Exam 4- PP3

Question 1

Focus of treatment of CAS

Answer 1

-it is the MOVEMENT , not the sound

changes everything

Question 2

Focus of treatment including

Answer 2

• the stimulus syllables and words we use
• choice of approach
• choice of technique
• Choice in types of cueing
• organization of practice
• types and amounts of feedback `

Question 3

shaping / progressive assimilation

Answer 3

• to get the chd to produce a sound use non speech gestures or sounds that are not affected

Question 4

contrastive stress drills

Answer 4

- work especially well  to teach stress an rhythm of spoken lang as well as promote better articulation 
ex for /k/ 
SLP: is your name Ben? 
chd: no my name is Ken
SLP: is his name ken 
chd: no my name is ken

Question 5

Prompt

Answer 5

• used in various countries around the world

- Must be trained can be certified

Question 6

PROMPT is esp effective for

Answer 6

Severely involved ch ( CAS, cerebral palsy, dysarthria)

Question 7

Prompt

Answer 7

P- prompting for 
R- restructive 
O-oral 
M-muscular 
P- phonetic 
T- target

Question 8

Prompt is

Answer 8

1. A philosophy
2. An approach
3. A system
4. A technique

Question 9

prompt is all about

Answer 9

• Practice!

Question 10

General principals of prompt

Answer 10

• movement drills
• movement patterns
• sequences of movement
• INTENSIVE, frequent, systematic practice toward learning and habituation of the movement pattern

Question 11

REPETITION = REPRODUCTION =

Answer 11

REFINEMENT

Question 12

Prompt as a philosophy

Answer 12

• a way of conceptualizing and approaching communication breakdowns

Question 13

Prompt as an approach

Answer 13

• by providing a systematic way to improve the overall functional integrity of the speech sound system

Question 14

prompt as a system

Answer 14

used for planning and organized therapy

Question 15

prompt as a technique

Answer 15

For providing kinesthetic and proprioceptive (awareness of our bodies and space) auditory + visual info to provide feedback to the speech system

Question 16

clinical decisions

Answer 16

careful construction of individualized hierarchies of stimuli

Question 17

initially in therapy will provide maximum…

Answer 17

support by using visual, tactile, auditory models and fading over time

Question 18

Use of decreased rate

Answer 18

w/ proprioceptive monitoring

Question 19

in therapy: is the chd differentiation

Answer 19

jaw + tongue movements

Question 20

in therapy:

Answer 20

pairing sequences w/ suprasegmental features

Question 21

Motor learning approach

Answer 21

Block practice

- repetitions 25-50 of each task ( using as needed to get a correct response each time )

Question 22

Block practice

Answer 22

• NO practicing the wrong gesture and transition
• You may work on 2-3 targets per session
• Not game playing time- it is motor learning

Question 23

What would you change first ?

Answer 23

the vowel b/c it carried the meaning

Question 24

Motor learning - Once you have accurate movement production

Answer 24

1. vary the context of your target
2. Begin to change the vowel across practice blocks
3. Change the oral closure ( represented by the articulatory gestures)

Question 25

data during therapy

Answer 25

NO

Question 26

Probe data

Answer 26

YES

- score a series of 10-20 responses then back to practice

Question 27

In an ideal situation

Answer 27

• Schedule shorter frequent sessions ( 5X for 20-30 min of continual practice)
• Maximize the 3 of responses per session

Question 28

Articulatory ( treatment strategies)

Answer 28

listen, watch, do what i do

- Direct imitation- delayed imitation

Question 29

Touch cue method

Answer 29

tactile cues to face and neck along w/auditory and visual cues

Question 30

Schema: Severe speech sound disorder

Answer 30

- WHAT and WHY 
Assess- data set 
Analyze/ Sorting hat 
Artic/ phonetic 
Phonology 
Motor - execution, praxis

Question 31

Type 1 Lisp

Answer 31

FRONTAL LIPS

• teeth not together; tongue tip typically near or behind lower central incisions
• tongue is not b/t teeth
• chd may have open bite

Question 32

Type 2 lisp

Answer 32

INTERDENTAL LISP

• tongue tip is protruded b/t upper and lower central incisions
• Mr. mouth helpful

Question 33

Type 3 lisp

Answer 33

LATERAL LISP

• tongue tip touching alveolar ridge
• air forced laterally, creating significantly distorted friction
• most diff to treat

Question 34

one of the most common error

Answer 34

is f/th

Question 35

Many adult accent clients are not comfortable with

Answer 35

their tongue protruding

• sometimes you have to normalize this sensitivity or teach close approximation
• mirror is helpful

Question 36

an SLP tells parents of /r/ kids that …

Answer 36

All liquids have to be drunk though a straw - asap

• NO MORE SIPPY CUPS
• One ch had pudding races w/ little brother

Question 37

2 ways for /r/

Answer 37

• Retroflexed

- Bunched position

Question 38

retroflexed /r/ tongue is

Answer 38

easier to teach

Question 39

Bunched /r/

Answer 39

easier in connected speech

Question 40

start each session with

Answer 40

1. auditory bombardment
2. use headphones w/amplification
3. beneficial to link /r/ to print
4. metaphonological awareness activities ( rhyming, sound blending)