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speech > final > Flashcards

final Flashcards

1
Q

Stimulus events presented during or just before a response
(verbal model, picture, material)

A

Antecedent

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2
Q

Occur after a response as reinforcement or punishment

A

Consequential or consequence

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3
Q

Time periods in the cycles approach during which all selected patterns are treated in a sequence

A

cycles

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4
Q

Clinician begins with primary patterns and if necessary moves to secondary and advanced patterns. No predetermined level before moving onto next

A

Cycles approach

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5
Q

Useful in highly unintelligible clients

A

Cycles approach

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6
Q

Targets for the cycles approach are selected based on the _____ and _____ of _______

A

presence; frequency; specific phonological processes

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7
Q

Review, auditory bombardment, target word cards, production practice through experimental play, stimulability probes, and home probes

A

Cycles approach to treatment

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8
Q

Therapeutic use of word pairs differing by one phoneme only

A

minimal opposition

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9
Q

Serves to establish phonemic contrast not present in the child’s phonological system

A

minimal opposition

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10
Q

Directly address the collapse of multiple phonemes

A

Multiple opposition

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11
Q

A variation of minimal opposition contrast therapy with larger treatment sets

A

Multiple opposition

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12
Q

Two to four sounds to be used in minimal word pairs of the error sounds vs substitutions

A

Multiple opposition

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13
Q

Refers to differences in distinctive features

A

Maximal opposition

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14
Q

Using more complex linguistic input for moderate to severe phonological disorders

A

Complexity approach

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15
Q

Designed to stimulate cognitive reorganization which results in phonological (speech output) change.

A

Metaphon

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16
Q

great for Kids with speech sounds disorders who exhibit multiple error types (inconsistent speech errors in both the same and different contexts). Not for kids with CAS, but for 2-year-olds, preschoolers, school-aged

A

Core vocabulary

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17
Q

individual sessions, twice weekly for 30 mins each. 10 target word per session (from group of 70) sound by sound drill for each target, words practiced in games. Focuses on phoneme sequencing.

A

Core vocabulary

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18
Q

Client develops ability to discriminate between the target sound and other sounds, including irregular production used

A

Sensory perceptual/ear training

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19
Q

Client is not asked to attempt a production of the target sound but only to judge its distinctiveness from other words.

A

Sensory perceptual/ear training

20
Q

Identification, isolation, stimulation, discrimination

A

Sensory perceptual/ear training

21
Q

4 target selection “rules” for articulation disorders

A

Sounds affecting intelligibility

Developmentally earlier sounds

Stimulability

Sounds produced correctly in a specific context

22
Q

Maximal Opposition refers to differences in

A

the nature of the features—whether differences represent major class features

the number of unique features that differentiate between the two phonemes

23
Q

7 steps of cycles approach

A

Review. client reviews the previous session’s word cards

Auditory bombardment. Amplified auditory stimulation provided for 1 to 2 minutes, ~20 words provided containing target pattern for session

Target word cards. Client draws, colors, or glues pictures of three to five target words on large index cards, repeating words modeled by clinician

Production practice through experiential play. clinician and the client take turns naming the pictures. Clinician provides models and/or tactile cues, so client achieves 100% success on the target patterns

Stimulability probes. clinician assesses client’s stimulability for the next session’s potential targets

Auditory bombardment. Step 2 is repeated

Home program. parent or school aide participates in a home program (2 minutes per day)- reading the week’s listening list (Step 2) and having the child name picture cards of the production practice words

24
Q

Develops and uses a child’s phonological awareness to support and drive speech change

A

metaphonological awareness therapy

25
Q

training deep

A

vertical treatment approach

26
Q

one or two goals or targets are trained to a criterion before moving on to another target.

A

vertical

27
Q

Treatment sessions involve high response rate with a lot of repetitions

A

Vertical

28
Q

training broad

A

horizontal

29
Q

address multiple goals each session, goals may change each session, less specific and intense training for each target

A

Horizontal

30
Q

assumes child will learn commonalities between sounds and training will be more efficient.

A

Horizontal

31
Q

single target addressed for given time and then another target is addressed. Focus on single sounds

A

Cyclical

32
Q

like a mix of horizontal and vertical

A

cyclical

33
Q

The core, prominent phoneme

A

nucleus

34
Q

Consonants before the nucleus

A

Onset

35
Q

consonants after the nucleus

A

Coda

36
Q

Peak and coda make up the

A

rime

37
Q

a neutral label that refers to any variety of a language that is shared by a group of speakers

A

dialect

38
Q

regional dialects

A

north, south, appalachian vs. ozark

39
Q

dialects that are generally related to socioeconomic status.

A

social dialects

40
Q

may be defined according to race, culture, or ethnicity.

A

Ethnic dialects

41
Q

biological label that is defined in terms of observable physical and biological features.

A

Race

42
Q

way of life developed by a group of individuals to meet psychosocial needs.

A

Culture

43
Q

systematic, rule-governed dialect that is spoken by many but not all AF people in the US.

A

AAVE

44
Q

AAVE typically displays as

A

final consonant cluster reduction (first girl to firs’ girl), loss of second consonant (cold to col’ or hand to han’), unstressed syllable deletion (about to ‘bout), initial and medial syllables (government to gov’ment), deletion of reduplicated syllable (mississippi to miss’ippi), vowelization of postvocalic l (pool to pue).

45
Q

incorporation of language features into a nonative language based on the occurrence of similar features in the native language

A

inference/transfer

46
Q

a period of time when a child may be very quiet, speaking very little as she/he focuses on understanding the new language

A

silent period

47
Q

learn to alternate between L1 and L2.

A

code switching/ mixing

speech (1 decks)

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