General phono

Question 1

articulation disorder

Answer 1

speech disorders due to organic neurological or structural factors that impact the movement of the speech production system

Question 2

phonological disorder

Answer 2

presence of identifiable patterns of speech production errors, multiple errors, inconsistent and/or unusual errors

Question 3

most concerning type of error

Answer 3

omissions

*porter & hodson

Question 4

guidelines for intelligibility

Answer 4

Vihman

Question 5

Hierarchy in treatment of target sounds

Answer 5

***Van Riper

1. ear training - identification, isolation, aud bombarment, discrimination tasks
2. produtcion training/sound establishment – imitation, phonetic placement, contextual cues
3. Production training - isolation, nonsense syllables, words, phrases
4. Transfer and carryover - multiple linguistic settings, outside of clinic
5. maintance

Question 6

Minimal pairs

Answer 6

sound that only vary by one DF
***Weiner

• can use with a client who uses final consonant deletion
• most commonly used with children who substitute or delete sounds

Question 7

maximally different pairs

Answer 7

**Gierut

maximally different pairs facilitate greatest overall challenge

Question 8

Which sounds should you target first?

Answer 8

Pena-Brooks & Hedge –

suggest targeting the sounds first that most impact intelligibility, what the child is stimulable for, are easier to teach visually, and the ones that will produce extensive generalization

Question 9

cycles approach

Answer 9

**Hodson & Paden

• designed for children with multiple sound error
• targets phonological patterns for instruction, uses sounds to teach appropriate phonological patterns, and moves through these targets in a sequential manner that is not based on a criterion level of performance before moving onto another sound or pattern
• always review previous cycle
• listening activity
• aud bombarment
• production practice
• stimulability probing

Question 10

correlation between poor intelligibility and literacy

Answer 10

HODSON*

also incorporates PA activities such as rhyming, syllable and phoneme segmentation, blending, and manipulation into treatment because children who are unintelligible tend to have relatively poor rhyming and segmentation skills, which are important in the acquisition of literacy

Question 11

severe phonological disorders and lang

Answer 11

**Hauffman et al.

children with set phonologic disorders frequently have difficulties with other areas of language

–impairments in phonology that co-exist with other language impairments suggest that many children have a generalized difficulty in the language learning process

Question 12

why use a language-based approach for phono??

Answer 12

**Bernthal & Bankson

-language based interventions focuses on narratives, semantics, and syntax on the assumption that such emphasis will facilitate phonological development/remediation

—only for mild phonological disorders…mod/sev may need to be treated specifically

Question 13

touch cues

Answer 13

velleman

Question 14

syllable development

Answer 14

-first syllables are typically open syllables

Factors that affect:

• # of syllables in the word
• open vs. closed syllables
• stressed vs. unstressed syllables

Question 15

PCC

Answer 15

of consonants produced correctly divided by the total # of syllables

**Dodd et al.

2;0 - 69-70%
3;0 - 82-86%
4;0 - 90%
5;6 - 96%

Question 16

two types of stress patterns

Answer 16

Trochiac (strong/weak)

Iambic (weak/strong)

Question 17

distinctive features paradigm

Answer 17

one method for classifying vowels and consonants (Binary system)

***Parker & Riley — propose that a phoneme is a collection of independent features

Question 18

natural phonology theory

Answer 18

**Stampe

–natural phonological processes are innate processes that simplify the target word

• children learn to suppress process that do not occur in their languages
• children store speech sounds directly, — the output constraints, or constraints on production are what lead to simplification of the adult model

Question 19

linear phonology

Answer 19

**Kent

characterized by rules that operate in a domain of linear string of segments

–assume that phonological properties are linear strings of segments, and that sound segments are composed of a bundle of independent characteristics or features

Question 20

nonlinear phonology

Answer 20

**pena-brooks & hedge

• assume that there is some sort of hierarchy that helps to organize both segmental and suprasegmental phonological units or properties
• explore the relationships among units of different sizes – for example, the fact that syllable structure could affect the segmental level of a child’s production

—–brought attention to multisyllabic words & therapy organization

Question 21

development of prelinguistic, non reflexive vocalizations

• age of canonicl or reduplicated babbling
• age of variegated/nonreduplicated

Answer 21

**Oller

• age of reduplication babbling = 6-8mo
• varigated = 8 - 12mo

Question 22

younger children with severe SSD are more likely to demonstrate ___________

Answer 22

language problems than children with mild-moderate language delayed

***Bernthal et al

Question 23

young children with SSDs may be at risk for problems with ___________

Answer 23

reading and spelling in the elementary school years

***Chang & evans

Question 24

CAS frequently show ____ behaviors and poor _______ due to _________

Answer 24

frequently show groping behaviors

have poor intelligibility

***Hall

Question 25

_______ are the hallmark of CAS

Answer 25

inconsistent errors (CAS)

Question 26

Children with CAS are at risk for _______ & why

Answer 26

language, reading, and spelling problems because they may have deficits in phonological representations; for example, they often have difficulty with rhyming and with identifying syllables --- **Bernthal et al

Question 27

CAS treatment should be _______

Answer 27

intensive (Lewis et al.)

