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SLP Rx > Paed Speech Ax > Flashcards

Paed Speech Ax Flashcards

1
Q

Early sounds

A

p, h, n, y, b, m, d, w

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2
Q

Middle sounds

A

f, k, ng, v, g, j, t, ch

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3
Q

What is assimilation?

A

sound changing to be like another sound e.g. bus to bub

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4
Q

What is prevocalic voicing?

A

syllable initial phoneme voiceless to voiced pea -> bee

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5
Q

What is postvocalic voicing?

A

syllable final phoneme voiced to voiceless e.g. bib to bip

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6
Q

What is stopping?

A

Fricatives/affricates to stops e.g. fish -> tish, soap -> dope, very -> berry, them -> dem

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7
Q

What is deaffrication?

A

affricate (ch, zh) or -> fricative (e.g. sh) or stop (e.g. d)

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8
Q

What is Weak syllable deletion

A

potato -> tato

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9
Q

Cluster reduction

A

star -> tar

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10
Q

Backing

A

alveolar /d/, /t/ -> velar /k/, /g/ e.g. dog -> gog

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11
Q

Gliding

A

r or l -> w

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12
Q

5 SSDs

A

phonological impairment, articulation impairment, inconsistent speech disorder, CAS and dysarthria

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13
Q

2 phonological SSDs

A

phonological impairment, inconsistent speech disorder

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14
Q

3 motor speech SSDs

A

CAS, dysarthria, articulation impairment

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15
Q

Characteristics of phonological impairment

A

consistent errors

errors beyond sibilant and rhotic errors

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16
Q

Characteristics of inconsistent speech disorder

A

inconsistent errors in consonants
no wowel errors
imitation better than spontaneous

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17
Q

Characteristics of Articulation impairment

A

1-2 speech errors only in sibilants and rhotics (lisps)

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18
Q

Characteristics of CAS

A

inconsistent errors in consonants and vowels
groping movements
inappropriate prosody
spontaneous better than imitated

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19
Q

Characteristics of dysarthria in chn

A

shorter phonation rate on MPT
slow repetition rates
breathiness

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20
Q

Characteristics of speech sound difference

A

errors acceptable in child’s own community

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21
Q

Phonological process that should be eliminated by 2

A

Reduplication (Grunwell 1987)

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22
Q

Phonological processes that should be eliminated by 2;6

A

fronting, assimilation and context sensitive voicing (pea->bee, or lid->lit) (Grunwell 1987)

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23
Q

Phonological process that should be eliminated by 3

A

FCD (Grunwell 1987)

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24
Q

Phonological processes that should be eliminated by 3;6

A 
weak syllable deletion, cluster reduction, (Grunwell 1987) 
cluster simplification (Watson & Sukanec 1997) and backing (acc to Michelle Brown)
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25
Q

Phonological processes that should be eliminated by 5

A

stopping, gliding (Grunwell 1987)

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26
Q

Phonological process that should be eliminated by 7

A

fricative simplification (Thumb -> fum) (Grunwell 1987)

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27
Q

General reference for Paed Speech

A

McLeod and Baker 2017

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28
Q

CALD reference

A

Verdon 2015

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29
Q

ICF-CY reference

A

WHO 2007

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30
Q

6 target selection approaches

A 
traditional developmental (most knowledge)
complexity (least knowledge)
cyclical
systemic
nonlinear
neural network
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31
Q

traditional developmental approach suitable for..

A

any child with SSD

reactive temperament/fear of failure/need early success

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32
Q

traditional developmental targets

A

phonological process that affect

  • early developing sounds
  • more stimulable sounds
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33
Q

traditional developmental approach based on assumption that..

