Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Speech Sound Midterm > final review > Flashcards

final review Flashcards

1
Q

do babies exposed to more than one language exhibit slower speech/language development?

A

no they do not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Identify and describe at least 4 commonly documented normal speech characteristics of AAE

A
  1. replacing “th” sound with /f/
  2. rug vs “ru” dropping the final consonant
  3. pronunciation differences (oi-el vs ol for oil)
  4. different stress intonation (ju-ly vs jaly for July)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what are commonly used deficit terms that need to be corrected in relation to AAE?

A

final consonant deletion
substitution
stopping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

summarize recommended report statements regarding dialects/English varieties

A

student demonstrates speech and lang patterns that are consistent with AAE/another dialect and was not penalized for their use of these features

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the WHO of articulation approach (chapter 17)?

A

school age children with articulation errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is the WHAT of articulation approach (chapter 17)?

A

a therapy method aimed at improving the accurate production of speech sounds through targeted exercises, modeling, and practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is the WHY of articulation approach (chapter 17)?

A

randomized control; articulation therapy studied for longer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is the HOW of articulation approach (chapter 17)?

A

therapists identify incorrect sound productions, provide visual/auditory models, and engage clients in repetitive drills and activities to practice and reinforce correct articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what processes do we want gone by 3 years old?

A

-initial consonant deletion
-final consonant deletion (mostly gone)
-pre-voicing (largely gone)
-reduplication (largely gone)
-assimulation

(IF PRA: if preschoolers read aloud)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what processes persist after 3?

A

-stopping
-gliding
-cluster reduction
-appenthesis (slight insert of shwa)

(GACS: God and Christ Save)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the rationale for obtaining input and output data for multilingual learners, and how do you obtain this information?

A

-just bc a child speaks mostly English does not mean they are hearing/receiving input in only English

-obtain data: talking to parents/CG’s as well as teachers about weekdays + what times they speak which language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

name and describe two normal dual language patterns discussed in class

A
  1. bilingual English dominant (BED)
    * 60-80% English input-output
  2. bilingual other dominant (BOD)
    *60-80% other language input-output
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

language confusion in multilingual learners- is this notion fact or myth? explain.

A

myth; all language learners learn through good input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

is testing multilingual learners in each language and comparison their scores to monolingual norms in each language in line with EBP?

A

no; they are not in the monolingual norms. they are not the same as a monolingual English speaker or a monolingual in another language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

is a speech delay caused by a bilingual language environment?

A

No!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what are sample recommended report statements for bilingual clients?

A

converging evidence from multiple sources including the student’s parents/CG’s, teachers, and several assessment measures supports that the child….

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is one recommendation for choosing treatment targets for a ML?

A

choose a treatment that targets goals that address the disorder and that might transfer (considered shared phonemes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is the WHO of multiple oppositions (chapter 4)?

A

severe phonological impairments in children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is the WHAT of multiple oppositions (chapter 4)?

A

two things you want to focus on; maximal classification and maximal distinction

targets multiple phonemes that a child is substituting for one sound, using minimal pairs to highlight the contrasts between sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is the WHY of multiple oppositions (chapter 4)?

A

based on two theoretical constructs

improves speech intelligibility by addressing multiple speech sound errors simultaneously thus facilitating quicker generalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is the HOW of multiple oppositions (chapter 4)?

A

target full phoneme collapse
1. more structured
2. more play

22
Q

what is the WHO of the minimal pairs approach?

A

children with mild (maybe moderate) phonological disorders

23
Q

what is the WHAT of the minimal pairs approach?

A

minimal pairs

24
Q

what is the WHY of the minimal pairs approach?

A

-gestural phonology + simplification
-aims to change the whole system

25
Q

what is the HOW of the minimal pairs approach?

A

-listen and pick up
-child tells clinician what to pick up
*semantic confusion
-word level -> phrases -> sentences -> convo’s

26
Q

in the multiple oppositions approach, the clinician leverages the function of phonology to signal semantic differences to avoid what?

A

selection of targets from across a rule set that are maximally distinct from error substitution

27
Q

describe cyclical goal strategy

A

common
-targeting an objective for a certain amount of time + then move on

28
Q

how can you write a short term goal if you are using a multiple opposition approach?

