mid term- part 2 Flashcards
How does focused auditory input/stimulation (FAI) differ from regular auditory bombardment?
FAI is for non-talking toddlers. Focuses on one pattern/phoneme per week, room is filled with objects with patterned words (mop, cup, soap for final /p/), involve child in parallel play and narrate but do not ask child to produce words, give caregivers a listening list but tell them not to ask for child productions.
What is the difference between “syllableness” and “multisyllabicity”?
Syllableness is a primary target and means understanding words can have more than one syllable (can be demonstrated by clapping). Multisyllabicity is an advanced target that involves intelligibility of words longer than 2 syllables (assimilations and consonant clusters are challenges).
What are seven underlying concepts that have influenced the Cycles Approach?
1) Phonological acquisition is gradual
2) Role of listening and amplification
3) Association of kinesthetic and auditory sensations
4) Phonetic environment of words
5) Generalization occurs spontaneously
6) The “problem of the match” – similar to Vygotsky’s Zone of Proximal Development – clinician should start at level of stimulability and increase complexity gradually
7) Active involvement/participation/engagement between client and clinician
8) Enhance metaphonological skills to increase preliteracy ability
Why don’t we do daily “counting and charting” of errors? What do we use for accountability data?
Clinician should not allow child incorrect productions because that reinforces the wrong motokinesthetic image. For accountability data, we use retests of the HAPP screener and the HAPP-3.
Why do we incorporate Amplification?
Some children do not competently discriminate their own errors and may not hear/auditorily process clinician productions of some phonemes.
to help children become aware of the acoustic characteristics of sounds they are not yet producing.
How do we select production-practice words? What types of words should be avoided during beginning cycles?
Production-practice words should include facilitative environments (e.g. front vowels with alveolar consonants, back vowels with back consonants). They should not include phonemes that client uses as substitutes (e.g. rounded vowels when /r/ is glided, /t/ when velars are fronted.)
Why don’t we stay on a phoneme or pattern until 85-90% mastered?
Generalization occurs (see underlying concepts) According to underlying concepts #1, phonological acquisition is a gradual process.
What evidence is available for the Cycles Approach?
26 children were assigned to an immediate or delayed intervention group. Results revealed significantly different phonological scores on 3 measures, with the immediate intervention group obtaining higher scores.
Other studies provide feasibility
Which of the 8 underlying concepts for Phonological Cycles are the reasons for the following?
- Cycling of patterns: Gradual Acquisition
- Amplified auditory stimulation/listening activities: Van Riper’s Role of Listening
- Production practice with carefully selected target words : Phonetic Environment
- Phonological assessment/analysis: “Problem of the Match” Vygotsky’s Zone of Proximal Development
- Why we do production practice, but don’t “count and chart” errors? :Active Involvement/Engagement
- What is the major reason we don’t continue to target each phoneme until it is “mastered”? – Generalization
Children who have extensive substitutions and some omissions are in which severity interval?
Severe or Moderate-Severe
Consonants articulated in the back part of the oral/pharyngeal mechanism (i.e. velars & glottal combined) are referred to as?
back consonants.
The sequential position in a syllable of a consonant that:
a) Follows a vowel postvocalic
b) Precedes a vowel prevocalic
Producing the same phonetic form (“sounds alike”) for two or more adult words that normally are not produced the same (i.e. “bu” or both ball and bottle) is called
homonymy.
What is a major problem/limitation with using “Articulation” (i.e. phoneme-oriented tests)?
Omissions are not scored differently from substitutions.
What are the general steps for eliciting sounds [from Appendix B]?
1) Clinician models sound in a monosyllabic word, asks child to repeat.
2) Clinician models sound is isolation, asks child to repeat.
3) Clinician adds tactile and visual cues, asks child to repeat.
4) Clinician adds slight auditory amplification, asks child to repeat.