Question 28

CAS treatment needs to be _____ including extensive drills stressing______

Answer 28

Lewis et al. -stressing sequences of movement involved in speech production, imitation, decreased rate of speech, normal prosody, and increased accuracy in the production of individual consonants, vowels, and consonant clusters

Question 29

SSD assessment typically includes

Answer 29

conversational and evoked speech samples, stimulability testing, and standardized testing - -single word testing - -conversational speech - -assessing presence of phonological processes - -performance based on developmental norms - -evaluating stimulability - -identifying potential treatment targets ***Pena-Brooks & Hedge

Question 30

some children make more errors at: the single word level or conversational

Answer 30

at the conversational level..when the sounds are produced in a coarticulated context than they do at the single-word level **Klein & Liu-Shea

Question 31

when commenting on standardized arctic and phono testing:

Answer 31

- list the errors and classify them according to an acceptable format - how consistently the errors are produced (%) - phonetic contexts in which misarticulated sounds occur - % correct on stimulability testing - % of child's intelligibility - phonological analysis -always make prognosis statement

Question 32

phonological process disappearing by age 3

Answer 32

**Stole-Gammon & Dunn ``` reduplication weak/unstressed syllable deletion consonant assimilation prevocalic voicing fronting of velars final-consonant deletion diminutization ```

Question 33

phonological processes persisting after age 3

Answer 33

***Stole-Gammon & Dunn ``` final-consonant devoicing consonant cluster reduction stopping epenthesis gliding depalatization vocalization ```

Question 34

most clinicians use a _____ approach which includes

Answer 34

multimodal approach involving auditory, visual, and kinesthetic cues

Question 35

main goal of therapy______ meaning clinicians should use_____

Answer 35

***Bernthal et al effective communication, so clinicians should use language and meaning-based activities in therapy for SSDs ...it is important to make activity meaningful to the child's communication in his or her daily environment

Question 36

if concomitant language disorder then treatment must:

Answer 36

incorporate language activities into therapy **Flahive & Hodson

Question 37

with children it is critical to.....

Answer 37

involve the parents in therapy to help in generalization and maintenance stages

Question 38

different motor based approaches to treatment

Answer 38

Van Riper's traditional approach McDonald's sensory-motor approach

Question 39

Van Riper's Traditional approach (treatment)

Answer 39

includes: 1. auditory discrimination/perceptual training 2. phonetic placement (with verbal instruction, modeling, physical guidance and visual feedback) 3. drill-like repetition and practice --the drills occur at increasingly complex motor levels that are hierarchical in nature (isolation -- syllables---words---phrases---sentences---reading---conversation)

Question 40

early intervention with SSD

Answer 40

**Mire & Montgomery EI is very effective and takes less time and is much more efficient in remediating errors than intervention when children are older

Question 41

McDonald's Sensory-Motor Approach --treatment

Answer 41

based on the assumption that the syllable, not the isolated phoneme, is the basic unity of speech production --principles of coarticulation are important here -this approach says that phonetic environment is very important in treatment; thus, throning should begin at the syllable level Steps: 1. heighten client's responsiveness to connected motor productions 2. train production of misarticulated sounds (watch-sun) 3. vary the phonetic contexts (watch-sit, watch-saw) 4. generalize by facilitating transfer to other phonetic contexts and natural communication

Question 42

Linguistic approaches

Answer 42

1. distinctive feature approach 2. Contrast Approach 3. Metaphon Therapy approach

Question 43

distinctive features approach

Answer 43

****BLACHE could do minimal pair activities --to establish missing distinctive features or feature contrasts by teaching relevant sounds

Question 44

contrast approach

Answer 44

minimal pairs approach OR maximal contrast approach

Question 45

cycles approach

Answer 45

***Hodson & Panden -a type of phonological process approach The clinician introduces correct patterns, gives the child limited practice with them, and returns to them at a later date - review of last week - auditory bombardment - activities with new target words - play break