Final Exam Flashcards

Question 1

Q

Speech Sound Disorders

Answer

A

umbrella term to refer to disorders that may be found in

clients who have difficulty producing speech sounds

Question 2

Q

Speech sound disorders can be used interchangeably with

Answer

A

articulation disorders, phonological disorders

Question 3

Q

Speech sound disorders can range from

Answer

A

mild to profound
Mild: lisp
Profound: unintelligible speech

Question 4

Q

Speech disorders in children

Answer

A

idiopathic, functional

Question 5

Q

Articulation Disorders

Answer

A

motor based disorder, production disorder, secondary to a child’s ability to produce a sound

Question 6

Q

Phonological Disorders

Answer

A

rule based disorders
• reflects that the child has a lack of knowledge regarding where to use sounds that they know how to use.
• can produce the sound
• omission
• collapse in phonemic contrast, neutralization

Question 7

Q

What percent of school age children have a speech sound disorder?

Question 8

Q

What percent of preschoolers have a speech sound disorder?

Answer

A

10-15%

will frequently co-exist with with a language disorder

Question 9

Q

Speech

Answer

A

consists of organized set or system of sounds that are used to convey meaning
Suprasegmentals also play a part in understanding meaning: stress, prosody

Question 10

Q

Phonemes

Answer

A

minimal sound elements that represent and distinguish language units
• do not have meaning themselves

Question 11

Q

Allophone

Answer

A

Individual variant of a phoneme

Question 12

Q

Allophonic Variation

Answer

A

different placements of phonemes

Question 13

Q

Morphemes

Answer

A

smallest • unit of meaning and made up of a combo of phonemes
• free can stand alone cannot be broken down and have the same meaning
• bound prefixes and suffixes that you add that change the meaning

Question 14

Q

Phonemic Transcription

Answer

A

used with slashes
• abstract description of a sound
• /s/

Question 15

Q

Phonetic Transcription

Answer

A

use brackets

• narrow phonetic transcription use markings

Question 16

Q

What are the four sub-systems of speech?

Answer

A

Respiration
Resonance
Phonation
Articulation

Question 17

Q

Respiration

Answer

A

Lungs, Airway, Diaphragm
Vocal folds, lungs driving force, airway
respiratory disorders: ALS, CP,

Question 18

Q

Resonance

Answer

A

modification of the voice as it travels through the pharynx and oral cavity and nasal cavity.
based on the modification of the size and shape of the resonating cavities
Resonatory disorder: cleft palate

Question 19

Q

Phonation

Answer

A

voice production that occurs when the vocal folds adduct

hyperadduction: strained strangled vocal quality
hypoadduction: breathy

Question 20

Q

Articulation

Answer

A

how the resonating sound is shaped and the specific speech sounds are shaped, mouth teeth, tongue, palate

Question 21

Q

Also have to have…

Answer

A

also have to have adequate hearing sensitivity for normal hearing
input and output
receiving and monitoring output.
also have to have a intact nervous system for nerve control and nervous systems.

Question 22

Q

Consonant Production: Place

Answer

A

where in the vocal tract the consonant is formed

Question 23

Q

Consonant Production: Manner

Answer

A

indicates how it is formed

Question 24

Q

Consonant Production: Voice

Answer

A

whether the VF are in vibration or not

Question 25

Q

Manner: Stops

Answer

A

complete closure of the vocal tract, air builds up behind closure, air is released and produces burst of noise, p,d,k,g,b,t, shortest in duration

Question 26

Q

Manner: Fricatives

Answer

A

continuous airflow through restricted channel that results in hissing quality, v,f,s,z,,th,th,sh,zh,

Question 27

Q

Manner: Affricates

Answer

A

stop and fricative component, build up behind and released as a fricative, ch, j,

Question 28

Q

Manner: Nasals

Answer

A

lower the velum, air travels through nasal cavity, m,n,ng,

Question 29

Q

Manner: Glides

Answer

A

semivowels, transitioning from partly constricted state to a more open state, w, j

Question 30

Q

Manner: Liquids

Answer

A

l,r, slightly more constricted than vowels, l can me lateral because the air flows laterally along the tongue, r can be rotic, retroflex or bunched r,

Question 31

Q

Place: Bilabial

Answer

A

lips b.p.m.w

Question 32

Q

Place: Labiodental

Answer

A

lips and teeth f and v

Question 33

Q

Place: linguadental/interdental

Answer

A

tongue and teeth: th voiced and voiceless

Question 34

Q

Place linguaalveolar/alveolar

Answer

A

tongue tip touches ridge: s,z,t,d,n,l

Question 35

Q

Place: Linguapalatal/palatal

Answer

A

tongue and hard palate: sh, zh, ch, j, r, y (j)

Question 36

Q

Place: Linguavelar/velar

Answer

A

tongue to velum: k,g,ng

Question 37

Q

Place: Glottal

Question 38

Q

Voicing: Voiced

Answer

A

describes VF vibrations, b,d,g,z,v,m,n,l,r,w,y,thV,j,zh,ng

Question 39

Q

Voicing: Voiceless

Answer

A

glottis open p,t,k,s,th,f,h,sh,ch

Question 40

Q

Cognate Pairs

Answer

A

two sounds are alike in place and manner but differ only in voice, b/p, t/d, k/g, th/th, f/v

Question 41

Q

Distinctive Features

Answer

A

describe phonemes presence or absence, pluses or minuses, binary system,

Question 42

Q

DF: Vocalic

Answer

A

do not have a marked constriction in the vocal tract. **Vowels and l and r can be considered

Question 43

Q

DF: Consonantal

Answer

A

do have a marked constriction along the vocal tract. **Consonants (all except h, w, y(j)

Question 44

Q

DF: High

Answer

A

made with the tongue elevated above the neutral position when producing a. entire tongue is

elevated.
* *Palatals sh, zh, y, ch, j, Velars, k,g,ng

Question 45

Q

DF: Back

Answer

A

Tongue is retracted paast the neutral a.

**Velars k,g,ng

Question 46

Q

DF: Low

Answer

A

Tongue is lower than neutral a. **only H

Question 47

Q

DF: Anterior

Answer

A

point of constriction farther forward than the palatal sh. **w,f,v,th,th,t,d,s,z,n,l,p,b,n

Question 48

Q

DF: Coronal

Answer

A

Tongue blade above neutral position a.

**h,th,t,d,s,z,n,l,sh,zh,r,ch,j

Question 49

Q

DF: Round

Answer

A

sounds with lips rounded or protruded.

**r,w

Question 50

Q

DF: Tense

Answer

A

sounds with a relatively greater degree of muscle tension or contraction at the root of the

tongue.
* *voiceless p,t,k,ch,j,f,th-V,s,sh,l

Question 51

Q

DF: Continuant

Answer

A

sounds made with incomplete constriction.

**glides, fricatives and liquids

Question 52

Q

DF: Nasals

Answer

A

sounds that are resonated in the nasal cavity.

**n,m,ng

Question 53

Q

DF: Strident

Answer

A

sounds that force the air stream through a small constriction, **fricatives and affricates

Question 54

Q

DF: Sonorant

Answer

A

produced by passing airstream relatively unimpeded

**glides, liquids, nasals

Question 55

Q

DF: Interrupted

Answer

A

complete closure,

**stops, affricates

Question 56

Q

DF: Lateral

Answer

A

only one **L tongue is placed on the alveolar ridge and air flows laterally around the tongue

Question 57

Q

DF: Voice

Answer

A

sounds that are produced with vocal fold vibration

Question 58

Q

DF: Obstruents

Answer

A

**stops, fricatives, affricates, consonants produced by complete closure or narrow constriction

Question 59

Q

DF: Sibilants

Answer

A

high frequency, more strident quality, longer duration, **s,z,sh,zh,ch,j

Question 60

Q

DF: Approximants

Answer

A

sound is produced with approximating nature, doesn’t completely make contact.
**glides and liquids

Question 61

Q

DF: Rhotic

Answer

A

R, sounds with r coloring

Question 62

Q

DF: Syllabics

Answer

A

any sound that can stand as the nucleus of a syllable, any vowel, and l,n,m,r

Question 63

Q

Monothongs

Answer

A

pure vowels

single articulatory position

Question 64

Q

Diphthongs

Answer

A

gliding from one vowel to another

cannot be perceptually separated

Answer 63

A

high‐front
mid‐front
low‐front
mid‐central
high‐back
mid‐back
low‐back
All back vowels have lip rounding except /a/

Answer 64

A

rounded

unrounded

Answer 65

A

Onset
Nucleus
Coda
Rhyme

Answer 66

A

syllable structure processes that modify the syllabic structure of the adult model

Answer 67

A

or Weak syllable deletion, child omits one or more syllables in a multi-syllabic word

Answer 68

A

totally or partially repeats a syllable in a multi-syllabic word, total or partial

Answer 69

A

add an /i/ at the end of an word, cuppy

Answer 70

A

insert the schwa in between two phonemes in a cluster supoon

Answer 71

A

deletes the final consonant or cluster of a word bo for books

Answer 72

A

omit the initial consonant or cluster of a word, ap for cop, very rare for normal developing developing children

Answer 73

A

reducing one or more sounds or phonemes of a cluster, partial or total, Partial: top for stop, total: ap for
stop. Cluster simplification: substitution of one or all of the phonemes of a cluster: det for street, wo for blue, stop liquid is reduced to a stop, liquid
with nasal or stop they will delete the liquid, s wth stop or nasal they will delete the s

Answer 74

A

stopping fricatives or affricates pat for fat

Answer 75

A

producing a stop or a fricative for an affricate tear for chair, dob for job

Answer 76

A

replace a more front sound for a back sound. t/k, d/g, n/ng top for cop

Answer 77

A

substitution of an alveolar fricative for a palatal fricative. sell for shell

Answer 78

A

very rare in normal developing children, replacing back sounds for more anterior sounds. g/d, k/t, ng/n

Answer 79

A

substituting a glide for a liquid, /w/ or /j/ for a /l/ or /r/ wabbit for rabbit

Answer 80

A

vowelzation, substitution of a vowel for a syllabic liquid or syllabic nasal

Answer 81

A

a non labial consonant changes because of the influence of a labial sound in the word. bamana for
banana: b effects the n to change to a m to make it a labial-would be partial assimilation

Answer 82

A

non velar sound is changed to a velar sound because of the influence of another velar sound in the word.
krain krack for train track.

