Exam 2 Review Flashcards
Is an articulation disorder considered to be a phonemic or a phonetic disorder? WHY?
An articulation disorder is a SPEECH disorder that affects the PHONETIC level
the phonetic level details the motor execution of all the sounds we need in order to speak our language
Identify the main types of errors produced by children with articulation disorders and provide an example of each
Most errors fall into one of three categories- omissions, substitutions, or distortions.
An ex. of an omission is “at” for “hat” or “oo” for “shoe.”
An ex. of a substitution is the use of “w” for “r.” which makes “rabbit” sound like “wabbit,” or the substitution of “th” for “s” so that “sun” is pronounced “thun.”
When the sound is said inaccurately, but sounds something like the intended sound, it is called a distortion. For ex, i.e a distorted /s/ sound occurs when the tongue is thrusting b/w teeth causing a frontal lisp.
At what age should a child be producing all sounds correctly?
8-years old
In our review of use of oral motor tasks to facilitate articulation, we discussed the four basic assumptions of oral motor therapy and evidence against those assumptions. Identify at least 1 assumption and the evidence against it.
1) Structures used for spc perform same way for non-speech gestures
2) Oral motor exercises strengthen the articulators
3) Nonspeech activities are relevant to speech
4) Warming up the speech musculature at the beginning of therapy will facilitate speech goals
In our review of treatment for articulation disorders we discussed three goal attack strategies. Describe what would happen if you used the vertical strategy.
work on one target sound at a time until the child masters it, then start the next target sound
This forms the basis for attachment/bonding b/w infant and caregiver and serves as basic building block for later development of turning taking
mutual gaze (shared eye contact)
Provide an example of a joint action and routine that facilitates early vocabulary development and turn taking.
patty cake, peek-a-boo, etc
In our review of cognitive development we discussed that young children are often afraid of Chucky Cheese – why is this the case?
they actually think Chuck is a big mouse – they have difficulty distinguishing what is real
Provide two examples of pre-verbal communicative intent
Attention seeking (e.g., tug on mom’s shirt got attention, point to object to draw attention to it)
Requesting (e.g., point to animal that they want, hand book to have adult read it, point to usual location of cookie jar and look at parent to find out where it is)
Greetings (e.g., waves “hi” or “bye”)
Transfer (e.g., gives over the toy he is playing with)
Protesting/rejecting (e.g., cries when toy is taken away, pushes away food)
Responding/acknowledging (e.g., responds appropriately to simple directions, smiles when parent initiates favorite game
Informing (e.g., points to wheel on truck to indicate that it is broken)
What are at least three ways caregivers use language differently with children than adults
Shorter sentences Simplified syntax Focus on concrete things Focus on things child is interested in Repetition Higher pitch Exaggerated intonation Increased pauses More questions and commands
***Introduce toys that cannot be operated without assistance from clinician, such as a wind-up toy
Place highly desirable toys where child cannot gain access to them without assistance from clinician
Present incomplete or broken materials such as puzzles with missing pieces or paints without brushes, etc.
Clinician should introduce novel or enticing toys for which the child is likely to request a label or information regarding its function, operation, or construction such as a transformer, spinning top, talking book, etc.
Pretend not to hear the child so that he or she must use the clinician’s name, raise vocal pitch or intensity, or move closer to the clinician
What are the key similarities and the key difference in childhood vs. adult TBI?
Similarities
–Areas of brain damage
–Cognitive deficits
•Differences
–Children show a different pattern of recovery
What are the key areas where deficits can occur relative to childhood TBI
Cognitive
Psychosocial
Speech and language
What is your role as an SLP with a child who has TBI?
Education for teachers (Ylvisaker, 1998)
•Academic struggles
•Behavioral outbursts
•Psychosocial difficulties
2) Education for family or caregivers (Rivera et al., 1992, 1994; Taylor et al., 1999)
•Teaching about effects of TBI
•Providing resources, advocacy, support groups, anxiety reduction techniques
•Provide referrals, respite
3) Provide treatment for cognitive-communication deficits
Relative to childhood TBI what types of speech-language deficits might you expect to see?
dysarthria, apraxia, aphasia and pragmatic impairment
Identify at least 1 reason why we see immediate effects in children with TBI as well as one reason why we also see delayed effects.
Immediate effects
Children who have TBI as result of abuse tend to have severe damage
Children’s neural development is not complete so damage occurs to system that is not yet intact.
Delayed effects
Frontal lobe last to develop
Environmental demand on cognition increases with age so deficits not noted until demand increases