A

acq of earlier sounds and syllable/word shapes are prereqs for later developing sounds

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34
Q

EBP for traditional approach

A
  • better progress than complexity approach (Rvachew and Nowak (2001)
  • parents greater satisfaction with this approach (M&B 2017)
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35
Q

Rx aligned with Traditional developmental approach

A

minimal pairs, metaphon, alternating morphosyntax, speech perception

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36
Q

Complexity approach is based on research showing that…

A

targeting not stimulable sounds and complex phonetic distinctions is associated with more widespread change than stimulable less complex sounds (M&B 2017)

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37
Q

Complexity approach aligned rx approaches

A

maximal oppositions, treatment of the empty set

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38
Q

complexity targets are

A

non-stimulable
phonetically more complex
later developing

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39
Q

complexity approach is suitable for

A

confident risk takers (M&B 2017)

chn with small phonetic inventories (Gierut 1992)

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40
Q

Cyclical approach

A

targets patterns of speech errors, divided into primary, secondary and advanced, for a set amount of time and cycles through them

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41
Q

Systemic approach

A

targets the phonological function of a group of sounds (collapse of contrasts)

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42
Q

rx approach aligned with systemic approach

A

multiple oppositions

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43
Q

clients suitable for multiple oppositions rx / systemic approach

A

mod-severe phonological impairment

large collapse of contrasts

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44
Q

ICF-CY guided target selection: BS and F

A

targets selected based on traditional and complexity approaches

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45
Q

ICF-CY guided target selection: Environmental factors

A

family preferences, service policies

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46
Q

ICF-CY guided target selection: Personal factors

A 
motivation
child's name, family members names
salient word to family
temperament and response to failure
language skills
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47
Q

Rx for late talkers and chn at risk of SSD

A
  • Provide a child with access to augmentative and alternative communication (AAC).
  • Minimize pressure on the child to speak.
  • Imitate the child, and in doing so model the skill of imitation to the child.
  • Use a slower tempo and exaggerated intonation when talking with the child.
  • Augment auditory, visual, tactile, and proprioceptive feedback to enhance the child’s sensory experience when attempting to speak.
  • Avoid emphasis on non-speech-like movements of the articulators and focus on function.
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48
Q

Goals for late talking showing signs of SSD:

A

• Expand consonant inventory
• Expand syllable shape inventory
• Increase vocab size and inc words from a variety of grammatical classes
• Encourage the development of 2 word utterances
• Encourage caregiver responsiveness
(Adapted from Stoel-Gammon, 2011 and Bauman-Waengler, 2014)

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49
Q

EBP strategies for late talkers and infants at risk of SSD:

A

(Adapted from Stoel-Gamon 2011, see M&B 2017:471)
• Encourage first words containing sound in infant repertoire already
• Facilitate babbling in infants at risk (e.g. Down Syndrome) in terms of quantity and quality (canonical sequences)
• Encourage caregivers to be responsive to, imitate and expand babbling
• Analyse phonological characteristics of current lexicon to determine whether individualised selection avoidance strategies being used, and encourage acquisition of new words containing the phonological characteristics of known words
• Select words characterisied by CVCV, CV and CVC syllable shapes, words beginning with stops, and disyllabic words with stressed onsets

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50
Q

Goals for infants at risk of SSD due to delayed onset of canonical babbling:

A

(adapted from Stoel-Gammon, 2011)
• Increase amount of vocalisation
• Increase quality of babbling (-> canonical with varied vowel and consonants in CV syllable strings)
• Develop ability to imitate, starting with non-speech e.g. raspberries
• Encourage care-giver responsiveness

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51
Q

Multiple oppositions short term goal

A

X will contrast /a/ with each of the following singleton consonants and consonant clusters /b,c,d/ during 20mins of conversational speech with the clinician in the clinic with 50% accuracy by the end of the 8 week block of therapy

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52
Q

3 goal attack schedules

A

block (one domain for a period of time)
alternating (ssd one week other ROPA the next)
simultaneous (2+ domains in each session)

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53
Q

best goal attack schedule for concomitant language and speech impairments ?