Answer 83

A

non nasal sound changed to a nasal sound because of the influence of another nasal sound in the word.
non for nose

Answer 84

A

non alveolar sound is changed to an alveolar sound because of the influence of another alveolar sound
in the word. dod for dog

Answer 85

A

voiceless sound preceding a vowel becomes voiced. botato for potato, stops are most commonly affected

Answer 86

A

voiced obstruent following a vowel becomes devoiced. pick for pig

Answer 87

A

Lecture 2 Slides

Answer 88

A

Stress, intonation, loudness, rate, juncture, or prosodic features
-without these, speech is difficult to understand.

Answer 89

A

degree of effort placed of a part of an utterance and usually it is carried on the vowel of a syllable. -The stressed syllable is produced with greater intensity, longer duration, and higher pitch. -In English, stress can vary but in other languages it is fixed.
Stress is important when you have to words spelled the same but the stress changes the meaning of the word.

Answer 90

A

the vocal contour of an utterance. It is the way the fundamental frequency changes the way you produce an
utterance.

Answer 91

A

The amount of intensity produced

Answer 92

A

The fundamental frequency of a speaker

Answer 93

A

the vocal punctuation. The combination of intonation and the pausing to mark distinctions in speech.

Answer 94

A

measured in words per second or syllables per second. speaking rate varies among speakers and if you
speak at too fast of a rate, speak intelligibility is affected.

Answer 95

A

-Way different phonemes as they are grouped together affect the way it is produced.
-The one sound is
influenced by another. the way as you produce sound the sounds preceding and following affect the way it is
produced, place of articulation ex: allophonic variation.
-Phonetic context helps you know why they produce it a
certain way based on the context of the word.

Answer 96

A

-have to know how air pressure, flow and volume affects speech. -Airflow builds up and
moves from greater pressure to lesser pressure. So when the vocal folds are closed the
pressure builds up under the vocal folds and the pressure builds up under the folds until the pressure builds up egressively and the air moves from the lungs to the oral cavity. voiced consonants are produced with less intraoral pressure because the vocal folds are vibrating so there is not a complete closure so there is less pressure. Children generally speak with greater
intraoral pressure than adults do. -The air supplied by the lungs is valved and modified

Answer 97

A

rate of airflow, its volume and its pressure results in the necessary
modifications to produce different speech sounds.

Answer 98

A

VF, voiced or voiceless
Velopharyngeal mechanism
Constrictors of oral cavity: different articulators and amount of closure they have to produce different phonemes.

Answer 99

A

Frequency: rate of vibration, aster is higher pitch.
Amplitude: Strength of vibration, greater the magnitude produces louder voice.
Duration: the amount of time the vocal folds are in vibration.

Answer 100

A

Each phoneme has a different spectra, visual pattern of a sound.

Answer 101

A

Males due to longer vocal tract, children will have the
highest fundamental frequency.
Vowels are most intense and have low to mid frequencies and are longest in duration.

Answer 102

A

next intense after vowels, low to mid frequency, glides have a longer duration than liquids.

Answer 103

A

s/z/sh/ch/dj/zh/, moderate intensity, high frequency, fricatives have a longer duration
than the affricates.

Answer 104

A

weak intensity and short duration, vary in frequency

Answer 105

A

f/v/th/th, weak in intensity, moderate duration

Answer 106

A

Before language

Answer 107

A

babbling and first word

Answer 108

A

before birth, 16 weeks gestation. 500 Hz and 250 hz at 27

weeks 33-35 weeks can respond to 250, 500, 1000, 3000 Hz

Answer 109

A

perceive differences in sounds
heart rate would increase when the baby would hear their mother’s
voice

Answer 110

A

3 days old, from a strangers voice.
show a preference for their mothers voice.
infants prefer child directed speech or motherease
first year of life: their ability to discriminate non native sounds begins to diminish

Answer 111

A

:babbling is not random but is necessary in transition to first word

Answer 112

A

automatic responses, burping coughing, crying, sneezing, birth to 1 month

Answer 113

A

syllabic nasals , some, voluntary vocalization, cooing, gooing, screaming, vocal play

Answer 114

A

produces reflexive vocalizations

Answer 115

A

2-3 months, back vowels and back sounds like velars, begin to produce those in cv
combinations gogo gaga, primative syllable sequences because they do not have the
regular timing for syllable and consonant segments.

Answer 116

A

4-6 months, vocal play increases, squeal, growl, rasberries,
bilabial trills, marginal babbling appears, cv, vc combinations,
vowels have more adult like resonance and produce more consistent
consonants with more consistent placement

Answer 117

A

reduplicated babbling, 7-9 months , may sound like words but have to assess
if they have meaning, mostly stops, nasals and glides, and lax vowels start
dropping the velars and start producing more fronted sounds

Answer 118

A

stringing different cv combinations together, vowel repertoiree increases significantly
, start putting intonation in, crossover from redupicated, 10-12 months

Answer 119

A

important milestone, will continue to babble even with first words

Answer 120

A

stringing conversational cv’s together with intonation

Answer 121

A

/E/, /a/, /uh/ /oo/

Answer 122

A

/h/, /d/, /b/, /m/, /t/, /w/, /j/, /k/, /g/, /s/, /n/, /p/

Answer 123

A

Affricates, fricatives, th’s, ng, /r/, /l/

Answer 124

A

alvelars, labials, velars.

Answer 125

A

nasals, stops

Answer 126

A

frequently

Answer 127

A

V, CV, VCV, CVCV

Answer 128

A

Yes, hearing impaired sounds different and is less
frequent, later fewer syllables, less likely to produce reduplicated
babbling. late talkers will babble later and produce less cannonical
babbling

Answer 129

A

crossover, true words and babbling can be in the same utterance

Answer 130

A

Aka: vocables, phonetically consistent forms, invented words, and quasi‐words
-words that aren’t true words because they do not have a recognizable adult model but are used consistently by the infant
and meaningfully. hold meaning and usually with a gesture

Answer 131

A

have to have a phonetic relationship to the adult word

2. have to be used consistently in a particular situation or with a particular object.

Answer 132

A

actually can produce in comparison to the lack of the phonological system

Answer 133

A

child’s static or unchanging pronunciation of word’s despite his/her more advanced
phonological skills. generally nicknames, habits
metathisis: switch sounds of different syllables

Answer 134

A

-Children’s pronunciation of their first 50 words appears to be constrained
by their physiology, ambient language, and child‐specific factors
-every child is different and there is great variability.
-around the 2 birthday they are producing more words and 2 or more words and they have a larger lexical inventory
-babbling, jargon and protowords become extinguished
-words become more phonetically like the adult target
know table for consonant aquistion

Answer 135

A

3-0: h,w,m,n,b,p,f
4-0: d.t.k.g.j.ng
6-0: l,j,ch,sh,v
8-0 to 9-0: should have all consonants and be producing the adult model
-Children’s phonetic inventory was significantly larger in the initial position early on because they produce naturally more open syllable words

Answer 136

A

s+stops
s+nasal
stop with a liquid except for gr and a stop+/w/ in the initial position

Answer 137

A

younger children are more likely to produce CR and older children will produce Cluster Simplification

Answer 138

A

By 18 months:
At 2 years: all vowels and diphthongs were produced with at least 80% accuracy accept stressed and unstressed.
By age 3-0: produced all vowels and diphthongs with 90-100% accuracy.

Answer 139

A

fricatives

Answer 140

A

denasalization of m and n is common, common to produce a /m/ or /ng/ for n common to substitute a /n/ for /ng/

Answer 141

A

common to delete the glides, substitute w for d, h or l for the /j/

Answer 142

A

common to delete the final stop, front the velar stops, t/k, d/g, deaspirate the initial voiceless stop

Answer 143

A

common to produce w for l/r, common to delete the initial liquid, substitute a vowel or a schwa for the final l or rvowelization,
delete the final l and r

Answer 144

A

common to substitute the stop for a fricative, common to substitute f for the voiceless th, b/v,
substitute f/v, substitute s or f for initial voiceless th and d for voiced th

Answer 145

A

common to delete final fricatives s,z,and sh, stopping of fricatives and
affricates, devoicing of the final z and dj, depalatialization, deaffrication,
dental distortions of s, stopping of initial s

Answer 146

A

by 2 years old a child can produce clusters they just may not be the adult model.
word final clusters are developed earlier than word initial clusters thought to be the addition of
morphemes in the final position
clusters with a stop are going to be produced earlier
two element clusters are going to be produced earlier than three

Answer 147

A

very first to develop +nasality, +grave
(most anterior, most front), earliest to later, +voice,
+diffuse(produced in the posterior part of the oral cavity), +strident,
+continuant

Answer 148

A

every child goes through producing Phonological Processes. FCD, Cluster
Reduction, Weak Syllable Deletion, Stopping, Fronting, Gliding are all the most
common in Normal Developing children.
-Most phonological Processes are absent by age 5

Answer 149

A

FCD, WSD, Velar Fronting, Reduplication, Prevocalic Voicing and Consonant
Assimilation

Answer 150

A

Cluster Reduction, Epithisis, Gliding, Vowelization or Vocalization, Stopping,
Depalatization, Final Devoicing

Answer 151

A

list of processes chart

Answer 152

A

By 5 years of age…
● Majority of children by first grade will have acquired the phonological
skills of their language
-Pg. 187 by 19-24 months should be 25-50% intelligible
2-3 years should be 50-75% intelligible
4-5 years should be 75-90% intelligible
5+ years 90-100% intelligible

Answer 153

A

Linguistic Models: what they can produce

2. Behavioral Models: based on experimental data

Answer 154

A

generally will be pass or fail.
can be conducted with a large number of individuals in a relatively short period of time
If a child has a speech disorder, it means the child should go through more in-depth testing
done in schools from preschool-1st grade, also in hospitals
look at cognitive, speech, and language

Answer 155

A

Clinician tailors their own screening to a specific population
open-ended questions, objects, or pictures
note any abnormalities

Answer 156

A

process and procedures used to obtain a clear description of articulatory and phonological skills of a child with a view to determine the presence or absence of a disorder.

Answer 157

A

goal/outcome that you are trying to achieve

Answer 158

A

Reviewing client’s background
● Planning the diagnostic session
● Selecting appropriate tests
● Prepare test room
● Conduct an opening interview
● Administering the tests
● Assessing related areas
● Conduct closing interview
● Make recommendations
● Writing diagnostic report

Answer 159

A

Obtain case history form

be thorough
gather reports from other professionals
what is the client interested in?
use case history forms in outpatient hospitals

Answer 160

A

make sure it is appropriate for the age of the child and ethnocultural.
-good to have a plan/structure but need to be flexible

Answer 161

A

decrease distractions
keep things hidden until you are ready to bring them out
make sure there is adequate lighting and set up audio/video beforehand

Answer 162

A

● Seek additional information or clarification on the various sections of the
case history

Answer 163

A

Hearing
Oral mech exam
Language/Building Repertoire Level of Stimulability
Speech rate
Speech Intelligibility
Assess Language/at least Screen for language

Answer 164

A

Make appropriate referrals as needed for structural abnormalities
-look at the overall structure, the muscles, help to see if there is any neurological involvement

Answer 165

A

-Flashlight
-Tongue Depressor
-stop watch
-small mirror
-cotton gauze
-

Answer 166

A

SMR: Same phonemes

Answer 167

A

alternating

Answer 168

A

especially important for CAOS, dysarthria,
• speed and regularity is what you are looking for
• count number of syllables over duration of time or have them produce 20 reps and see how long it takes.
• Norms: pg 303
• Normal adults: 5-7 reps per sec for AMR, 2.6-7.5 reps per sec for SMR, children will be slower than adults
• assess structural and functional integrity of the lips, jaw and tongue through the rapid repetition

Answer 169

A

If you do not have an audiometer you c • an refer to the health department.
• before you assess so you can make appropriate accommodations
• if they fail the screening let the parent’s know that they need a more in depth audiological assessment.
• use pure tone audiometer: 500Hz, 1000Hz, 2000Hz, 4000Hz either at 20 or 25 dB
• If they fail and you recommend a more in depth assessment, for insurance to pay they will usually need a referral from a pedi

Answer 170

A

standardized: always adhere to the administration procedures
• if you decide to move away from the exam guidelines, document that in the dx report.
• take the assessment score will not be as valid

Answer 171

A

going to look at single words generally
• traditional analysis: look at substitutions, omissions, additions, and distortions in word initial, medial, and final position.
• artic tests will general look at all of the consonants
• do provide norm based information, percentile ranks, age equivalents, standard scores
• fast 15-20 minutes administration -delayed imitation
• phonological assessment: generally longer, whole word transcription
• PA: multiple misarticulations,

Answer 172

A

Correct/Incorrect: +/- used with screenings, does not offer what the child actually produced
Types of Errors: artic tests, omissions, substitutions, additions, distortions. Sub:k/t, Om: - or , Dis: diacritic
markings, Add: whole word transcriptions
Whole Word Transcriptions: phonological analysis, advantage is that you can actually see where the breakdown is
in the word and the errors won’t get over looked.

Answer 173

A

gives all of the sounds
• have the adult model and target
• quick

Answer 174

A

only look at single words not conversational speech/connected speech where there will be a greater breakdown
• may not be normed for specific cultures, or dialects
• only hear a sound one time
• inadequate sampling of vowels

Answer 175

A

build rapport with the child, find out what the child is interested in, start with
parallel play, bring the parents in depending on the child, don’t overload with questions, open-ended questions, sabotage,

Answer 176

A

record the session with audio and if possible video, and gloss over, restate things that they
may say that is not clear.

Answer 177

A

50-150 utterances, 15-30 minutes, depending on the child. avoid noise making toys that will interfere with the recording. drawback:
can’t see gestures: jot those things down.

Answer 178

A

Look at the position at which the sounds are misarticulated: initial medial and
final and the types of errors, omissions, subs, distortions and additions. Good for
children who only have a few misarticulations. Relatively quick to do

Answer 179

A

Place, manner voice analysis, distinctive feature analysis, phonol ‣ ogical process analysis

Answer 180

A

Looking at where the errors are in place, manner and voice
‣ relatively quick
‣ artic, non standardized test and phonological process test.

Answer 181

A

presence or absence of a DF

* overshadowed by phonological process analysis

Answer 182

A

‣ highly unintelligible with many misarticulations
‣ standardized tests are easy way to complete this because they give percentages.
‣ 40% using the process should be targeted in tx, must effect more than one sound in a given class

Answer 183

A

‣ comparing the sounds that they have to the normal age of mastery of sounds
‣ already gives you the norm based guidelines

Answer 184

A

◦ assess at conversational level
◦ subjective to you
◦ objective: math

Answer 185

A

◦ most standardized tests will give you this but it may be off.
◦ number of sounds in error, or process in error, consistency of errors, and the child’s age
◦ Slight to severe number of consonants they can produce multiplied by total consonants divided by 100, BOOK

Answer 186

A

Looking for a context where they can produce the sound accurately.
‣ guideline of where to start therapy

Answer 187

A

‣ look at all the phonemes they can produce. in all word positions
‣ visual analysis

Answer 188

A

‣ different syllables they will produce

Answer 189

A

‣ if they are consistently producing an error 40% of the time or more that is something you want to target in
therapy.

Answer 190

A

Independent Analysis

Relational Analysis

Answer 191

A

:looking at utterances without relation to the adult model, focusing on what the
child can produce. Phonetic inventory without reference to the adult model. most
used with children who are highly unintelligible or very young children.

Answer 192

A

:compare to the adult target. looking at specific types of errors, Phonological processes, patterns best practices is to look at both together

Answer 193

A

same sound for consistency of the error
• not limited to single words
• more representative of their phonological skills
• syllable shapes, utterance length, speaking rate, language

Answer 194

A

Time consuming
• No easy to find norms
• no adult target
• no guarantee that every sound is tested
• the child may not talk

Answer 195

A

◦ before treatment to find out if there is something extra you con give to help them.
◦ informal, done early in therapy,

Answer 196

A

◦ help identify a facilitative phonetic context for correct production of a sound
◦ Deep test: different groupings of words, Clinical Probes Test: different Phonetic Contexts

Answer 197

A

◦ see if they can hear the difference in the target and their error
◦ use minimal pairs into a game
◦ include it with treatment

Answer 198

A

◦ does the disorder exist?
◦ what is the nature of the problem?
◦ severity?
◦ any related factors? hearing screen, oral mech, case history, etc.
◦ treatment appropriate?
◦ prognosis?

Answer 199

A

◦ Articulation disorder

◦ Phonological Disorder

Answer 200

A

◦ can be normal is the errors are related to a second language, dialect age appropriate speech, errors are slight not perceived by
the average person. Take into account the parent and child’s wishes.

Answer 201

A

◦ few errors

◦ motor based

Answer 202

A

◦ underlying rule or pattern that can be identified
◦ multiple misarticulations
◦ poor speech intelligibility
◦ various phonological processes
◦ limited syllable shapes
◦ limited or restricted phonemic inventory
◦ collapse in phonemic contrast
◦ rule based, suppression of processes

Answer 203

A

estimate of the severity of the disorder, usually one of the last statements on the dx report, ex in book

Answer 204

A

estimated course of a disorder under specified conditions, make at the time of assessment, educated guess

Answer 205

A

Goal Statement
Judgment of Success
Prognostic Variables

Answer 206

A

severity, chronological age, motivation, inconsistency is good, associated conditions, treatment history,
family support
we are ethically responsible to write a prognosis statement. It is just a judgement of success. Just
because they have a poor prognosis does not mean it is not appropriate to not treatment. Reasonable
statement according to ASHA Code of Ethics.

Answer 207

A

taking the information and determining the best plan for treatment. treatment is
warranted at this time or not.

Answer 208

A

review all information gathered with parents, explain test scores, show deficits, visual
illustrations, phonetic inventory, norms, ask questions to make sure they understand, clarify,
don’t talk down to the parent or use technical jargon they won’t understand

Answer 209

A

compile information into diagnostic report, will look different everywhere, longest here,
usually will always contain: identifying info, background, history, assessment, diagnostic
statement, prognostic statement, treatment recommendations.

Answer 210

A

o A neurological childhood speech sound disorder in which the precision and the inconsistency of movements underlying speech are impaired in the absence of neuromuscular deficits. CAS may occur as a result of known neurological impairment or as an idiopathic speech sound disorder. The core impairment in planning and/or programming spatiotemporal parameters of movement sequences results in errors in speech sound production and prosody.

Answer 211

A

Does not have neurologic deficits
Idiopathic speech sound disorder
KEY: It is a motor planning issue.
Sequencing of sounds
Breakdown in motor planning
Speech movement disorder
Presents like adult apraxia, but will find no neurologic impairment
Similar to apraxia because of the lack of volitional control
May be found in children with other disorders: CP, MR, ADD, Sensorineural Hearing Loss.

Answer 212

A

Difficulty in volitional production of phonemes and sequencing of phonemes the child can otherwise produce. The child will either lengthen or segment sounds.
Inconsistent speech errors.
Distorted vowels and diphthong reduction (monthongization)
Flat prosody or equal stress on each syllable.

Answer 213

A

Groping
Difficulty executing isolated or sequential movements on command
Difficulty with sound imitation
Increased errors with increased utterance length
Poor oral awareness
Moderate to severe speech intelligibility varies based on complexity of utterances
Sometimes make addition errors (kwink for queen)
Prolongation errors
Omissions and substitutions, but their errors are very unusual, sometimes they present with voicing or devoing errors
Inconsistent hypernasality
Metathetic errors pagati for spaghetti
Slow devoicing of speech
Reduced phonetic inventory
Reduced percentage of consonants correct.

Answer 214

A

In children with CAS, vowels were inaccurate (15-39%) even when they had acquired a relatively complete vowel inventory (NORM: is 8% at 2 years, and 7% at 3 years)
CAS children showed no consistent pattern of errors
CAS children did NOT use most stable vowel as substitute for errored vowels-whereas phonological children DID
CAS children had decreased rhotic vowels compared to norms
Example: A child may say “hup” for “hop” or may distort a vowel so that it does not sounds like an English vowel.

Answer 215

A

A child with CAS produces a word, there may be lengthy pauses or breaks between the sounds and/or syllables within the word. This may be due to difficulty coordinating the motor movement of the articulators from one sound to the next. Or, the child may have a problem coordinating “voicing” such as going from a voiceless consonant to a voiced vowel (learning to play piano-long pauses while you figure out the next note).
Example: A child may be trying to say the word “top” and my effortfully separate each sound, resulting in a production that sounds like “t”———“awe”—“puh”. Or a child may pause between sounds, syllables, and words so tha this utterance sounds “choppy” (I—-want—huh—nee—oz—for—suh-nack- instead of “I want Honeyo’s for snack.”)

