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Speech Sound Disorders > FINAL > Flashcards

FINAL Flashcards

1
Q

father of SLP

A

van riper

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2
Q

van riper created the ________ approach

A

traditional

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3
Q

activities of traditional approach: (4)

A

sensory-perceptual training, correcting productions, strengthening & stabilizing, transfer to everyday communication situations

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4
Q

identifying the sound and comparing it to its errors

A

sensory-perceptual training

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5
Q

sensory-perceptual training has no _______ requirement

A

production (supposed to be a precursor to production practice)

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6
Q

does sensory-perceptual training help with production?

A

not necessarily, research says kids can be poor at discriminating but good at producing the sound

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7
Q

first you use placement cues/shaping procedures in ______ and then in ______

A

isolation. syllables (CV, VC, CVC)

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8
Q

3 goal attack strategies (GAS)

A

vertically structured treatment, horizontally structured treatment, cyclically structured treatment

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9
Q

1 or 2 goals or targets are trained to a certain criteria before proceeding to another target

A

vertically structured treatment

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10
Q

“training deep” goes with what GAS

A

vertically structured treatment

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11
Q

mass practice with limited number of targets and a limited number of items will generalize to non-trained items

A

training deep

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12
Q

this GAS addresses multiple goals in each session. several sounds are targeted with one session.

A

horizontally structured treatment

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13
Q

training broad goes with what GAS

A

horizontally structured treatment

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14
Q

exposure to a wide range of targets with exemplars and contrasts will facilitate simultaneous acquisition of sounds

A

training broad

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15
Q

combination of 2 GAS. one target for 1 seek, another one the next, and you recycle through them

A

cyclically structured treatment

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16
Q

if you have multiple errors you should be using the _____ or ______ GAS

A

cyclical approach or horizontal

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17
Q

if you have a small number of errors you should be using the _____ GAS

A

vertical approach

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18
Q

if the child cannot produce a sound you should be using the ______ & then switch to _____ GAS

A

vertical approach & then maybe switch to horizontal or cyclical

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19
Q

most natural therapy =

A

client-centered (structured play/naturalistic)

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20
Q

least natural therapy =

A

clinician directed (drill play)

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21
Q

in drill, clinician purposely eliminates ______ contexts and contingencies

A

natural

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22
Q

advantages to drill (4)

A

maximize opportunities for production, allows for lots of practice, evidence to support, it’s easy

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23
Q

disadvantages to drill (3)

A

evidence to dispute, problems with generalization, can be boring

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24
Q

therapy where clinician arranges therapy to facilitate target production occurring as a natural part of the interaction/activity

A

structured play/naturalistic

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25
Q

characteristics of naturalistic (4)

A

no tangible evidence, no direct prompting of targets, just natural models, clinician is communication partner

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26
Q

advantages of naturalistic (3)

A

good for practicing initiation, good for the “non-compliers”, research to support

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27
Q

disadvantages of naturalistic (3)

A

SLPs dont prefer this, you are not in control, it’s hard

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28
Q

ability to use the behavior under different non-trained conditions

A

generalization

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29
Q

types of generalization (5)

A

across position, across context, across linguistic, across sound/feature, across situation

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30
Q

being able to generalize intial to final position, or final to intial

A

across position

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31
Q

generalization where responses that have been taught carry over to behaviors that have not been taught

A

across context (if you can say /f/ in fish, you should be able to say it in fun)

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32
Q

generalization where you move from one level of linguistic complexity to another

A

across linguistic

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33
Q

generalization within sound classes

A

across sound/feature (teach /k/ should generalize to /g/)

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34
Q

generalization where you transfer from the clinical setting to other situations and locations

A

across situation

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35
Q

terminal objective for therapy

A

across situation generalization

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36
Q

how to facilitate across situation generalization

A

use an inclusion model (have help of teachers in classroom), require use of words in all situations, incorporate self-monitoring or self-evaluation

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37
Q

kids with only articulation impairments ______ treatment results in greater functional gains

A

individual (and 3, 20 min sessions work better than 1, 60 min)

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38
Q

service delivery models(2)

A

pull-out model. inclusion model

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39
Q

pulled out of natural speaking environment, client is instructed in a treatment room

A

pull out model (may be better for motorically based errors, at least at first)

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40
Q

incorporate instruction within the child’s natural communication environment

A

inclusion model (better when working on generalization)

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41
Q

why are goals important? (3)

A

overall plan, make you accountable, help determine if treatment is working

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42
Q

3 criteria for a goal

A

behavior, condition, criteria

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43
Q

skill or knowledge to be gained. the action the client needs to do

A

behavior

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44
Q

in what context or circumstances. elicitation procedures.

