exam 2 Flashcards
articulation
emphasis is on the motor component of speech
-substitution, omission, addition and distortion of sound at the motor level
-speech and phonetic issues
phonology
sound system of language
-language and phonemic issues
different paths of selecting treatment targets
developmental and non-developmental approaches
developmental approach
treatment targets are selected based on order of acquisition
-age of development charts are used within these approaches
non-developmental approach
client specific and bases the selection of therapy on objectives for the client
-client specific factors
-perceived deviance
treatment approaches for articulation and phonology
traditional, motor kinesthetic, distinctive features, paired oppositions and phonological processes
traditional approach
hierarchy of teaching
-speech sound discrimination
-phonetic placement
-sound in isolation
-sound in nonsense syllables
-initial, medial, and final positions
motor kinesthetic approach
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
PROMPT
prompts for restructuring oral muscular phonetic targets
distinctive features
phonological approach based on how speech sounds are defined in terms of articulation and acoustic
-analyzed based on placement, manner, and voicing
how does distinctive feature treatment work
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
paired oppositions
phonological based where phonemic targets contests errors vs. correct differences
-no instruction on placement is given
-minimal and maximal pairs
minimal pairs
differ in only one feature
-used with less errors
maximal pairs
differs in several features
-used with large number of errors
phonological processes
used to organize target behaviors for person with multiple articulation errors that result in poor speech intelligibility
how does the phonological process treatment work
decide what process to address, provide list of word for bombardment, production training, stimulability probes, auditory bombardment, provide home activities for generalization
facilitative techniques for articulation disorders
descriptions and demonstrations, metaphors, touch cues, key word, phonetic placement, shaping, phonetic context
descriptions and demonstrations
heighten client’s awareness of selected characteristics of speech by describing or demonstrating production of the sound
metaphors
comparison of aspect of speech to something
touch cues
movements made by the client or clinician to draw client’s attentions to production of characteristics of sound
key word
word that the client has the correct production
-use to remind them of the correct production they have already
phonetic placement
teaching tongue and lip positions for speech production
shaping
use of a sound the client can already produce to learn a new sound
-can use a speech error or another sound
phonetic context
sounds before and after the target sound influence the production of the target sound
-teach the sound on a phonetic context that facilitates production
general stages of language development
prelinguistic, first words, early linguistic, and later linguistic
prelinguistic stage
birth to 12 months
-perlocutionary (partner-perceived) communication
-illocutionary (international) communication
-verbal (symbolic) communication
early language skills
localization, joint attention, mutual gaze, joint action and routines, vocalizations, communicative intentions, and non-symbolic and symbolic play
localization
visually searching for the source of sound
joint or shared attention
adult and infant are focused on the same referent in the environment
joint actions and routines
joint action occurs in play sequences and routine is a prepackaged exchange between an adult and infant
vocalizations in early communication
-reflexive (crying and sounds)
-cooing
-laughter and vocal play
-reduplicative babbling
-non-reduplicative babbling
-jargon and protowords
milieu teaching
arrange stimuli in the child’s natural environment that encourages the child to engage in target behaviors
-environmental teaching
4 techniques of milieu teaching
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)
school age and adolescent treatment approaches
previewing, predicting, think aloud, KWL, social stories, metacognitive stems, computer driven therapy, instructional strategies for writing, genre-specific (expository writing), and compensatory strategies
previewing
preparing for upcoming lessons
predicting
knowledge of subject
think aloud
engage in self talk
KWL
what we know, what we want to know, and what we have learned
social stories
improve pragmatics
computer driven therapy
monitoring and facilitate learning and progress
instructional strategies for writing
flash drafting, organizers
autism
neurodevelopment disorder
-social communication
-language
-speech
-emergent literacy and literacy
social communication and autism
isolated and detached, lack of awareness, no joint attention, lack of empathy, overlearnd or rote play, and theory of mind
theory of mind
ability to take the perspective of others and take that perspective
language and autism
aberrant vs. delayed and irrelevant
-aberrant is not typical delay, across different areas
speech and autism
good articulation, poor prosody, syllable stress, singing
emergent literacy and autism
name letters with no meaning, decoding and spelling are strong, reading comprehension at word, hyperlexia may be present
considerations for developing and intervention of plan
-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
zone of proximal development
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
writing goals for phonology
-relationship between oral language and literacy
-segment words into phonemes
writing goals for syntax
increase in complexity
writing goals for morphology
increase in complexity
writing goals for pragmatics
improves conversational rules, repair conversations
writing goals for semantics
vocabulary increases and word definition
