Standardized Assessments

A

articulation/phonological assessments

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36
Q

Phonological Patterns

A

patterns of sound errors that typically developing children use to simplify speech as they are learning to talk

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37
Q

Backing

A

when alveolar sounds like /t/and /d/ are substituted with velar sounds like /k/ and /g/

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38
Q

Shriberg’s Early 8 consonants

A

profile of consonant mastery based on the average percent correct in continuous conversational speech, used in children aged 3-6. Three stages of phoneme acquisition
Early 8: /m, b, j, n, w, d, p, h/

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39
Q

Backing

A

when alveolar sounds are substituted with velar sounds

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40
Q

tongue thrust condition

A

excessive anterior tongue movement during swallowing and a more anterior tongue position during rest. Can present as an underbite trouble speaking /s l p r/ any phoneme that is palatal,

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41
Q

Stopping

A

when a fricative is substituted with a stop consonant

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42
Q

vowelization

A

when the /l/ or /er/ sounds are replaced with a vowel

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43
Q

affrication

A

when a nonaffricate is replaced with an affricate

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44
Q

Deaffrication

A

when an affricate is replaced with a fricative or stop

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45
Q

Alvelorization

A

when a nonalvelor sound is substituted with an alveolar sound

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46
Q

depalatalization

A

when a palatal sound is substituted with a non palatal sound

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47
Q

labialization

A

when a nonlabial sound is replaced with a labial sound

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48
Q

Assimilation

A

when a consonant sound starts to sound like another sound in the word

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49
Q

denasalization

A

when a nasal consonant changes to a non nasal

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50
Q

Final Consonant Devoicing

A

when a voiced consonant at the end of a word is substituted with a voiceless

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51
Q

Prevocalic Voicing

A

when a voiceless consonant in the beginning of a word is substituted with a voiced consonant

52
Q

Coalescence

A

when 2 phonemes are substituted with a different phonemes that has similar features

53
Q

Reduplication

A

when a complete or incomplete syllable is duplicated

54
Q

Cluster Reduction

A

when a consonant cluster is reduced to a single consonant

55
Q

Final Consonant Deletion

A

when the final consonant in a word is left off

56
Q

Coalescence

A

when 2 phonemes are substituted with a different phonemes that has similar features

57
Q

Weak Syllable deletion

A

when the weak syllable in a word is deleted

58
Q

Epenthesis

A

when a sound is added between two consonants, typically the “uh” sound

59
Q

Traditional Articulation Analysis

A

Developed by Van Riper (1939), sort and quantify speech production errors into errors of substitution, omission, distortion, and addition SODA, Suited for children who have 1 or 2 speech sounds in error and the error is phonetic.

60
Q

Hodson Assessment of Phonological Patterns

A

Step 1: 1yr old, canonical babbling and vocables
Step 2: 1.5 years, recognizable words, CV structures, Stops/Nasals/Glides
Step 3: 2yrs, final consonants, communication with words, “syllableness”
Step 4: 3yrs /s/ clusters, anterior-posterior contrasts, expansion of phonemic repertoire
Step 5: 4yrs, omissions are rare, most “simplifications” suppressed, adult like speech
Step 6: 5-6yrs, liquids /l/ (5yrs.) and /r/ (6yrs) phonemic inventory
Step 7: Sibilants and /th/ perfected, adult standard speech

61
Q

The Goldman Fristoe Test of Articulation 3

A

standardized single word sampling test, initial, medial and final consonant positions, articulation and used withe the khan-lewis to assess phonology, used for kids 2-16yrs.

62
Q

Hodson Assessment of Phonological Patterns

A

Standardized, Preschool age, initial, medial and final consonant positions
Step 1: 1yr old, canonical babbling and vocables
Step 2: 1.5 years, recognizable words, CV structures, Stops/Nasals/Glides
Step 3: 2yrs, final consonants, communication with words, “syllableness”
Step 4: 3yrs /s/ clusters, anterior-posterior contrasts, expansion of phonemic repertoire
Step 5: 4yrs, omissions are rare, most “simplifications” suppressed, adult like speech
Step 6: 5-6yrs, liquids /l/ (5yrs.) and /r/ (6yrs) phonemic inventory
Step 7: Sibilants and /th/ perfected, adult standard speech
Measuring scale from 1-4, 1 being no disorder and 4 being severe