Answer 216

A

Melody of speech pattern in affected, lacking inflection and appropriate stress pattern. A child may lack expression and sound robotic (like when learning to play the piano, notes separated, not fluid-not melodic)
Example: when asked who’s toy the child might say “It’s my toy” without placing stress on MY or the child may separate each letter in a word and produce in an over-precise way again resulting in robotic or staccato production.
Decrease in vowel colored /r/
Lengthened pauses in-between words or even in words. A lot of breaks
No differentiation in stress
Progress in therapy is slow-poor prognosis
At risk for PA dificits. Ability to break down your own speech, which also puts them at risk for reading difficulty
Receptive language is better than expressive language
Increased self awareness of the problems with their speech
Mildly low muscle tone
May present with limb apraxia or oral apraxia

Answer 217

A

Look at automatic vs. volitional control
Look at simple vs. complex speaking tasks
Look at consistency of the production of the same word
Look at prosody. Stress is going to sound more equal and segmented.
Look at their phonetic inventory. (Not necessarily a red flag-could be limited or not)
Look at vowels and vowel imitation.
Assess language (receptive is going to be better and expressive is going to be lower.)
Oral mech (can look at groping, non-verbal oral motor tasks)
Phonological awareness-assess
Check stimulability
Look at their functional communication skills (can they express wants, needs, how do they express wants/needs)

Answer 218

A

List of words organized by syllable shape- beginning with simple and moving to complex

representative sample of all vowels and dipththongs
representative sample of all developmentally appropriate consonants
include some strings of words and phrases that get progressively longer, building on each other

Have child say words in imitation and listen for: (have them say at least 2x to get instant %

vowels
Consistency from trial to trial
prosody
coarticulatory transitions between sounds and syllables
then comment on other features noted.

Answer 219

A

Speech sample (natural sample with parent and elicited speech sample)
Imitation tasks (more simple syllable shapes-have them imitate more than once, greater syllable shapes, 1-2 utterances, etc.)
Oral motor exam
Language assessment
Artic assessment (Goldman Fristoe: add vowel column, have them say each word twice, re-order to easier to harder words.
AAC (provide Boardmaker pictures)

Answer 220

A

a non-progressive neuromotor disorder resulting from brain damage before, during, or shortly after birth
•	Brain damage in utero, during birth and shortly after birth
•	2 in 1,000
•	No single etiology
•	Utero infections
•	Radiation 
•	Trauma
•	Head trauma
•	Maternal drug use
•	Anoxia
•	Erupted placenta

Answer 221

A

o Increased muscle tone
o Exaggerated reflex
o Slow and effortful, jerky movements
o Related in pyramidal lesions in 50%-most common

Answer 222

A

o Small, writhing involuntary movements when they are attempting volitional movements
o Muscle movements can vary from normal at rest to hypertonic when moving
o Higher involuntary movements with higher stress or distraction
o 10% due to extrapyramidal lesions.

Answer 223

A

o Lesions in the cerebellum
o Affects their equilibrium
o Trouble with balance 5-10%

Answer 224

A

o	All the muscles are affected simultaneously
o	Constant muscle tone
o	Movements are slow and effortful
o	Occurs in 1%
o	Damage to/in pyramidal lesions

Answer 225

A

o Most common is spastic and athetoid
o Occurs in 30%
o Degree of neurological impairment will affect the degree of the speech impairment
o Will be a more dominant type in mixed

Answer 226

A

Imprecise articulation due to muscle strength
May present with slurred speech-especially those who are ataxic
Those with athetoid CP have a higher increase in artic errors
Difficulty with tongue tip sounds
Predominance of omissions
Difficulty prolonging sounds
Greater errors in the final position (present with FCD)
5-8-% of children with CP will show speech impairments can result in non-verbal speech.
Articulatory conspicuousness just sounds different
Common phonological processes: cluster reduction, stopping, gliding, fronting, depalatization

Answer 227

A

Hypernasality due to the velopharyngeal mechanism dysfunction
May present with nasal emission
Overall poor oral resonance.

Answer 228

A

Hard time controlling loudness so real loud bursts randomly
Can have strained voice quality due to the hyperadduction of the VF’s
Some present with a more weak and breathy voice due to the hypoadduction of the VF’s goes back to poor control
High pitch

Answer 229

A

Breathing exercises
Control of breathing is poor
Poor breathing
Air ***stage
Excessive diaphragmatic breathing

Answer 230

A

Sound monotone
Monoloud
Lack smooth, flowing speech
Overall disprosody

Answer 231

A

During DKR, they are going to have slower rates

* May have MR, ADD, HL, language disoders

Answer 232

A

Often will see the child before 1st birthday
Work on swallowing, feeding before speech
Work with OT, PT, social worker, parents, psychologist, MD, audiologists (sometimes)
Oral motor exam is important (note head control, coordinating suck, swallow, breath patterns in eating, vocal quality, and their breath support, VF adduction and abduction)
Look at psych report to look at their mental development
Looking at behavior checklist (feeding, swallowing, biting, sucking, etc)
Assessing for an AAC device
If they are talking, look at prosody and resonance.
Language

Answer 233

A

Opening in a normally closed structure
Hard palate, soft palate, lip or all of the above
50% of the clefts are lip and palate
Occurs in utero
Generally the lips close at the 5th or 6th week of gestation
Palate closes around the 8th or 9th week
Occurs in 1 in 500-750 live births
See more often in Native Americans
Affects more males (2x than females)

Answer 234

A

More difficulty with voiced sounds
Difficulty with pressure consonants (stops, affricates)
Often times they substitute nasals for non-nasals
May produce nasal emission, especially on VL consonants
Substitute glottal stops for anterior (glottal clicks)
Substitute pharyngeal fricatives for palatal fricative
Substitute pharyngeal stops for palatal fricatives
3 substitutions are normal compensatory strategies
Multifactorial in origin can be genetic or environmental, toxic and embryonic developmental factors.
Velopharyngeal inadequacy may present with distorted vowels and reduced speech intelligibility.

Answer 235

A

High risk of vocal nodules because of greater strain and tension on vocal folds
Abduction of VF causes a strained vocal quality
Can cause edema to VFs
Can sound monotonous in their pitch

Answer 236

A

Hypernasal

Answer 237

A

Eustachian tubes are developed around the same time as the palate
A lot will have hearing loss due to the recurrent middle ear infections
Hearing loss in approximately 50%
Generally a conductive HL
Want to repeatedly check hearing if it is a genetic syndrome, may have other things like a language disorder.

Answer 238

A

Work with cleft palate team
In depth case history surgeries
Work with audiologists
Oral mech exam
Work at velopharyngeal mech
Artic assessment include lots of pressure consonants and nasal sounds vs. non-nasal sounds
Conversation sample
Reading sample
Assess language
Assess phonation (listen to vocal quality and make judgment)
Assess resonance.

Answer 239

A

Trisomy 21
FIND number in births and chromosome
Cognitive impairment range will depend on how bad their speech impairment is.
Relative Macroglossia: tongue isn’t any bigger than normal, oral cavity is smaller than normal. Tongue is protruding anteriorly. Swallowing will show tongue thrust.
Jaw will fall down, not as good jaw stability for speech.
Lower muscle tone
Frequent otitis media, which will effect hearing.
Overall delayed speech development.

Answer 240

A

1 in 4,000 births
Mutation on the X chromosome turns off a particular section
Occurs more often in males because they only have one x chromosome
Poor speech intelligibility
Varying degrees of cognitive impairment
Follow normal pattern of development but at a much slower rate

Answer 241

A

Hear adult target

* Hear yourself for self monitoring

Answer 242

A

Level of hearing sensitivity
Speech recognition skills
Configuration of the hearing loss
2-3% of school age children have a hearing impairment that is greater than 25dB HL
can be deaf or hard of hearing but can still have residual hearing and need amplification to assist with hearing.
Deaf person can not use hearing to acquire speech
Earlier onset of hearing will greatly affect speech
Born without speech will affect worse.

Answer 243

A

effects the inner ear, auditory nerve, hairs of the cochlea. 
•	Causes: 
o	Presbycusis: general aging
o	Exposure to excessively loud noise
o	Vascular accident that affects the blood flow to the cochlea
o	Viral or bacterial infections, such as meningitis
o	Fetal Alcohol Syndrome
o	Ototoxicity
o	Maternal Drug Addiction
o	Low Birth Weight
o	VIII Cranial Tumor
o	Demylenialation
o	Congenital Disorders

Answer 244

A

1/3of children who have is due to recurrent otitis media
If not treated will cause permanent damage
Middle ear damage
Otitis Externa: Swimmers Ear
Ostiosclerosis: Footplate of the stapes is attached to the oval window
Collapsed ear canal
Stenosis: Narrowing of the external auditory canal
Aural Etresia: closed external auditory canal
Disarticulation of the ossicular chain
Ostiomias: benign bony tumors of the external auditory canal

Answer 245

A

Degree
Age of Onset
Age of Intervention Onset
Quality of Intervention
Family Support
Presence of Other Physical, Cognitive and Sensory Impairments

Answer 246

A

FCD
/s/ high frequency, voiceless sound
ICD
Voiceless fricatives

Answer 247

A

Voiced for voiceless
Nasals for non-nasals
Vowel substitutions
Sounds that are more tactile, kinesthetic, for those that are not (w/r)

Answer 248

A

Wrong amount of force with sounds-too hard or too soft which makes it sound unnatural
Duration of vowels is usually longer than normal
Hypernasality with vowel production
Dipthongs produced with incorrect timing of the first and second vowel.

Answer 249

A

Vowel between consonants-epenthesis
Aspirate the final stop consonant
Monothong vowels they will add another vowel-dipthongization?

Answer 250

A

More high pitched
Can be more harsh
Can be more hoarse
Lack of normal intonation
Nasal emission voiced consonants
Hypernasality on voiced consonants

Answer 251

A

Abnormal intonation
Abnormal rhythm
Slow rate of speech
Inappropriate pauses

Answer 252

A

Grammatical Morphemes: past tense, plurals, different verb endings
Pragmatics: very literal, have trouble with abstract language (metaphors, idioms, understanding humor)
Difficulty with multiple meaning words
Limited vocabulary
Poor word comprehension
Poor reading comprehension
Writing mirrors their verbal output

Answer 253

A

Know from the audiologist what their hearing level is, degree
What part of the spectrum they have more hearing loss in
Do an artic test
Being ready to use narrow phonetic transcription
Reading sample
Writing sample
Assess language
Assess voice
Assess prosody
Assess resonance

Answer 254

A

Underlying knowledge that words are made up of sounds and sound combinations.
Ability to reflect on, think about, and manipulate sounds and utterances
Child’s ability to break down the word and analyze it
Skills are essential for reading and spelling development.

Answer 255

A

First thing to develop, earliest benchmark of phonological awareness
Can develop as early as 2
Ability to identify words that sound alike
Or the ability to produce a word that sounds like another word
Ability to distinguish rhyming words from non-rhyming words
DEMSS-Rhyming ways to assess rhyming

Answer 256

A

• Ability to identify words that begin or end with a certain sound.

Answer 257

A

• If a specific sound occurs at the beginning, middle, or end of a word.

Answer 258

A

• Have the child blend two or more sounds that are temporarily separated by a few seconds in a word.

Answer 259

A

• Identifying how many syllables in a word. (tapping, clapping or verbally)

Answer 260

A

Ability to break down a word into its individual sound components.
Opposite of syllable identification
Later developing skill
Closer to age 6

Answer 261

A

Spell the word phonetically how it sounds.
Phonetic in nature
Phone-fon
At a young age this is good, not correcting

Answer 262

A

Deleting, adding or substituting a sound in a word to create other words.
Most advanced skill
Without this, high risk for reading delays and spelling.
Phonological delays-phonological deficits
Best indicators of literacy outcomes are sound segmentation and phoneme manipulation.
First learn words, and then learn smaller units.
Vocab development and letter knowledge are very important for PA in the preschool years.

Answer 263

A

Incorporating into normal therapy
Using a book to target /s/ sounds for example
Point out the shape of the letter
New vocabulary words in books
Nursery rhymes in therapy-auditory discrimination by separating minimal pairs (rhyming, alliteration)

Answer 264

A

• Working with the teachers, reading specialist, special education teacher, early ed teachers to focus on those skills

Answer 265

A

• Assessing those different skills

Answer 266

A

• Make sure it is age appropriate

Answer 267

A

Comprehensive Test of Phonological Processing
Test of Phonological Awareness- Second edition
Test of Awareness of Language Concepts
Phonological Awareness Test
Test of Phonological Awareness Skills
Assessment of Sound Awareness and Conceptualization Test-3
Test of Phonological Awareness in Spanish

Answer 268

A

-Include phonological awareness as part of therapy when treating a preschool-aged child for articulation or phonological disorder
• Will look like treatment of artic
• Development of rhyming would be goal for example
• Goal needs to be objective to be measured

Answer 269

A

• Word orthographically written under picture
• Targeting sound show symbol as well
• Dog-working on the g sound can break it down into each wound which also is phonological awareness
• Using story books in therapy is good
• Nursery rhymes-fill in is rhyming
• Artic cards that they write on for take home cards-sound to letter correspondence
Still having difficulty at the end of first grade with PA, initiate therapy. Even in kindergarten.
Vocabulary: Send home topics to talk about.

Answer 270

A

Application of variables that change behaviors
What the clinician does, not the client.
Use behavioral treatment principles

Answer 271

A

o Stimulus
o Response
o Reinforcement

Answer 272

A

o Things that can be trained in a relatively short period of time.
o Semester, such as on our treatment plan
o Hospital setting: few days, week
o Measurable
o Objective
o So that you can chart their progress in therapy
o Response recording is important so that you have the data to back your goal.
o Observable behavior
o Avoid words like think, assess

Answer 273

A

o More broad
o What you want to achieve by the time they discharge
o Age appropriate communication skills
o Will always be changing
o Articulation or phonological skills that the child is expected to learn by the end of a specified treatment period (i.e., semester or year)
o STG help support the LTG

Answer 274

A

• Maintenance of the trained skill in the client’s natural environment across varied settings or situations.

Answer 275

A

Actual skill you are targeting
Response mode: either production or discrimination
Response level: word level, sentence level, convo level
Quantitative criterion: 80% accuracy, etc.
Setting: clinical, classroom, home, structured therapy setting
Number of sessions: across three sessions,

Answer 276

A

Generally, the higher the complexity you can start at, is most efficient.
However, you don’t want to start too complex where the child will shut down and become frustrated.
Take into consideration the child’s individual needs
Look at each child and make sure the behaviors you are targeting are beneficial, meaningful in their home environment.

Answer 277

A

First, select behaviors that will make an immediate and socially significant difference in the communicative skills of the client.
• Social communication
• Academic achievement
• Occupational performance
• Includes sounds that are used highly in vocabulary first to improve speech intelligibility faster.
Second, select the most useful behaviors that may be produced and reinforced at home and in other natural settings
• Reinforced in the home.
Third, select behaviors that help expand the communicative skills
• Phrases and sentences that can be easily expanded.
Lastly, select behaviors that are linguistically and culturally appropriate for the individual client
• Find out what vocab is used culturally, pragmatics, language structures.

Answer 278

A

Select “age-appropriate” speech and language skills
Target sounds that the child is misarticulating that are produced by younger, normally developing children first
Treatment of sounds should follow from earliest-to-latest acquired sounds
It is generally considered unwise to select sounds that are mastered at older ages than the child’s current age
It has always been believed that skills mastered chronologically earlier are simpler than those acquired late
Normative sequence of skills acquisition may be inviolable
Individual sounds expected to be mastered by the age of the child, but which the child has not mastered, are targets
Phonological processes that disappear by the age the child has attained but have persisted are targets for elimination

Answer 279

A

Children learn phonological skills at varying rates
Individual differences are important
A child’s unique and individual needs may not be met if developmental norms were used exclusively
It is important to remember that developmental norms are a statistical representation of the average performance of an entire age group so don’t base treatment target selection solely on age-appropriateness

Answer 280

A

Initially select targets that are easier to teach
Treat targets that do exist, but not at the expected levels
Sounds that have a low base rate of correct production should be treated first (between 20% & 40%)
Treat sounds that are produced with visible articulatory movements (i.e., bilabials)
From a phonological processes standpoint, treat processes whose frequency is less than 100%, processes that only occur in certain phonetic contexts, and processes that affect sounds that the child produces correctly elsewhere; treat unstable or inconsistent processes.
Hodson & Paden (1991) recommend that if the frequency of a phonological process is less than 40%, it should not be treated

Answer 281

A

Initial treatment sessions may produce faster results
Strengthen what is already taking place in the speech of the child
Only problem: if the targets treated do not result in generalization to untreated error sounds

Answer 282

A

Generalization is an indirect behavioral effect of tx.
Generalized productions are a treatment goal, and positive changes in sounds not treated save much time and training effort
An example: treating a few fricatives with generalization to the remaining fricatives without additional treatment

Answer 283

A

Select targets that affect speech intelligibility the most in children should be the initial treatment targets
Select a phonological process that occurs frequently or the one that affects a large number of sounds since they might significantly reduce a child’s intelligibility
Select treatment targets that result in homonymy (replacement of a single word for multiple words, resulting in loss of meaning)
Another recommendation is to select any unusual, deviant, or idiosyncratic process (i.e., velarization, frication of stops or glottal replacement), which result in rapid improvement in intelligibility of speech
Another recommendation: treatment should simultaneously target multiple sounds
There is some limited evidence that when the treated words are of high frequency, better generalization may be obtained as opposed to the treatment of low frequency words

Answer 284

A

Easier to teach
Stimulable
Visible
At least produced inconsistently

Answer 285

A

Complex sounds that are produce consistently in error
Non-existent in repertoire
Processes that affect a greater number of sounds
Processes that are idiosyncratic
Reduce homonomy
Processes that are exhibited in 100% of opportunities
Phonemes that contain maximal phoneme feature contrast
Sounds that contain multiple phoneme feature oppositions

Answer 286

A

Ethnoculturally appropriate
Sounds that are in the child’s dialect
Sounds most frequently used in the child’s language or home environment

Answer 287

A

Motivation
IQ
Home Support/family support
More targets you can target at one time the better
If they can handle it target 4 or 5 at one time, if overwhelming, back down.
Also know how much time you have, individual therapy is different than group therapy at school.

Answer 288

A

Prior to starting therapy
Hospital: built into dx report
Schools: IEP
Clinic: actual PP

Answer 289

A

Identifying Information: name age address background
Targets you will select in therapy
General procedures, tentative sequence of training
Listing goals
May include dismissal criterion possibly
Follow up
Will vary based on place

Answer 290

A

• Baselines: measured rates of behaviors in the absence of treatment
o First session gather baseline
o Will need to chart progress
o Get quantitative information, what level you are looking at first.
o Will help you establish accountability with yourself, with third party payers

Answer 291

A

1. Specify Treatment Targets in Measurable Terms: clinician must have a clear idea of what the intervention targets are before their baselines can be established—STG
•	Specify at what level (word level, etc.)
2. Prepare the Stimulus Items: 
•	20 items per target sound
•	Can also use these later in treatment
•	Make sure you document cues given
3.Prepare a Recording Sheet: 
•	Record results
•	Good recording sheet that you can plug in whatever target you are working on
4.	Administer the Baseline Trials: 
•	Evoked procedures
•	Carrier phrase
•	Modeled trials
•	+/-
•	Gather a percentage

Answer 292

A

• Establishment:
o Teach the sound
o Elicit the target behavior
o Stabilize at whatever level you are at
• Generalization:
o Carrying over to different levels of complexity, different word positions, other situations, other sounds of the same process
• Maintenance:
o Stabilize or maintain retention of the behavior you taught
o Frequency or duration of therapy will lessen and decrease
o Client will take on self-monitoring role

Answer 293

A

• Speech is a motor skill, start at a simple level and build on that.

Answer 294

A

• Cognitive analysis:
o Client is able to understand mentally the placement of sounds, discriminate the right production and incorrect production.
o Learner’s ability to mentally evaluate their production.
• Practice: key variable thought necessary for mastery of any skilled motor behavior
o Artic is all about drill
o More reps the better
• Feedback: of great importance in the early development of a skill; as the error response is diminished, feedback becomes less important
o Tactile
o Verbal
o As they progress, feedback will decrease.

Answer 295

A

o Have in repertoire but cannot produce in convo speech
o Those who do not perceive minimal pairs
o Those who have trouble with discrimination
o Those who produce a sound on demand but cannot produce in convo, syllable level or beyond. (Such as apraxia).

Answer 296

A

o Controversial

o Pair with production training

Answer 297

A

Imitation
Phonetic Placement
Successive Approximation
Contextual Utilization

Answer 298

A

Correct consonant productions may be observed in clusters when absent in singletons
Curtis and Hardy reported that more correct responses of /r/ were elicited in consonant clusters than in consonant singletons.
Williams reported when teaching /s/ in clusters, the sound generalized to /s/ in singletons
Hodson supports this idea by suggesting the targeting of /s/ in clusters during treatment has the potential to facilitate widespread change within a child’s phonological system

Answer 299

A

events that increase the future probability of that response.

Answer 300

A

responses that remove, postpone or reduce an aversive behavior.

Answer 301

A

those that do not rely on past learning. Ex: food, candy. Good initially, but not well continually and may not be preferred with the family. Works well with the beginning stages of therapy, the young, or intellectually disabled. Problem: not a natural consequence or something they will get outside of the treatment room. Should also be accompanied with a social reinforcer. Talk to the parents to find out what they like or what they are allergic to.

Answer 302

A

events or actions that increase behaviors because of social or prior learning. Needs to be immediate. With speech therapy, needs to be quick reinforcement and effective, but don’t spend a lot of time with the reinforcement. Types include:
• Social reinforcers: eye contact, facial expression, and verbal feedback.
• Conditioned generalized reinforcers: tokens, stickers, check marks, play money, and beads. Immediately give.