A

to increase systemwide change to the student’s phonological system and eliminate the phoneme collapse to /d/, student will correctly produce maximally different contrasts /g/, /f/, /ch/, /st/ in the initial position of CV and or CVC words w/ 80% accuracy w/ moderate visual + verbal cues

29
Q

what is the WHO of the complexity approach?

A

children with moderate-severe phonological functioning disorders who are 3-6 years old

30
Q

what is the WHAT of the complexity approach?

A

targeting more complex or later acquired speech sounds

31
Q

what is the WHY of the complexity approach?

A

to help the non-complex sounds become easier and promotes generalization

32
Q

what is the WHO of integrated phonological awareness intervention?

A

children with SSD’s who also have low phonological awareness knowledge and or are struggling with early literacy acquisition

33
Q

what is the WHAT of integrated phonological awareness intervention?

A

-improve speech sound production and literacy skills –focusing on speech sound production
-phonological awareness
-letter knowledge

34
Q

what is the WHY of integrated phonological awareness intervention?

A

-children w/ SSD are at heightened risk of literacy impairment
-children exhibiting persistent SSD also presented w/ high rates of PA, reading, and spelling deficits

35
Q

what is the HOW of integrated phonological awareness intervention?

A

one speech error pattern would be the focus of block therapy (3-6 weeks) and the speech production target will rotate

36
Q

what is the WHO of cycles approach?

A

children with moderate to severe receptive and phonological disorders

37
Q

what is the WHAT of cycles approach?

A

cycles that last 10-15 weeks, 60 min each sound each week

38
Q

what is the WHY of cycles approach?

A

foundation of speech production:
-change over time
-interconnectionist

39
Q

what is the HOW of cycles approach?

A

-starts w/ auditory bombardment
-then structure + play practice
-PA activities
-probing the child
-60 min then move on

40
Q

according to the complexity approach, describe the considerations for choosing phonemic targets

A

-pair words or nonwords
-pairing two new maximally distinct phonemes most efficacious

41
Q

— approach is better proven by research in comparison to —- approach

A

complexity; cycles

42
Q

what are the three why’s of the complexity approach?

A

learnability, complexity, and linguistics

43
Q

which key components of cycles approach ate NOT fully supported by empirical evidence?

A
  1. teaching stimulable sounds only
  2. auditory bombardment
44
Q

which recommended target in the cycles approach is actually a complex target?

A

/s/ clusters before singleton /s/

45
Q

what are the components of a cycles therapy session?

A

-review
-auditory bombardment
-elicitation activities
-metaphonological activities
-probe
-auditory bombardment (again)
-home practice

46
Q

which component of a cycles therapy session is specifically intended to support children’s literacy?

A

metaphonological awareness

47
Q

CASE STUDY:
Jack is a four year old boy that has been referred to you for speech services. His teacher says that she has concerns about his intelligibility. His parents say he’s been using sentences for over year but is constantly being misunderstood. Jack has been diagnosed with a moderate-severe phonological disorder with 40-50% intelligibility. He experiences consonant deletion, cluster reduction, gliding, and stopping. Which approach would be best for Jack? Cycles or Complexity?

A

cycles
- typically targets his processes
-for young children with severe phono disorders
-Jack has multiple processes that affect his intelligibility

not complexity because it works better for older children who’s errors are less severe. Jack has a general array of processes, so it would be best to choose cycles

48
Q

what are some examples of objectives we could target for Jack?

A
  1. Jack will produce final consonants at the word level with 80% accuracy in structured play activities given a verbal and visual cue
  2. Jack will correctly produce initial consonant clusters (i.e. sp- in spoon) in words with 70% accuracy during drill play activities given a verbal and visual cue
  3. Jack will produce fricative sounds accurately in words instead of stopping them with 80% accuracy in a play-based context given a verbal and visual cue
49
Q

what’s a lesson plan we could create for Jack?

A
  1. auditory bombardment
    -create a list of words with a target
  2. production practice
    -picture cards to elicit words
  3. play-based production (board game)
    -each time Jack takes a turn he has to name a toy or picture with an initial cluster
  4. Drill Play (play dough sculpting)
    - Jack creates items and ask him to name each item
  5. Phonological awareness
    -rhyming or sound sorting; sorting pictures into categories with target sound
50
Q

how are multiple opposition and minimal pairs approach different?

A

MP: focuses on one phoneme substitution
MO: addresss several phoneme substitutions simultaneously

MO is better for children with broader phonological errors

Speech Sound Midterm (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions