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Phonology And Articulation > Final > Flashcards

Final Flashcards

1
Q

What are the three major treatment approaches

A

Traditional
Phonological
Motor Learning

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2
Q

If you want immediate success you should focus on …

A

Inconsistant errors
Stimulable sounds
Less phonetically complex sounds
Early developing sounds

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3
Q

If you want more immediate generalized productions and marked intelligibility you should focus on..

A

Consistant errors
Less stimulable sounds
More phonetically complex sounds
Later developing sounds

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4
Q

What is the complexity approach

A

treating more complex sounds creates change in less complex sounds and contexts

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5
Q

Complexity Approach

Inventory Laws

A 
Velars --> Alveolars and Palatals 
Affricates --> Fricatives
Fricatives --> Stops
Liquids --> Nasals 
Voiced obs --> Voiceless obs
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6
Q

Complexity Approach

Syllable Structure Laws

A

Clusters –> Singletons
Fricatives + liquid clusters –> Stops + liquid clusters
3 element clusters –> 2 element clusters

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7
Q

What words do you want to use in therapy?

A

High frequency
Real words
High/Low density for phono
Low density for artic

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8
Q

What is a SMART goal?

A 
Specific
Measurable
Attainable
Realistic
Time sensitive
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9
Q

Traditional Approach

A

AKA the ladder approach

  • Treat each sound error individually
  • Specific hierarchy
  • Progress to more difficult task
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10
Q

“The Ladder”

A
  1. Auditory bombardment
  2. Auditory discrimination
  3. Teaching the phoneme in isolation
  4. Teaching the phoneme in syllabic context
  5. Teaching the phoneme in words
  6. Teaching the phoneme in phrase
  7. Teaching the phoneme in sentence
  8. Teach in natural context
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11
Q

The variations in each level are..

A

Imitation or spontaneous

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12
Q

What are the fix up strategies

A
  1. Imitation with verbal/visual cue
  2. Phonetic placement or metaphor
  3. Shaping or sound modification
  4. Moto-kinesthetic
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13
Q

What are fix up strategies for /s/

A

1-5

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14
Q

What are the similarities between phonological approach and traditional approach

A

both have an order hierarchy

both progress to more difficult levels

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15
Q

Differences between phonological approach and traditional approach

A

Traditional goal: changel the childs pronunciation of a sound in error
- treats an individual sound
Phonological goal: change childs underlying rule system for sound production
- treats groups of sounds with similar patterns of error

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16
Q

Phonological approach principles

A
  • therapy begins at word level
  • focuses on the phono system
  • targets multiple sounds
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17
Q

Minimal Opposition contrast

A

use minimal pairs where the sound only differs by one or two PMV

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18
Q

When do you use minimal opposition

A
  • for simple substitutions
  • for stimulable sounds
  • small number of errors
  • not for distortions (like lateralized sounds)
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19
Q

Teaching minimal opposition

A

Phase 1: Discussion of words
Phase 2: Discrim testing and training
Phase 3: Production training
Phase 4: Carryover training

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20
Q

Minimal opposition

Phase 1

A

Ensure that the concepts portrayed are known to the child

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21
Q

Minimal Opposition

Phase 2

A

CDA repeats the words in random order and ask the child to point to the correct picture

22
Q

Minimal Opposition

Phase 3

A

CDA would point to the picture that the child produces

Here is where they learn that the sounds change the meaning

23
Q

Minimal Opposition

Phase 4

A

Utterances become more complex

24
Q

Maximal Oppositional Contrast

A

These sounds differ as much as possible according to PMV

- Address multiple complex targets which will yield the most change

25
Q

When to use Maximal opposition

A
  • For non stimulable sounds

- For clients with moderate to severe phonological disorders

26
Q

Teaching maximal opposition

A

Phase 1: Initiation training
Phase 2: Spontaneous training

You are still using minimal pairs
Using high frequency and a mix of high/low density

27
Q

What is the best contrast in maximal opposition

A

A sonorant and obstruent

28
Q

Motor Learning Approach

A

Principle is that the most closely related mvmt creates the most improvement in overall skills

  • Child learns more flexibility
  • requires more self monitoring
29
Q

Difference between motor learning and traditional

A

Traditional gradually gets more difficult

Motor learning teaches mixed levels

30
Q

Teaching motor learning

A

Phase 1: Pre-practice phase
Phase 2: Practice phase
Phase 3: Generalization

31
Q

Motor Teaching

Phase 1

A 
Should stay here till 80%
Teach basic fix up strategies 
1. Imitation 
2. Phonetic placement
3. Phonetic placement (metaphore)
4. Shaping 
5. Moto-kinesthetic
32
Q

Motor Teaching

Phase 2

A

Student will practice at different levels or context during each session
Want to randomize practice

33
Q

Motor Learning

Phase 3

A

Provide a more natural sequence of the childs performance

Helps them learn self monitoring

34
Q

Fix up strategies for /f/

A

common errors

  • /p/ for /f/ fish
  • /s/ for /f/ hass
35
Q

Fix up strategies “sh”

A

Common errors

  • /s/ for “sh” fiss
  • lateral lisp /d/ for “sh”
36
Q

Fix up strategies of /s/ blends

A

errors include an omission for C1 ex. ticky for sticky

or C2 ex. sop for stop

37
Q

Fix up strategies for /r/

A

errors include
/w/ for r
“y” for r
r with distortion

38
Q

Fix up strategies for “th”

A

/f/ for th

/s/ for th

39
Q

What is childhood apraxia

A

Difficulty with sequencing and organization of muscle movements specially for the production of speech

40
Q

How does childhood apraxia occur

A

From a known neurological impairment

Could be idopathic

41
Q

Prevalence rates of childhood apraxia

A

1-2/1000

42
Q

What does childhood apraxia look like

A
  • Inconsistent errors on Cs and Vs
  • Slow, broken or difficult transitions between sounds and syllables
  • Inappropriate prosody
43
Q

What are errors in childhood apraxia

A
  • Errors are made on more complex sounds
  • Unusual errors, not typically found in children with SSD
  • Large number of omissions
  • Difficulty producing and maintaing appropriate voicing
  • Vowel and dipthong errors
  • Difficulty sequencing sounds and syllables
  • Difficulty with nasality
  • Groping behaviour and silent posturing
44
Q

Childhood Apraxia

complex sound errors

A

consonant clusters, fricatives and affricates

45
Q

Childhood Apraxia

unusual errors

A

sound additions, prolongations, unusual substitutions

46
Q

Childhood Apraxia

omission errors

A

poly-syllabic= more omissions

spontaneous speech= more omissions

47
Q

Childhood Apraxia

vowel and dipthong errors

A

trouble between lax and tense

usually a limited repertoire of vowels

48
Q

Childhood Apraxia

difficulty sequencing

A

increases with length of complexity of utterances

49
Q

Childhood Apraxia

groping and silent posturing

A

groping: ongoing series of movements in the articulators in an attempt to find the desired artic positions
silent posturing: the positioning of the articulators for a specific artic

50
Q

Assessment procedures for childhood apraxia

A
  1. standardized articulation testing (WITH VOWELS)
  2. Language sample
  3. Prosody
  4. OME
  5. Hearing assessment
51
Q

Implications for therapy in childhood apraxia

A

They need very intensive therapy

Phonology And Articulation (2 decks)

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