Answer 303

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: older, motivated, girls, competitive, you can show the chart to give feedback.

Answer 304

A

Continuous

Intermittent

Answer 305

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Primarily, initially during therapy. Every correct production is reinforced. 1:1 reinforcement schedule.

Answer 306

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a. Ratio schedule:
b. Interval schedule: Period of time that goes by before you give reinforcement. Good for speaking rate and vocal quality, not so much speech sounds.
c. Fixed ratio (FR) schedule: Every 2 correct productions or every 4. After the sound is established, the reinforcement is backed off.
d. Variable ratio (VR) schedule: Constantly changing the amount of correct productions that receives a reinforcement. Can be an average of 5.

Answer 307

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Do not assume the same reinforcement is going to work for all children
Also do not assume that if it works one time that it will work every time.
Immediate
Eye contact don’t be looking down at your response sheet
Unambiguous manner so that they know exactly what you are reinforcing
Make sure reinforcement is very enthusiastic, they will relay on you verbal expression and gestures, keep the energy up with the child.
Be consistent, true to your word and follow up on your promises
Make sure the child knows why they are being reinforced

Answer 308

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• Punisher:
• Corrective feedback:
• Clarification request: “Did you mean to say wabbit or rabbit?”
• Mechanical feedback: using computer program or app, “Skip” program, if you say it correctly you get a happy face if you don’t you don’t get anything.
• Stimulus Withdrawal: Incorrect or unacceptable response occurs,
a. Time-out: Removal from what you are doing or a period where they can’t win any tokens.
b. Non-exclusion time-out: stop therapy for a second to help them realize that this behavior is not acceptable.
c. Response cost: Types include:
i. Earn-and-lose: give for correct response, take for incorrect.
ii. Lose-only: give the child so many tokens and with every incorrect response, you remove something from the child

Answer 309

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Targeting something that is too difficult?
Too difficult of a level?
Targeting too many sounds at once?
Does he understand the instructions and feedback?
Reinforcements positive? Reinforcing to him?
Sensory child: swinging, jumping on the trampoline before therapy, every 5-10 minutes do something active and then sit down, bear hug with deep pressure
Session may be too long?
Some of a group may not work well together in a school setting

Answer 310

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Drill: highly structured and efficient stimulus-response mode. Goal is as many reps as possibly. Good for trying to establish the sound, motor pattern.
Drill Play: Add in a motivational event or activity, majority of speech therapy sessions. Incorporating a game (Chutes and Ladders), what ever number they get they have to say they word that many numbers of times, Go fish, after they ask they have to say the word so many times before getting the car.
Structured Play: Training stimuli are presented in play activities but you have structured the play activity, such as words that begin with the /k/ sound, good later on in therapy, for a more natural setting.
Play: free play, good for language sample, conversational therapy, good for the very end of therapy. Natural play sample

Answer 311

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Child or client

2. Stage of treatment they are at

Answer 312

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• When do I stop providing modeling or any other special prompting procedures?
o What ever your criterion is, when they reach that, start fading the model.
o Frequently probe, at least once a month with new stimulus words, or a new complexity level. If it’s a process bring out a new sound that has not been targeted in therapy.
o Don’t model or cue during probe
• How many target responses do I need to train before the client has learned the sound or phonological skill?
o When they have reached 90% accuracy, move on to the next sound

Answer 313

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• To be completed every time because that is what is tracking progress

Answer 314

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o Either a temporary production of a recently learned response in different contexts and situations, or the production of new (untrained) responses based on recent or remote learning

Answer 315

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Learned response will evoke correct production in a target that you did not treat in therapy.
Focused on /k/, but generalized to /g/ without targeting.
Usually will happen with processes, but not all the time.

Answer 316

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Target one word position, and it generalizes to another word position.
Probe to see after treatment of one position, if it has generalized to another word position.

Answer 317

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Targeting at word, might generalize to sentences naturally.
Targeting at sentences, might generalize to conversation naturally.

Answer 318

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Place, manner, voice
Distinctive Feature
Phonological Process
Cognate Pairs

Answer 319

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Targeting /m/ and /s/ improves without targeting, random but it crosses the sound classes.
Book, voiceless fricative /s/, later probed and /l/ had generalized. Same placement, but different manner and voice.
Also improved final fricatives after teaching final stops.

Answer 320

A

• Target in therapy, see if it is generalizing outside of therapy.

Answer 321

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Discrete trial probes: No modeling, probing things you have not taught in therapy. No verbal feedback, no imitation.
Conversational probe: collecting a speech sample, talking at the end of the session and listening for generalization.

Answer 322

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A carefully planned maintenance program not only increases the chances that the client will produce the target sounds or phonological skills during spontaneous speech, but also that he or she will maintain the trained skills over time. Take into careful consideration:
Delay reinforcement
Use more naturally occurring reinforcement, such as social
Train the parents how to give appropriate feedback
Teach self-monitoring and self-correcting.
Reinforce the generalized responses that you hear that you haven’t targeted in therapy.
Teach contingency priming: child is more responsible for asking if they are saying the sound correctly.
Child is taking on more responsibility in the maintenance phase.
Change the setting
Naturally occurring stimuli
Reinforce more complex productions

Answer 323

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• Training peers to: (good to use in group therapy to help build auditory/awareness skills)
o Give feedback and help with awareness skills
• Train the teachers to: especially in maintenance phase since child spends majority of day there
o Appropriate feedback
o Sharing any nonverbal cues you may have established with the child.

Answer 324

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o Non-verbal cues
o Feedback
o Teach how you prompt the child for correct production.

Answer 325

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If the goals have been established
If insurance has stopped
If the parents cant pay anymore
If the child seems to plateaued, can take a 6 month break and come back and re-evaluate
Poor Motivation

Answer 326

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Not always realistic
In the book
Follow up with the parents
Phone calls to check in and see how the child is doing
Speech sample, re-evaluate
Check in with the teacher in the schools
If you find out they have digressed, can see about booster treatment

Answer 327

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Generally, kids love therapy in the school
Want to keep the excitement and positivity
See a lot of kids
Teach the children to pass hall passes to each other to save time getting each group so that you can switch folders and prepare the next groups materials
Chart in hallway, can’t come in the room until you practice your sounds this many times
When they have a great day in therapy and follow the speech rules they get a sticker on the sticker chart and they get so many stickers they get a “cupcake party” make something special for them.
Externships will be a learning curve.

Answer 328

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o Have a lot of repetition of the same motor sequence.
o Large amounts of practice facilitate retention
o Activities need to facilitate lots of repetition of the motor sequence
o Start treatment by explaining what is expected and what you are targeting.
o Focus on your mouth movement and what you say, “Watch and Listen”
o Motor sequence, not specific sounds
o Watch your face: mirror neurons-same as if you are doing it as if you are watching the action.
o Important to slow speaking rate initially in therapy, then gradually fade as they have success in therapy.
o Initially have block practice: target one motor sequence with one word for a period of time and once they hit the criterion level then randomly practice those words randomly each session.
o Initially practice with same intonation, rate, prosody, and stress. As they have success, change those patterns.
o Movement based feedback-what you want the articulators to do
o Provide lots of feedback initially and gradually fade those cues.

Answer 329

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o Severe: 4-5 targets (vocabulary words)

o Less Severe: 10-15 targets

Answer 330

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o Build a core, functional vocabulary for the child
o Talk to the parents about some words they wish they could say
o A good starter word is no and yes

Answer 331

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need to be seen 3-5x a week for shorter session (30min).

Answer 332

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o Need 5X the number of sessions to achieve the same success as a child who has a normal artic disorder.

Answer 333

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• Primary focus of treatment should be the movement patterns and sequence of sounds instead of drill on individual sound productions; attention to syllable structures and combinations of these syllables so that the child gains verbal building blocks for words.
o A successful program is one that will facilitate correct production of varying syllable shapes and organization of these shapes into longer and increasingly complex patterns
• Treatment may be started with vowel errors if they are dominant

Answer 334

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o Use sounds child can already produce and change syllable shape
o Not focusing just on consonant accuracy
o Early phonemes: m, b, y, n, w, d, p, h
o Mid phonemes: t, k, g, ng, f, v, ch, j
o Late phonemes: sh, th(both), s, z, l, r, zh
o Sounds that occur more frequently are better targets
o Sounds may be treated in an order of increasing phonetic difficulty: vowels, plosives, nasals, laterals, fricatives, and affricates. Voiceless sounds may be treated before voiced
o Sounds may be first trained in the word initial positions
• Varied carrier phrases may be helpful in making the repeated trials more meaningful
o I see a….
o I have a….
o I want a…

Answer 335

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• Auditory, visual, and tactile cues are helpful and often used simultaneously
o Touch/tactile cueing-
• Prosodic cueing
• Gestural cueing: phonetic placement techniques
• Can use progressive assimilation the clinician attempts to reestablish production of the target sounds from sounds that are not affected or from other non-speech gestures

Answer 336

A

used to promote articulatory proficiency and natural prosody
o Especially suited to teach appropriate stresses and rhythm of spoken language

Answer 337

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o Hierarchy of temporal delay
o Best and most ideal
o 4 stages.
o Allows for high level of success for the child,
o Gradual building blocks.
o A lot of repetition.
1. Simultaneous production:
• Simultaneous production without cues
• Slow model simultaneous
• Verbal cue & slow model simultaneous
• Tactile cue
• Tactile cue
• Once child has mastered back off cueing from step 4-step 1
• Once the child can produce 25 accurate responses simultaneously without cues move to the next level: Immediate Repetition
2. Immediate repetition:
• SLP provides auditory model while child watches the clinician’s face and child repeats; SLP made mouth the gesture during the response if additional support is needed; then fade
3. Delayed repetition
• SLP says target utterance
• Insert a delay of 1-3 seconds before the child imitates the response
4. Spontaneous Speech
• Child repeats the target several times without intervening stimuli
• Once target is mastered, continue to add it into the mix in functional practice
• Review learned targets at beginning of each session.
• Allows for use of other cueing discussed earlier as needed
• Positives

Answer 338

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Prompts for Restructuring Oral Muscular Phonetic Targets-uses touch pressure, kinesthetic, and proprioceptive cues to facilitate speech production
o Trains finger placements on the client’s face and neck to prompt the place of articulation and manner of production for the articulatory target
o Finger placements also provide information about the degree of jaw movement needed and appropriate duration of the syllable
o Most appropriate for chronic severe clients in which other tx have failed
o Have to be certified $650-$700
• Also may teach sign language or use augmentative communication system if their apraxia is so severe that speech is not a realistic goal.