63
Q

Arizona Articulation Proficiency

A

1yr 6 months - 18yrs, 11 months, initial and final word position. standardized score, z-score, percentile, intelligibility and level of artic impairment. Weighted scores for each consonant, tests vowels, offers % of occurrence for phonological error patterns

64
Q

Intelligibility

A

judgement made by the SLP based on how much of an utterance can be understood. Usually based on percentage of words that are understood by the listener. Factors that contribute
1. Number, type, and consistency of speech sound errors
2. Frequency of target sound in language
3. Loss of phonemic contrasts
4. difference between the target and its realization
5. Consistency of the target realization relationship
6. extent to which listener is familiar with the clients speech
By age 4 a child should be at 100% intelligibility, on the CHIRPA scale 1 is intelligible and 5 is completely unintelligible

65
Q

Coarticulation

A

concept that the articulators are continually moving into position for the other segments over a stretch of speech. The constant movement results in assimilation

66
Q

Beckwith-Wiedemann Syndrome

A

symptoms include large body size and macroglossia (large tongue) unusual ear crease and pits, often causes difficulty with anterior sounds

67
Q

Galactosemia Syndrome

A

weaker tongue strength, typically see childhood apraxia and dysarthria

68
Q

Fragile X Syndrome

A

Most common form of inherited mental retardation. Males are more affected than females, most have some form of a speech delay. Speech is described as cluttered,. Characterized as having poor topic maintenance, poor auditory sensory, and poor transitions. Phonological difficulties are common, including consonant substitutions, omissions, and distortions. Conversational speech is often unintelligible although single word utterances are intelligible. Oral motor difficulties with difficulties repeating multisyllabic sequences. Fluctuation rate and dysfluent perseveration speech

69
Q

Dialectical Difference

A

regional dialect OR social and ethnic Regional corresponds to various geographical areas. Social/ethnic relates to socioeconomic status and ethnic background.
Dialects are also characterized based on linguistic features, social//ethinic can vary along all of the linguistic features.

70
Q

Vihman’s Study

A

Studied phonological development and individual differences

71
Q

Vygotsky

A

Zone of proximal development

72
Q

Phonemic Awareness

A

only PHONEME level, speech is composed of minimal units of sound that can be separated and manipulated,

73
Q

phonological Awareness

A

Ability to detect and manipulate sound segments, moving sounds around in a word, combining certain sounds together or deleting sounds. Uses 1 modality-Auditory. Syllable awareness, onset rhyme awareness and phoneme awareness

74
Q

types of SSD

A

PHONOLOGICAL: phonological impairment and Inconsistent speech disorder
MOTOR: articulation impairment, childhood apraxia of speech, childhood dysarthria

75
Q

Minimal Pairs Approach

A

McLeod and Baker
Who: children with mild to moderate phonological impairments
What: use contrastive approach to target sounds with only a single distinctive feature different
How: familiarize child with contrasting sounds. Practice production through imitation and gradually move to independent naming and production of minimal pair words and cueing as needed
Implemetation: 2 ways- meaningful minimal pair and perfection production minimal pair approach
has a relatively large evidence base and has been around since the 1980’s

76
Q

Maximal Oppositions

A

Gierut
Who: Children with 6 or more missing from their inventory, a mild to moderate phonological impairment
What: Use contrastive approach to target sounds with as many distinctive feature differences as possible
How: pair 1 sound with an unknown sound using cueing and feedback to shape sound as needed

77
Q

Treatment of the Empty Set

A

Gierut
Who: Children with 6 or more missing from their inventory, a mild to moderate phonological impairment
What: Use contrastive approach to target sounds with as many distinctive feature differences as possible
How: Pair 2 sounds that are known by the client with 2 that are unknown, using cueing and feedback as needed.

78
Q

Multiple Oppositions

A

Williams
Who: Children with 6+ sounds missing from inventory, a severe SD, a severe to profound Phonological impairment
What: use contrastive approach to target error sounds causing phoneme collapse
How: Develop familiarization and productive of contrasts. Use interactive play and communicative contrasts to implement contrasts and eventually implement conversational recasts.

79
Q

Metaphon

A

Who: older children with mild-moderate phonological impairment
What: children learn that change is necessary and possible in order to improve
How: teach a meta understanding of phonological concepts and then slowly integrate them on the word and sentence level. Child will generalize to practical conversational settings over time.

80
Q

Cycles Approach

A

Hodson
Who: highly unintelligible with multiple phonological pattern difficulties, focuses on patterns happening 40% or more in speech, those patterns are grouped into primary, secondary, and advanced target patterns
What: target phonological patterns in cycles and gradually improve phonology
How: provide auditory stimulation, depict 4-5 words with optimal phonetic contexts and then practice them in drills or games. Test with stimulability for improvement

81
Q

Speech Perception Invention

A

Rvachew
Who: children with phonological impairment or SSD second to cleft palate or Down syndrome and ELL clients
What: Improve underlying phonological representations for speech and literacy
How: Expose the child to instances of spoken language, including a variety of speakers. Children will learn to distinguish between phonemes and detect production accuracy.

82
Q

Conomitant Phonology and Morphosyntax

A

Who: children with a phonological impairment and concomitant language impairment, struggle with finite morphemes
1. 3rd person singular regular -s, as in drinks
2. regular past tense -ed
3. irregular past tense -ran, fell, ate
4. copula and uncontractile auxiliary BE verbs -is, are, am, was, were
What: focus on sharpening finite verb morphology skills
How: target various finite morphemes in cycles from week to week, use focused stimulation followed by an elicited production activity.

83
Q

Stimulability Intervention

A

Miccio and Elbert
Who: children 2-4 with small phonetic inventories or few contrasts.
What: targets all consonants at once during a session-stimulable and nonstimulable through the use of auditory, verbal, visual, and gestural cues
How: pair consonants with an alternative character/gesture, use turn taking activities to develop joint attention and allow early success to reinforce vocal practice.

84
Q

Core Vocabulary

A

Who: children with inconsistent speech disorder
What: addresses sound selection/sequencing challenges
How: select a core vocabulary 50-70 functional words, and deliver service on 10 words twice per week. Establish an optimal production and then practice to improve consistency. Generalize over time.

85
Q

Meaningful Minimal Pair Intervention

A

uses pragmatic cues to typify the approach, as you confront the child with the impact of the homonymy in her speech via request for clarification.
There are 3 steps: 1. familiarize, 2. listen and pick up 3. production

86
Q

Perception-production Minimal pair Intervention

A

a child is taught how to the produce the target words via imitation activities and becomes relatively proficient at production before he is introduced to minimal word pairs
There are 4 steps to this process: 1. familiarization and perception training 2. production involving word imitation 3. production involving independent naming 4. production of minimal pair words

87
Q

novel word

A

a new word unknown to the child

88
Q

Multiple Opposition Goals

A
  1. providing children with opportunities to discover the rules being targeted
  2. ensuring opportunities for focused practice so that new targets become automatic
  3. including communicative feedback about the semantic meaning of children’s productions
  4. providing children with opportunities to us the targets they are learning in every day activities
89
Q

Multiple Oppositions Procedures

A
  1. Familiarize and production of contrasts
  2. contrasts and interactive play- including imitation followed by spontaneous production
  3. contrasts within communicative contexts
  4. conversational recasts
90
Q

Metaphon Procedure Phase 1

A
  1. Concept level: child is introduced to and learns vocal concepts for the contrastive characteristic of a targeted phonological process
  2. Sound level: the metaphonological concepts are applied to sound
  3. phoneme level: metaphonological concept is applied to speech sounds
  4. syllable level: structural phonological processes
  5. word level: children are introduced to minimal pair words containing the phonological contrast and apply their metaphonological knowledge in listening activities
91
Q

Metaphon Phase 2

A
  1. word level: using minimal word pairs client applies knowledge to communication centered speech production activities
  2. sentence level: practice at sentence level using communication centered level activities
92
Q

Concomitant and Morph Procedures

A
  1. focus stimulation: providing the client with at least 40 correct productions of the target
  2. elicited production activities: occur within the context of play, craft, through forced choice question
    A. forced choice: SLP provides client with chance to attempt production of the target phoneme given the choice of 2 options
    B. Close task: SLP gives the client an opportunity to complete a sentence
    C. preparatory set: SLP models an utterance for a child, and then provides a prompt for the child to generate his own utterance containing the target morpheme.
93
Q

stimulability

A

refers to a child’s ability to “immediately modify a speech production error when presented with an auditory and visual model

94
Q

Auditory Bombardment

A

client listens to the targeted sound in every day situations over and over again

95
Q

imitation vs. modeling

A

imitation the client repeats what the client says, modeling the client learns through observation

96
Q

Mass practice

A

less time between trial sessions

97
Q

What is a major phonological principle of intervention?

A

a phonological principle of intervention is that intervention focuses on the children learning phonological systems rather than just the articulation of the individual phonemes

98
Q

Characteristics of a phonological disorder

A

using speech patterns beyond the age they should be using them, the motor movements can be made but sounds are incorrect. Examples include velar fronting, vowelization, stopping etc

99
Q

Characteristics of a phonetic disorder

A

arctic disorders, think SODA

100
Q

Characteristics of CAS

A

impairment in planning and programming resulting in error in speech and prosody Three main speech differences

  1. inconsistent errors on repeated attempts of the same words
  2. difficulty with prosody in phrases and words
  3. lengthened and disrupted transitions between syllables and sounds
101
Q

Treatment options for CAS

A

PROMPT, Integrated phonological awareness intervention, ReST

102
Q

Characteristics of Dysarthria

A

slow and uncoordinated speech motor movements caused by different types of lesions, trauma, or diseases

103
Q

Treatment of dysarthria

A

systems approach, AAC devices, PROMPT

104
Q

McLean and Rayemore

A

Stimulus Shift

105
Q

Contrastive vs. Noncontrastive SSD method

A

contrastive: approaches that include minimal pair words as a defining feature
non-contrastive: approaches that do not include minimal pair words

106
Q

Strand

A

Dynamic temporal and tactile cueing

107
Q

Van Riper

A

traditional arctic intervention

108
Q

McCabe and Bradley

A

multiphonemic approach

109
Q

McCabe and Ballard

A

ReST

110
Q

motokinesthetic cue

A

involved physical touch and or manual manipulation of articulators

111
Q

verbal-phonetic cue

A

SLP gives client with sound spoken info about how to articulate speech sounds

112
Q

Metaphonology

A

knowing or having an awareness of teh phonological system

113
Q

What factors must be considered when selecting phonological patterns for treatment?

A
  1. their relative frequency of occurrence
  2. the effect this process has on the client’s intelligibility
  3. the age and phonological development of the child
114
Q

Phonological Knowledge

A

a child’s knowledge of several types of representations of speech and the relationship between the different representations

115
Q

Goal Attack Strategies

A

vertical: 1 or 2 speech targets
horizontal: several targets within a session
cyclical: scheduling intervention targets where targets patterns targets in cycles

116
Q

Trochaic Stress

A

strong syllable is followed by a weak syllable

117
Q

Iambic Stress

A

unstressed syllable precedes stressed

118
Q

William Leith and stages of therapy

A
  1. evaluation and planning
  2. getting the new behavior
  3. habituating the new behavior
  4. generalizing the new behavior
119
Q

Drill Play

A

using drill play you are using a relatively high dose pf practice during simple tasks directed by the SLP

120
Q

Production practice sequence in Van Riper’s traditional articulation intervention approach includes:

A

discrimination then isolation

121
Q

When using an Integral stimulation approach what is the correct step in treatment when the client is unable to repeat following the verbal model?

A

direct imitation (if wrong) use stimultaneous, slower movement simultaneous (if wrong) tactile cues

122
Q

When selecting words for treatment what is considered during the selection process?

A 
early/late developing sound
absent/inconsistent sounds
stimulable/nonstimulable
Linguistic complexity
# target sounds
Sound class
cluster/singleton  
Frequently occurring 
Effect on intelligibility
123
Q

Why use mass practice?

A

Use with severe CAS
Early success is critical to decrease frustration and build trust
May only use word or short phrase

124
Q

shaping

A

sound modification

125
Q

sound approximation

A

Word approximations are when children express words by utilizing parts of a word to describe it, such as “ba” for bottle or “muh” for more. Sound effects include vehicle and movement sounds, like “boom”, “beep-beep”, “vroom-vroom”, or “choo-choo!” Animal sounds examples are “oink”, “moo”, “quack”, “meow”, “woof”

126
Q

pragmatic

A

the branch of linguistics dealing with language in use and the contexts in which it is used, including such matters as deixis, the taking of turns in conversation, text organization, presupposition, and implicature.

127
Q

Steps of the Integral Stimulation Approach, dynamic tactile, and temporal cueing for CAS

A
  1. imitation
  2. simultaneous production of the lengthen vowels with a gradual reduction of lengthening to normal
  3. reduction of the therapists vocal cueing to miming the sound
  4. the clinicians presentation of an auditory model that client repeats
  5. delayed response after presenting the model
  6. spontaneous production

Speech Foundations (2 decks)

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