A

condition

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45
Q

how the behavior will be measured

A

criteria

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46
Q

behavior terms examples

A

say, produce, use

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47
Q

condition terms examples

A

given, following, when

48
Q

criteria terms examples

A

accuracy, in ___ out of ___ attempts

49
Q

unacceptable terms for a goal

A

understand, appreciate, grasp

50
Q

must measure change to decide (3)

A

progress, when therapy is no longer needed, if intervention techniques should change

51
Q

tools for measuring change: (2)

A

stnd. test, probes

52
Q

you would use a probe to measure _____

A

whole system change

53
Q

how often should you use a probe? (3)

A

maybe every 4-5 sessions, maybe once a month, maybe once child reaches predetermined criteria

54
Q

probing a sound you are getting ready to target to determine baseline functioning

A

baseline probe

55
Q

what do you do on day 1 of therapy? (3)

A

placement, discrimination, and some production (not independent production)

56
Q

what data do you take every day at the beginning of therapy? (4)

A

intervention techniques used and their effectiveness, amount of cues needed, what cues worked, productions (always want to discriminate between productions cued and not cued)

57
Q

this approach takes advantage of the systematic nature of speech errors (phonological processes)

A

Hodson Cycles

58
Q

main goal of hodson cycles

A

intelligibility

59
Q

hodson cycles is designed for kids with

A

multiple errors

60
Q

hodsons targets

A

deficient phono patterns

61
Q

for hodsons you target each exemplar for about ____ mins

A

60 (usually 2 exemplars per pattern)

62
Q

for hodsons do you target sounds for which a child is not stimulable?

A

NO

63
Q

for hodson you always through in ______ to work on them

A

liquids

64
Q

how do you pick the order to cycle through?

A

primary target patterns, secondary target patterns

65
Q

Hodson primary target patterns (5)

A

syllables, singleton consonants that are omitted, /s/ clusters, anterior/posterior contrasts if lacking front or back sounds, liquids in word initial (even if not stimulable)

66
Q

Hodson secondary target patterns (3)

A

palatals, other clusters and /s/ clusters in final position /s/, singleton stridents

67
Q

sounds NOT to target in hodson cycles (5)

A

voiced final obstruents, post-vocalic /l/, velar nasal, unstressed weak syllables, /th/ voiced/voiceless

68
Q

Hodson therapy session steps (8)

A

review the prior weeks practice words, listening activity with amplification, target word cards, production practice, stimulability probing, listening activity with amplification again, phonological awareness activity, home practice

69
Q

usually after __-__ cycles will get kid to become intelligible

A

3-4 (30-40 hours of tx)

70
Q

should you do modified cycles?

A

NO. can’t be sure your tx is EBP.

71
Q

what disorder does cycles not work on?

A

CAS

72
Q

this approach tends to rely more on language use and meaningful practice than on repetition or formal rehearsal.

A

communication centered intervention (naturalistic)

73
Q

contextual appropriate feedback for naturalistic

A

either/or question, cloze procedure

74
Q

when you say “do you need the do or the dog??”

A

cloze procedure

75
Q

we are clear that there is a link between speech production difficulties and _______ & _______

A

phono awareness performance, underlying phonological awareness
(can result in kids having difficulty with reading)

76
Q

therapy that says kids need to be taught the characteristics of sounds in order to facilitate production

A

metaphon therapy

77
Q

in metaphon therapy they teach what 3 characteristics of sounds

A

duration, manner, place

78
Q

knowledge of 3 characteristics of sounds will increase what?

A

phono reps

79
Q

phase 1 of metaphon therapy

A

teach the concepts and how they apply to sounds

80
Q

phase 2 of metaphon therapy (2)

A

work on word pairs to target contrasts between sounds, transfer the metaphon knowledge to producing the intended word

81
Q

phonological awareness program that emphasizes multisensory awareness of individual speech sounds, and subsequently developing a child’s abilities to track and manipulate phonemes in words

A

LiPS

82
Q

significant evidence on LiPS program for facilitating ____________. limited evidence for facilitating ________.

A

phonemic awareness.

speech production.

83
Q

LiPS techniques (6)

A

feeling/describing/labeling a sound, choosing the mouth picture that matches a sound, associating the letter symbol with a sound, using voicing property to determine sound pairs, using a vowel circle to teach properties of sounds, manipulating phonemes with orthographic visuals

84
Q

materials for LiPS program (5)

A

mouth pictures for consonants, colored squares, vowel circle for vowels, orthographic letters, mirror

85
Q

lip poppers

A

b,p

86
Q

tip tappers

A

t,d

87
Q

lip coolers

A

f,v

88
Q

tongue coolers

A

θ, ð

89
Q

skinny air

A

s, z

90
Q

fat air

A

ʃ, ʒ

91
Q

fat pushed air

A

tʃ, dʒ

92
Q

cousins in LiPS program

A

nose sounds, wind sounds, lifters

93
Q

nose sounds

A

n, m, ŋ

94
Q

wind sounds

A

w, h, tiny uppercase M

95
Q

lifters

A

l, r

96
Q

vowel labels in LiPS linguistic vowel circle

A

smile, open, round, sliders (diphthongs)

97
Q

ASHA 4 questions about CAS

A

is it a recognized clinical disorder? what are its core characteristics? how should it be assessed? how should it be treated?

98
Q

you should not refer to CAS as:

A

developmental apraxia of speech

99
Q

CAS occurs in 3 clincal contexts:

A

neurological injuries, as a primary or secondary sign in children with neurobehavioral disorders (metabolic, genetic), idiopathic neurogenic SSD

100
Q

difference between CAS and dysarthria

A

dysarthria is a neuromotor disorder, not involved with the planning and programming deficits of CAS

101
Q

disorder where you dont have trouble with individual sounds, it’s the planning/sequencing that is the issue

A

CAS

102
Q

core impairment of CAS

A

planning/programming spatiotemporal parameters of movement sequences

103
Q

3 areas of consensus of CAS

A

inconsistent errors, lengthened and disrupted coarticulatory transitions between sound and syllables, inappropriate prosody

104
Q

features associated with CAS that place a child at increased risk of (3)

A

persistent problems in speech, persistent problems in expressive language, persistent problems in the phono foundations of literacy

105
Q

prevalence of CAS:

A

3.4-4.3% (1 or 2 children per 1000)

106
Q

why is CAS being identified so much? (3)

A

incorrect info through workshops, reimbursement issues, conflicting ideas of CAS signs

107
Q

treatment goal of CAS

A

overall communication and lang skills (use of AAC – NEED to give kid a way to communicate)
speech production

108
Q

implementation of CAS tx

A

3-5 sessions per week, naturalistic environment, more sessions/less time each session

109
Q

CAS treatment strategies: (3)

A

principle 1, 2, 3

110
Q

principle 1 of CAS tx strategies

A

pre-practice (ensure motivation/understanding/stimulability)

111
Q

principle 2 of CAS tx strategies

A

practice conditions (amount, distribution, variability, schedule)

112
Q

principle 3 of CAS tx strategies

A

augementative feedback (KP, KR)

113
Q

NS-OME examples

A

muscle exercises, pucker smile, tongue wags, tongue curling

114
Q

why do NS-OME not work?

A

speech doesnt maximally tax system dont need warm ups, don’t need excessive strength in order to speak – only use about 10%, having them do non speech tasks wont produce speech

115
Q

there is no muscle weakness in CAS but there is in _____

A

dysarthria

Speech Sound Disorders (1 decks)

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