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Comps > General phono > Flashcards

General phono Flashcards

1
Q

articulation disorder

A

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

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2
Q

phonological disorder

A

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

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3
Q

most concerning type of error

A

omissions

*porter & hodson

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4
Q

guidelines for intelligibility

A

Vihman

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5
Q

Hierarchy in treatment of target sounds

A

***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
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6
Q

Minimal pairs

A

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
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7
Q

maximally different pairs

A

**Gierut

maximally different pairs facilitate greatest overall challenge

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8
Q

Which sounds should you target first?

A

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

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9
Q

cycles approach

A

**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
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10
Q

correlation between poor intelligibility and literacy

A

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

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11
Q

severe phonological disorders and lang

A

**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

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12
Q

why use a language-based approach for phono??

A

**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

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13
Q

touch cues

A

velleman

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14
Q

syllable development

A

-first syllables are typically open syllables

Factors that affect:

  • # of syllables in the word
  • open vs. closed syllables
  • stressed vs. unstressed syllables
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15
Q

PCC

A

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%

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16
Q

two types of stress patterns

A

Trochiac (strong/weak)

Iambic (weak/strong)

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17
Q

distinctive features paradigm

A

one method for classifying vowels and consonants (Binary system)

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

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18
Q

natural phonology theory

A

**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
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19
Q

linear phonology

A

**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

20
Q

nonlinear phonology

A

**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

21
Q

development of prelinguistic, non reflexive vocalizations

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

**Oller

  • age of reduplication babbling = 6-8mo
  • varigated = 8 - 12mo
22
Q

younger children with severe SSD are more likely to demonstrate ___________

A

language problems than children with mild-moderate language delayed

***Bernthal et al

23
Q

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

A

reading and spelling in the elementary school years

***Chang & evans

24
Q

CAS frequently show ____ behaviors and poor _______ due to _________

A

frequently show groping behaviors

have poor intelligibility

***Hall

25
Q

_______ are the hallmark of CAS

A

inconsistent errors (CAS)

26
Q

Children with CAS are at risk for _______ & why

A

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

27
Q

CAS treatment should be _______

A

intensive (Lewis et al.)

28
Q

CAS treatment needs to be _____ including extensive drills stressing______

A

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

29
Q

SSD assessment typically includes

A

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

30
Q

some children make more errors at:

the single word level or conversational

A

at the conversational level..when the sounds are produced in a coarticulated context than they do at the single-word level

**Klein & Liu-Shea

31
Q

when commenting on standardized arctic and phono testing:

A
  • 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

32
Q

phonological process disappearing by age 3

A

**Stole-Gammon & Dunn

reduplication
weak/unstressed syllable deletion
consonant assimilation
prevocalic voicing
fronting of velars
final-consonant deletion
diminutization
33
Q

phonological processes persisting after age 3

A

***Stole-Gammon & Dunn

final-consonant devoicing
consonant cluster reduction
stopping
epenthesis
gliding
depalatization
vocalization
34
Q

most clinicians use a _____ approach which includes

A

multimodal approach involving auditory, visual, and kinesthetic cues

35
Q

main goal of therapy______

meaning clinicians should use_____

A

***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

36
Q

if concomitant language disorder then treatment must:

A

incorporate language activities into therapy

**Flahive & Hodson

37
Q

with children it is critical to…..

A

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

38
Q

different motor based approaches to treatment

A

Van Riper’s traditional approach

McDonald’s sensory-motor approach

39
Q

Van Riper’s Traditional approach (treatment)

A

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)

40
Q

early intervention with SSD

A

**Mire & Montgomery

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

41
Q

McDonald’s Sensory-Motor Approach –treatment

A

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
42
Q

Linguistic approaches

A
  1. distinctive feature approach
  2. Contrast Approach
  3. Metaphon Therapy approach
43
Q

distinctive features approach

A

**BLACHE

could do minimal pair activities

–to establish missing distinctive features or feature contrasts by teaching relevant sounds

44
Q

contrast approach

A

minimal pairs approach

OR maximal contrast approach

45
Q

cycles approach

A

***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

Comps (8 decks)

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