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SHS 402 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

articulation

A

emphasis is on the motor component of speech
-substitution, omission, addition and distortion of sound at the motor level
-speech and phonetic issues

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2
Q

phonology

A

sound system of language
-language and phonemic issues

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3
Q

different paths of selecting treatment targets

A

developmental and non-developmental approaches

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4
Q

developmental approach

A

treatment targets are selected based on order of acquisition
-age of development charts are used within these approaches

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5
Q

non-developmental approach

A

client specific and bases the selection of therapy on objectives for the client
-client specific factors
-perceived deviance

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6
Q

treatment approaches for articulation and phonology

A

traditional, motor kinesthetic, distinctive features, paired oppositions and phonological processes

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7
Q

traditional approach

A

hierarchy of teaching
-speech sound discrimination
-phonetic placement
-sound in isolation
-sound in nonsense syllables
-initial, medial, and final positions

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8
Q

motor kinesthetic approach

A

development of correct movement patterns
-requires clinician to manipulate articulators
-focus is on the isolated sound
-assumes that the direct manipulation of the articulators provide position feedback
-PROMPT

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9
Q

PROMPT

A

prompts for restructuring oral muscular phonetic targets

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10
Q

distinctive features

A

phonological approach based on how speech sounds are defined in terms of articulation and acoustic
-analyzed based on placement, manner, and voicing

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11
Q

how does distinctive feature treatment work

A

select a feature, present in syllables, contrast with the absence or presence of the target, once it has been contrasted move to the traditional approach

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12
Q

paired oppositions

A

phonological based where phonemic targets contests errors vs. correct differences
-no instruction on placement is given
-minimal and maximal pairs

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13
Q

minimal pairs

A

differ in only one feature
-used with less errors

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14
Q

maximal pairs

A

differs in several features
-used with large number of errors

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15
Q

phonological processes

A

used to organize target behaviors for person with multiple articulation errors that result in poor speech intelligibility

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16
Q

how does the phonological process treatment work

A

decide what process to address, provide list of word for bombardment, production training, stimulability probes, auditory bombardment, provide home activities for generalization

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17
Q

facilitative techniques for articulation disorders

A

descriptions and demonstrations, metaphors, touch cues, key word, phonetic placement, shaping, phonetic context

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18
Q

descriptions and demonstrations

A

heighten client’s awareness of selected characteristics of speech by describing or demonstrating production of the sound

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19
Q

metaphors

A

comparison of aspect of speech to something

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20
Q

touch cues

A

movements made by the client or clinician to draw client’s attentions to production of characteristics of sound

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21
Q

key word

A

word that the client has the correct production
-use to remind them of the correct production they have already

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22
Q

phonetic placement

A

teaching tongue and lip positions for speech production

23
Q

shaping

A

use of a sound the client can already produce to learn a new sound
-can use a speech error or another sound

24
Q

phonetic context

A

sounds before and after the target sound influence the production of the target sound
-teach the sound on a phonetic context that facilitates production

25
Q

general stages of language development

A

prelinguistic, first words, early linguistic, and later linguistic

26
Q

prelinguistic stage

A

birth to 12 months
-perlocutionary (partner-perceived) communication
-illocutionary (international) communication
-verbal (symbolic) communication

27
Q

early language skills

A

localization, joint attention, mutual gaze, joint action and routines, vocalizations, communicative intentions, and non-symbolic and symbolic play

28
Q

localization

A

visually searching for the source of sound

29
Q

joint or shared attention

A

adult and infant are focused on the same referent in the environment

30
Q

joint actions and routines

A

joint action occurs in play sequences and routine is a prepackaged exchange between an adult and infant

31
Q

vocalizations in early communication

A

-reflexive (crying and sounds)
-cooing
-laughter and vocal play
-reduplicative babbling
-non-reduplicative babbling
-jargon and protowords

32
Q

milieu teaching

A

arrange stimuli in the child’s natural environment that encourages the child to engage in target behaviors
-environmental teaching

33
Q

4 techniques of milieu teaching

A

modeling - model something out
mand modeling - when you request what something is
time delay - what is the response time
incidental teaching - occurring naturally in the environment (encourage the child to initiate communication)

34
Q

school age and adolescent treatment approaches

A

previewing, predicting, think aloud, KWL, social stories, metacognitive stems, computer driven therapy, instructional strategies for writing, genre-specific (expository writing), and compensatory strategies

35
Q

previewing

A

preparing for upcoming lessons

36
Q

predicting

A

knowledge of subject

37
Q

think aloud

A

engage in self talk

38
Q

KWL

A

what we know, what we want to know, and what we have learned

39
Q

social stories

A

improve pragmatics

40
Q

computer driven therapy

A

monitoring and facilitate learning and progress

41
Q

instructional strategies for writing

A

flash drafting, organizers

42
Q

autism

A

neurodevelopment disorder
-social communication
-language
-speech
-emergent literacy and literacy

43
Q

social communication and autism

A

isolated and detached, lack of awareness, no joint attention, lack of empathy, overlearnd or rote play, and theory of mind

44
Q

theory of mind

A

ability to take the perspective of others and take that perspective

45
Q

language and autism

A

aberrant vs. delayed and irrelevant
-aberrant is not typical delay, across different areas

46
Q

speech and autism

A

good articulation, poor prosody, syllable stress, singing

47
Q

emergent literacy and autism

A

name letters with no meaning, decoding and spelling are strong, reading comprehension at word, hyperlexia may be present

48
Q

considerations for developing and intervention of plan

A

-zone of proximal development
-impact on ability to communicate effectively
-“teachability” of that behavior/skill
-new forms express old function
-consider different speech and language goal attach strategies

49
Q

zone of proximal development

A

set a goal of what the child can do with what we want them to do, going to the next level
-pick a goal that is within the zone
-the goals should be just outside the child’s ability

50
Q

writing goals for phonology

A

-relationship between oral language and literacy
-segment words into phonemes

51
Q

writing goals for syntax

A

increase in complexity

52
Q

writing goals for morphology

A

increase in complexity

53
Q

writing goals for pragmatics

A

improves conversational rules, repair conversations

54
Q

writing goals for semantics

A

vocabulary increases and word definition

SHS 402 (3 decks)

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