Answer 339

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congenital disorder from brain damage before, during, or after birth; several types: spastic, athetoid, rigid, ataxic, mixed
• Work with PT, OT, doctor, family
• Early intervention with swallowing and feeding
• Co-treat
• Following same basic procedures as artic, but also language and feeding and swallowing and seeing child earlier than artic child.

Answer 340

A

With some children who may have a language delay, a home-based early language stimulation program may be necessary-Sooner Start (work more with parents than client)
If a home language treatment does not produce the desired effects, formal language treatment may be necessary; periodic assessment is needed to make this determination
Some SLPs recommend muscle strengthening exercises or methods to control interfering movements of the head, neck, jaw, and other body parts…. may consider chin strap to stabilize jaw, steady an arm
A child’s articulation problems may be limited to a few sounds or they may be extensive;
Direct treatment targets include bilabial, linguavelar, lingua-alveolar, linguadental, articulatory contacts needed for various speech sound productions
Increasing the speed of the child’s articulatory movements once they have been established becomes the next goal
If the assessment reveals specific errors or patterns, the clinician can use the procedures described in the basic unit
Children with CP may have an accompanying prosody, breathing, sustaining ah, regular breaths, interval ratio reinforcement.
Children with CP may need some training in voice therapy, AAC,
Treatment should target prosodic features including speech rate, rhythm, stress patterns, and pitch variations
In some children, speech does not become a functional mode of communication

Answer 341

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Treatment may begin in infancy including parent education and counseling, and addressing feeding problems
Part of the craniofacial team or Cleft Palate Team (craniofacial team)
General behavioral treatment principles discussed previously in the basic unit would be appropriate in addressing articulation and phonological disorders
Should educate the parents
Consider an early language intervention program to stimulate language skills
Train the parents to withhold reinforcement for undesirable compensatory behaviors when the need for them has been eliminated by medical management i.e., pharyngeal fricatives

Answer 342

A

• Begin treatment with vowels and semi-vowels, w, y, l, r

Answer 343

A

fricatives before stops because they can’t build up the intraoral pressure, visible sounds first, move onto nasals, glides and aspirate consonants.
• Teach accurate production of consonants that are produced with weak articulatory force, as this is a unique problem of children with cleft palate (pressure consonants, voiceless stops)

Answer 344

A

Teach lingua-palatal sounds, lingua-alveolars and linguadentals in that order
Structure therapy so that it progresses from similar to artic. (basic to more advanced)
Use cueing as needed

Answer 345

A

Start language stimulation program at an early age
Parent counseling on the effects of hearing loss and the special needs of the Deaf and HOH children will be essential
Parent training in providing language stimulation opportunities will be crucial during the infancy and preschool years that are crucial for oral language learning
Formal speech training as early as possible to get natural sounding speech
Family can be trained to conduct tx at home that parallel the clinician’s targets, objectives, and activities
Use of visual, tactile and kinesthetic cueing
Use general procedures discussed earlier
Pay special attention to stops, fricatives and affricates because they can be some of the harder sounds for hearing impairment.
Teach voiced and voiceless distinction
Target vocal quality and reducing hypernasality
Target improved
May need to train language and pragmatics
Need to constantly reevaluate to ensure that speech is an appropriate and realistic communication choice (Ling 6 sound test prior to starting sound test)
Cover mouth so that they are not focusing on lip reading

Answer 346

A

• Omission of consonants in the initial consonants, final consonants and s phonemes

Answer 347

A

Charles van Riper
1930s
5 phases
Auditory Discrimination (foundation before treating)
Not producing anything
Pure artic disorder because you are targeting one sound at a time (best with)
Starts in isolation and moves through to conversation

Answer 348

A

• Mcdonald
• 1964
• Goes with the Deep Test
• Uses contextual facilitation to facilitate correct production
• Using the context they can produce the sound correctly to produce the sound in other contexts
• No auditory discrimination
• No isolation
• Begin at syllable level
• Primary goal: increase auditory, tactile, and proprioceptive awareness of the motor patterns involved in the speech sound production through motor production oriented tasks
• Begin with deep testing and start with the context that they can produce the sound in and build off of that
*3 Primary Objectives:
1. Heightening child’s responsiveness
2. Reinforcing Correct Articulation
3. Facilitating Correct Production in Varied Contexts

Answer 349

A

Multiple mis-articulations
Unintelligible
Target 5-6 targets at once
Highly structures with specific criterion at each level
Mcabe and Bradley
Phonological kids

Answer 350

A

Good for sound distortions, or only one error
Once sound at a time
Initial and final position if necessary if they need both
Similar to sensory motor in that you are finding 4 key words that the child can produce the sound correctly.
1st word initial position
2nd final position
3rd initial position
4th final position
if you cannot find 4 key words, you teach 4 key words, have to produce with 90% accuracy.
Example: sea, peace, sip, bus
Get 10 training words for initial and 10 training words for final position paired with a picture stimuli.
Training words they incorrectly produce 2/3 times
Create a picture board with the key word in the middle and put 10 training words around it
Have them produce the word as you point to it, 1:1 continuous reinforcement, back to the key word every time before the training word.
Make sure the target is only in the word one time

Answer 351

A

• Few errors, artic client, revamped for any client
• Strictly behavioral approach based on behavioral principles
• Stimuli, get a response, give reinforcement
• 1971 by Baker and Ryan
• Continuous reinforcement initially, gradually decreasing the amount
• Shift to a branching activity if the sound is in error 10x in a row or three sessions in a row and the sound is less than 80%.
• Isolation
• General Procedures:
o Clinician presents stimuli–client responds–clinician reinforces the client’s accurate productions
o Stimulus-response-consequence contingency paradigm
o When clinician models, imitation is required
o Stimuli can include modeling, pictures, questions, story-telling, and graphemes
o Recommend an average of 300 responses per hour of instruction
o Reinforcement is initially delivered on a continuous schedule, but shifts to an intermittent schedule (50%-10%) as the client’s productions improve
o Advance to next step when the client produces 10 consecutive correct responses
o Shift to branching activities if the sound is in error 10x in a row or 3 consecutive sessions with a correct response rate of less than 80%

Answer 352

A

• Chomsky and Hally
• Features that are missing, rather than the process.
• DF analysis first to find missing, then target those features
• Hopefully it would generalize to other sounds with those same features
• Good for children with Multiple misarticulations with common missing features
• If you target +continuant and you target f, it would generalize to th, v, s, etc.
• Not appropriate for children who have sound distortions or children whose errors lack a definite pattern
• Not popular, been overshadowed by PP
• McReynolds & Colleagues Program on Distinctive Features
o Phase 1: Nonsense Syllables (initial position) containing the target feature
• Step 1: child is instructed to produce a consonant in which the feature is lacking
• Step 2: child is instructed to contrastively produce 2 consonant sounds in syllables, the segment learned in step 1, and a second consonant selected to contrast with the first ex s/z only differ by one feature
o Phase 2: Nonsense Syllables (final position); just like phase 1 targeting final position
• Recommend training initially be limited to sound units that reflect only one contrast
• As treatment progress, may want to incorporate sound units that vary by 2 or more distinctive features
• There is no new treatment procedures, but rather a different method of error analysis before and after tx
• Sounds are taught by behavioral methods of modeling, positive reinforcement, corrective feedback, and assessment of generalization
• Find patterns in error, target exemplars for training within patterns and measures expected generalization

Answer 353

A

• One of the most popular for PP
• Hodson and Payden
• To combine linguistic and motor oriented approaches
• Designed for highly unintelligible children and those who have multiple processes going on.
• General Procedures:
o Stimulation- with the use of auditory, tactile, and visual stimulation cues, the child is made aware of the auditory, tactile, and visual characteristics of the target sound
o Production Training: Offer occurrence of PP and the need for remediation.
o Semantic Awareness Contrasts: minimal pairs
o Remediation program is planned around cycles
o Cycle: per process you target two sounds.
o Another definition of a cycle: the time period required for the child to successively focus for 2-6 hours on each of his or her basic deficient patterns
o Treatment cycles can range from 5-6 weeks to 15-16 weeks, depending on the client’s number of deficient patterns and the number of stimulable phonemes within each pattern
o Identification & Selection of Target Patterns & Phonemes:
*Only target if they have it 40%.
Ex: velar fronting-k,g
Stopping of fricatives-s,z,th,th,f,v
Liquid gliding: r,l
Only target 2: spend 60 minutes per sound you have chosen, once each sound gets 60 minutes-that is a cycle, then you begin at the beginning sound again.

Answer 354

A

• Phonology kids with multiple mis-articulations
• Remediate phonological processes
• Improve speech intelligibility
• Goal: improve child’s communication by establishing the lost phonemic contrasts
• Goal: promote generalization to untrained phonemes
• Treatment procedures are still behavioral
• Looking at contrasting sound features
• Scep (skip) program good with all three
3 Phoneme Contrast Approaches
1. Minimal Contrast Method/Minimal Pairs Method
2. Maximal Contrast/maximal pairs
3. Multiple Oppositions/ Multiple Contrasts Approach

Answer 355

A

Contrasting two sounds that only differ by one feature
Phoneme contrast is limited to one or just a few features
Use of word pairs that contrast the child’s typical (error) production and the target production
Use productions that are semantically meaningful so if a nonsense word add picture to make meaning, draw a fictitious animal
Select 8-10 word pairs
Pictures with the word that hold meaning. If it is a nonsense word, create a picture with the word.

Answer 356

A

The word pairs selected for treatment have multiple feature contrasts or maximal opposition between contrasted phonemes; may involve contrasts in place, manner, and voice
Contrast 2 sounds only
As opposed to minimal pairs, the child’s incorrect production is not used, but rather a sound the child correctly produces but is maximally different from the error sound
Treatment procedures are the same once the target words have been identified

Answer 357

A

Creating minimal pairs for all or most of the errors simultaneously
Especially helpful for children who substitute a single sound for multiple sounds, resulting in homonymy: one sound for multiple sounds
Multiple targets may be used within each set including all 4 contrasts

Answer 358

A

Children that have PP disorder may also have language disorder
Target language instead of phonology
Target all together
Naturalistic play, language play to incorporate language into play
Norris & Hoffman (1990) described a storytelling language-based approach to phonologic intervention based on client generation of narratives.

Answer 359

A

Not a disorder or a deviation.
Do not treat a dialect because it is not mainstream American English.
Definition: mutually intelligible forms of a language associated with a particular region or Socioeconomic group or ethnic group, Mainstream American English African American E, Eastern American English, Spanish influenced
No dialect is superior, although some hold more prestige based on what group is more dominant in that area.
Dialects are largely due to the lack of linguistic contact among groups due to geographical or socioeconomic reasons and that isolation has caused an increase in the number and pervasiveness of dialects

Answer 360

A

a simplified and limited system of communication that develops out of necessity between groups of people
• Basic communication to trade
• Simple syntactic structure
• Disappeared as it wasn’t needed anymore

Answer 361

A

When pidgin is passed down to another generation it is known as a creole:
• Creole: a more complex system of primary communication with its own phonological, semantic, syntactic, and pragmatic rules
o Ex: Louisiana French Creole; African slaves brought to Louisiana with heavy Cajun influence

Answer 362

A

Cultural background meaning how they express themselves, speak to each other, expectations (African Americans are emotional and touchy feely, Native Americans it is disrespectful to make eye contact.)
The language & phonological characteristics, properties, and rules of the linguistically diverse child’s primary language
How the primary language affects the learning of the secondary language.
How to determine whether there is a language or phonological disorder in the child’s first language, the second language or both, test both languages.
Gather a good case history to get goals for the family
Careful selection of standardized tests that give credit to dialect-sensitive items, an extensive conversational speech sampling, reading sample, a detailed interview of parents or caregivers, comparing the child’s speech to the caregivers, and a good understanding of the culture and communication pattern of the child and family help make an appropriate diagnosis.
Treatment goal should be improved phonological properties of the specific dialect of the child.
Phonemes whose pattern of usage is the same in mainstream American English (MAE) and the other dialect; those are the best first targets in therapy.
Second target should be phonemes the child does not use or misuses within the patterns of his primary dialect or language.
Specific phonological patterns targeted should be consistent with his dialect/language
Acquiring the sound patterns of MAE might be a pragmatic decision the client or the parents make.

Answer 363

A

Based on several studies of bilingual children found that bilingual children maintain two different phonological systems for language and learn each one separately.
Phonetic development was similar to those of monolingual children
Exhibit phonological patterns that were not typical for monolingual speakers (i.e., atypical aspiration)
Overall lower intelligibility rating
Made more consonant and vowel errors
Distorted more sounds than monolingual speakers
These differences faded over time
Show cross-linguistic effects.
Less accurate on some aspects of the phonological system in comparison to their monolingual peers

Answer 364

A

Learning both languages at the same time.

Answer 365

A

grow up learning one language, and later learn another. Those who have Successive Bilingualism will rarely be equally competent in both languages.

Answer 366

A

when a speaker using a second language shows phonological approximations of his or her first language

Answer 367

A

fails to distinguish two phonemes in the second language because they are not distinguished in the first language. Ex: in Spanish the /d/ and the voiced /th/ are allophonic variations, so when speaking English they will have under-differentiation of those phonemes.

Answer 368

A

Making and unnecessary distinction between allophonic variations. Ex: English speaker, when trying to speak Spanish will over differentiate /d/ and voiced /th/ when.

Answer 369

A

Omission of phonemes: Don’t have phonemes in their language, will omit when speaking English.
It should be noted that interference does not explain all variations found in 2nd language production
Critical age of acquisition of phonology is from 18 months to onset of puberty (12-15 years), but others say it may be as low as 6.

Answer 370

A

Cluster Reduction
FCD
Weak Syllable Deletion
Post-Vocalic Devoicing
Stopping of Fricatives
Fronting of velars and palatals
Liquid gliding
Assimilation processes

Answer 371

A

differentiate true speech sound errors from developmental errors from atypical/disordered patterns from cross-linguistic effect.

assess in both languages

May rely heavily on family, siblings, and others in the speech community if you are unfamiliar with the dialect or language. A parent’s speech may be considered a standard against which a child’s speech and language skills may be evaluated.

Answer 372

A

Understand the characteristics of the child’s first language (phonological, morphologic, syntactic, & pragmatic features) & how they contrast with English
Appreciate the communication style of the child & his or her family
Assess the family resources to obtain & continue treatment services for the child
Procure help from government or other agencies that support clinical services for the child
Appraise the family members’ dispositions toward and beliefs regarding speech disorders, their causes, and chances of improvement and what they feel is most important (Treatment plan)
Obtain available information on the phonological development in the child’s first language
Study the patterns of interference from the child’s first language or the varied English dialect
Prefer standardized tests that have been normed on children from the ethnic group you are assessing
Avoid tests that are known to be culture-biased or are suspected to be biased against the child’s ethno cultural background
Let the conversational speech samples from the child and family be the primary data for analysis of phonological skills
Analyze phonological deviations or disorders in light of the first language or first dialect of the child
Determine the presence or absence of a disorder in both the languages or dialects
Make sure that multiple family members understand treatment recommendations & that they agree with the planned treatment
Select treatment targets in both the languages
Treat the disorder in the primary language as well as in the 2nd language or dialect
Assume tentatively that the basic treatment principles may hold good across languages
Expect to modify treatment procedures to suit the child
Carefully collect treatment data to sustain or modify the assumptions made in assessing & treating children
Target the MAE dialect only if the family, the child, or both prefer
Note that according to ASHA, no dialectal variation of a language is a deviation or a disorder
Develop resources on the language and culture of minority children in the service area
Refer the child to a bilingual SLP who speaks the child’s language
Be the child’s advocate

Answer 373

A

Obtain the services of a competent interpreter who speaks the child’s native language in completing assessment & treatment planning
Train the interpreter in conversational speech sampling, helping with clinical interviews, & test administration

Answer 374

A

1st: Treat sounds or targets that occur with equal frequency in both languages.
2nd: Still occur in both languages, but with different frequency.
3rd: Those errors that just occur in one or the other language.

Answer 375

A

Accent Mod Client
Know their language in comparison to MAE to know the targets
Targeting the suprasegmentals, rate, stress patterns, intonation
Frequently occurring sounds first to increase intelligibility
Know rules of primary dialect or language
Talk to them about their personal opinion and how they feel about their speech and what they are missing

Answer 376

A

99% of frontal lisps are related to jaw lowering
1st problem: the jaw is unstable: it is too low
2nd problem: the tongue is unstable: it is not anchored in the back

Answer 377

A

Hold the straw on the outside of the teeth as the client produces each individual sibilant.
Move the straw from left to right across the teeth to determine where air is escaping.
Airflow will amplify at the point where it is escaping.

Answer 378

A

Practice diminutives: doggie, kitty, mommy, daddy, baby, birdie, horsie, piggy, mousie
Rub sides of tongue against inside of upper molars
Use tactile awareness
Bite down on wads of gum, fingertips, dental picks, toothettes while saying Long E
Smile really big, emphasize the e

Answer 379

A

• Make a wide smile and say E.
• Pant through this position.
• Round the lips while continuing to pant.
• Fine tune the sound (anchor the jaw)
Next: focus on motor movement not words
Important key to success: the client has to be able to hold firm to each position while he adds the next change in position.
1. E—pant while holding E—round the lips while holding E and panting—O= SHOW
2. E—pant while holding E—round the lips while holding E and panting—E=SHE
3. E—pant while holding E—round the lips while holding E and panting—I=SHY
4. E—pant while holding E—round the lips while holding E and panting—Ah=SHOP
Take these into sentences: “I E-Pant-Round-op at the mall.” Straight to sentences from the word level for success.

In case of lateral /s/ have them retract lips sharply. (narrow and lifted, VS) straw for feedback.

Use Sh to teach Zh—turn on voice box

Answer 380

A

Shhh—prolong Sh and lift the tip to stop the air.
Shhh—lift tip—Shhh
Shhh—lift tip—Shhh-lift tip—Shhh
Go faster and faster. Keep air going.
* Key- don’t release /t/. just ‘shut the door’

Answer 381

A

turn on voice box

Answer 382

A

• Use Long T Method: don’t try to fix /s/, just make a long T.
• Use facilitative phonetic contexts in which [ts] is present.
• Request them to make the Long T for initial S
• To get rid of T in [ts]:
o Produce Long T
o Then pant in and out through the low tip position.
o Now you have gross S
o Use straws to narrow it

Answer 383

A

but-buts-bus
mitt-mitts-miss
hit-hits-hiss
pete—pete’s—peace
light-lights-lice
mate-mates-mace

Answer 384

A

adding voice or going from D to Z

Answer 385

A

• If they have one correct R then use it to teach other R-words. If they have initial R use it to teach final R. If they have final R then use it to teach initial R. If they have one R-cluster, use it to teach more words.

• If the child correctly produces R in one word, abstract the syllable out of the word and use the syllable in other words.
o Example:
• If the client can say Rebecca, have her say Rebec.
• If client can say Rebec, have her say Re (Ruh)
• If client can say Ruh, have her say other words with it. (run)
• Practice words with a pause Ruh-n, Ruh-b, Ruh-m

Control phonetic environment so well that you can advance from syllable to word to phrase to sentence and even to paragraphs.

Answer 386

A

• Step 1: Take the R off of the “bad” word
o car become “cah”
• Step 2: Sequence the words with a pause
o Cah—rat
• Step 3: Blend the words together without pause
o cahrat
• Step 4: Take off the final T
o cahra
• Step 5: Change the vowel to the schwa
o Cahruh
• Step 6: Omit the schwa
o cahr—car
Slow down to exaggerate the transition between Ruh and the vowel. Help him hear each sound. Teach him to take out the sound that doesn’t belong by limiting his jaw movements.

Assume they cannot generalize and stay there for awhile with schwa at end.

Answer 387

A

• Take a word they can say –“rain”
• Produce a schwa before it—“uh-rain”
• Now add other consonants before the schwa- buh-rain, puh-rain, tuh-rain
• Now produce words but keep the schwa- “buh-rain” (brain), kuh-rain (crane), guh-rain (grain)
• Perfect the cluster
• Prolong R and add a consonant to the prolongation (remember this is for clients who already have an R)
• Start with Br because it is the easiest
o Rrrrrrrbrrrrrrrbrrrrrrrrb
o Make it a word rrrrrrburrrrrburrrrrr
o More complexity: brown, bride, broom
• Then practice Pr, Mr, and Wr the same way
• Then practice Gr, Kr, and Skr the same way
• The practice Dr, Tr, and Str the same way

Answer 388

A

• Teach Tip R (retroflex R): easier to teach but not natural
• Teach Back R (bunched R): more natural in conversation, but harder to teach
o The butterfly: tongue widens, the back lateral margins elevate, and the whole tongue retracts
o Separate—lift—pull back
o Butterfly –voice—retract

Answer 389

A

Teaching movement patterns not phonemes!!!
Sequencing—sound blending—co-articulation
Get familiar with materials room and things we like that we can buy later
iPad apps are really helpful
Keep different themes each week
Artic: main goal is drill and repetition

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