General phono Flashcards
articulation disorder
speech disorders due to organic neurological or structural factors that impact the movement of the speech production system
phonological disorder
presence of identifiable patterns of speech production errors, multiple errors, inconsistent and/or unusual errors
most concerning type of error
omissions
*porter & hodson
guidelines for intelligibility
Vihman
Hierarchy in treatment of target sounds
***Van Riper
- ear training - identification, isolation, aud bombarment, discrimination tasks
- produtcion training/sound establishment – imitation, phonetic placement, contextual cues
- Production training - isolation, nonsense syllables, words, phrases
- Transfer and carryover - multiple linguistic settings, outside of clinic
- maintance
Minimal pairs
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
maximally different pairs
**Gierut
maximally different pairs facilitate greatest overall challenge
Which sounds should you target first?
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
cycles approach
**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
correlation between poor intelligibility and literacy
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
severe phonological disorders and lang
**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
why use a language-based approach for phono??
**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
touch cues
velleman
syllable development
-first syllables are typically open syllables
Factors that affect:
- # of syllables in the word
- open vs. closed syllables
- stressed vs. unstressed syllables
PCC
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%
two types of stress patterns
Trochiac (strong/weak)
Iambic (weak/strong)
distinctive features paradigm
one method for classifying vowels and consonants (Binary system)
***Parker & Riley — propose that a phoneme is a collection of independent features
natural phonology theory
**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
linear phonology
**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
nonlinear phonology
**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
development of prelinguistic, non reflexive vocalizations
- age of canonicl or reduplicated babbling
- age of variegated/nonreduplicated
**Oller
- age of reduplication babbling = 6-8mo
- varigated = 8 - 12mo
younger children with severe SSD are more likely to demonstrate ___________
language problems than children with mild-moderate language delayed
***Bernthal et al
young children with SSDs may be at risk for problems with ___________
reading and spelling in the elementary school years
***Chang & evans
CAS frequently show ____ behaviors and poor _______ due to _________
frequently show groping behaviors
have poor intelligibility
***Hall
_______ are the hallmark of CAS
inconsistent errors (CAS)
Children with CAS are at risk for _______ & why
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
CAS treatment should be _______
intensive (Lewis et al.)
CAS treatment needs to be _____ including extensive drills stressing______
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
SSD assessment typically includes
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
some children make more errors at:
the single word level or conversational
at the conversational level..when the sounds are produced in a coarticulated context than they do at the single-word level
**Klein & Liu-Shea
when commenting on standardized arctic and phono testing:
- 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
phonological process disappearing by age 3
**Stole-Gammon & Dunn
reduplication weak/unstressed syllable deletion consonant assimilation prevocalic voicing fronting of velars final-consonant deletion diminutization
phonological processes persisting after age 3
***Stole-Gammon & Dunn
final-consonant devoicing consonant cluster reduction stopping epenthesis gliding depalatization vocalization
most clinicians use a _____ approach which includes
multimodal approach involving auditory, visual, and kinesthetic cues
main goal of therapy______
meaning clinicians should use_____
***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
if concomitant language disorder then treatment must:
incorporate language activities into therapy
**Flahive & Hodson
with children it is critical to…..
involve the parents in therapy to help in generalization and maintenance stages
different motor based approaches to treatment
Van Riper’s traditional approach
McDonald’s sensory-motor approach
Van Riper’s Traditional approach (treatment)
includes:
- auditory discrimination/perceptual training
- phonetic placement (with verbal instruction, modeling, physical guidance and visual feedback)
- 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)
early intervention with SSD
**Mire & Montgomery
EI is very effective and takes less time and is much more efficient in remediating errors than intervention when children are older
McDonald’s Sensory-Motor Approach –treatment
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:
- heighten client’s responsiveness to connected motor productions
- train production of misarticulated sounds (watch-sun)
- vary the phonetic contexts (watch-sit, watch-saw)
- generalize by facilitating transfer to other phonetic contexts and natural communication
Linguistic approaches
- distinctive feature approach
- Contrast Approach
- Metaphon Therapy approach
distinctive features approach
**BLACHE
could do minimal pair activities
–to establish missing distinctive features or feature contrasts by teaching relevant sounds
contrast approach
minimal pairs approach
OR maximal contrast approach
cycles approach
***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
