exam 2

Question 1

articulation

Answer 1

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

Question 2

phonology

Answer 2

sound system of language
-language and phonemic issues

Question 3

different paths of selecting treatment targets

Answer 3

developmental and non-developmental approaches

Question 4

developmental approach

Answer 4

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

Question 5

non-developmental approach

Answer 5

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

Question 6

treatment approaches for articulation and phonology

Answer 6

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

Question 7

traditional approach

Answer 7

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

Question 8

motor kinesthetic approach

Answer 8

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

Question 9

PROMPT

Answer 9

prompts for restructuring oral muscular phonetic targets

Question 10

distinctive features

Answer 10

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

Question 11

how does distinctive feature treatment work

Answer 11

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

Question 12

paired oppositions

Answer 12

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

Question 13

minimal pairs

Answer 13

differ in only one feature
-used with less errors

Question 14

maximal pairs

Answer 14

differs in several features
-used with large number of errors

Question 15

phonological processes

Answer 15

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

Question 16

how does the phonological process treatment work

Answer 16

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

Question 17

facilitative techniques for articulation disorders

Answer 17

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

Question 18

descriptions and demonstrations

Answer 18

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

Question 19

metaphors

Answer 19

comparison of aspect of speech to something

Question 20

touch cues

Answer 20

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

Question 21

key word

Answer 21

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

Question 22

phonetic placement

Answer 22

teaching tongue and lip positions for speech production

Question 23

shaping

Answer 23

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

Question 24

phonetic context

Answer 24

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

Question 25

general stages of language development

Answer 25

prelinguistic, first words, early linguistic, and later linguistic

Question 26

prelinguistic stage

Answer 26

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

Question 27

early language skills

Answer 27

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

Question 28

localization

Answer 28

visually searching for the source of sound

Question 29

joint or shared attention

Answer 29

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

Question 30

joint actions and routines

Answer 30

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

Question 31

vocalizations in early communication

Answer 31

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

Question 32

milieu teaching

Answer 32

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

Question 33

4 techniques of milieu teaching

Answer 33

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)

Question 34

school age and adolescent treatment approaches

Answer 34

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

Question 35

previewing

Answer 35

preparing for upcoming lessons

Question 36

predicting

Answer 36

knowledge of subject

Question 37

think aloud

Answer 37

engage in self talk

Question 38

KWL

Answer 38

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

Question 39

social stories

Answer 39

improve pragmatics

Question 40

computer driven therapy

Answer 40

monitoring and facilitate learning and progress

Question 41

instructional strategies for writing

Answer 41

flash drafting, organizers

Question 42

autism

Answer 42

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

Question 43

social communication and autism

Answer 43

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

Question 44

theory of mind

Answer 44

ability to take the perspective of others and take that perspective

Question 45

language and autism

Answer 45

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

Question 46

speech and autism

Answer 46

good articulation, poor prosody, syllable stress, singing

Question 47

emergent literacy and autism

Answer 47

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

Question 48

considerations for developing and intervention of plan

Answer 48

-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

Question 49

zone of proximal development

Answer 49

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

Question 50

writing goals for phonology

Answer 50

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

Question 51

writing goals for syntax

Answer 51

increase in complexity

Question 52

writing goals for morphology

Answer 52

increase in complexity

Question 53

writing goals for pragmatics

Answer 53

improves conversational rules, repair conversations

Question 54

writing goals for semantics

Answer 54

vocabulary increases and word definition