A

alternating (SSD on week and other ROPA the next)

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54
Q

3 goal attack strategies

A

vertical: one or 2 targets at a time til criterion met
horizontal: several speech sounds in within a session e.g multiple oppositions
cyclical: 1 speech target for set amount of time

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55
Q

Horizontal goal attack is good for:

A

phonological impairment to help chn discover relationships between targets in system
motor speech difficulties to enhance motor learning

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56
Q

Vertical goal attack is good for

A

articulation and phon impairment

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57
Q

Behavioural goals include

A
  • Performance – what the learner is expected to do or perform in order to show mastery of an objective
  • Condition – condition under which the performance is to be done / occur (home with parents/playground with peers)
  • Criterion – how well the learner is expected to perform (7/10 trials, %)
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58
Q

% accuracy starting point for production goal

A

50%

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59
Q

% accuracy starting point for auditory discrimination goal

A

80-90%

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60
Q

% accuracy starting point for multiple oppositions

A

30%

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61
Q

order of difficulty for word positions

A

word initial, final, medial

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62
Q

Goal for auditory discrimination in SSD

A

X will use auditory discrimination to discriminate between the minimal pairs /k/ and /t/, using the words, ‘key’ and ‘tea’, for fronting, with 90% accuracy, with the clinician, in the clinic

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63
Q

Phonological impairment goals include

A
  • the phonological process you aim to suppress (e.g., fronting)
  • the intervention approach you aim to use (e.g., minimal pairs)
  • NOT word position
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64
Q

Phonological impairment goal example

A

Zack will produce /n/ using minimal pairs with 50% accuracy with the clinician in the clinic during the therapy session.

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65
Q

Articulation goals include

A
  • The intervention approach you aim to use (e.g., traditional articulation)
  • Position (initial, medial, or final)
  • whether it is at the sound, word, utterance, or sentence level, conversation
  • If you are using consonant clusters, you also need to specify this
66
Q

Example articulation goal

A

Oliver will produce /s/ in word initial position correctly 90% of the time, in two word utterances, with the clinician in the clinic, during the therapy session

67
Q

Goals for Inconsistent speech disorder include

A
  • consistent productions of a core vocab of words, selected by child and family in collab w/ SLP and teacher
  • Activities and participation goals
68
Q

Goals for CAS include:

A
  • Establishing phonetic inventories and basic movement sequences
  • Increase word length, develop lexical stress, smooth transitions, and use appropriate intonation
  • Intelligibility, activities and participation goals
69
Q

Goals for dysarthria might focus on…

A
  • Improve artic accuracy of problematic consonants and/or vowels, syllable shapes or word lengths;
  • Encourage respiratory support and breath control, improving intelligibility
  • Reduce hypernasality
  • Increase naturalness of phonation through increasing child’s awareness of and use of appropriate pitch and vocal loudness.
70
Q

Caregiver goal

A

• Mo will be able to implement auditory discrimination, using minimal pairs intervention, with the sounds /k/ and /t/, with 80% accuracy, with child, in the clinic, during the therapy session.

71
Q

Outcome measure for paed speech goals

A

PCC - %consonants correct through alphas and betas
ICS - intelligibility in context scale
DEAP

72
Q

models of intervention: family and therapist combination

A
  • Ideal = Family centred: Family direct Rx and actively involved in each stage of the intervention, including the planning
  • Therapist centred: SLP directs Rx
  • Parent-as-therapy-aid: SLP directs Rx and family is involved in implementation (not planning)
  • Family-friendly practice: Families involved in each stage of the intervention; however, SLPs guide the Rx
73
Q

Rx settings

A
  • Pull out/Push in = out of classroom or preschool/in classroom
  • Consultation vs Collaboration
  • In person vs Telehealth (phone, on-line session)
  • Multi/Inter/Transdisciplinary
  • Individual vs Group
74
Q

Intervention continuum

A
  1. Establishment - elicit target behaviours and stabilise behaviours
  2. Generalisation - Transfer behaviours to different contexts
  3. Maintenance – facilitate retention of behaviours
75
Q

Management plan includes

A 
Background info
Family preferences
Intervention goals
Intervention approach
Service delivery Plan
Evaluation Plan
76
Q

Session Plans include

A
  • Background Info
  • Description of family involvement including description of home activities.
  • Data to be collected
  • Activities and resources including description of the resources/materials required.
  • Intervention stimulus - types of intervention words, phrases, sentences, or conversation topics that you will use
  • Dialogue for rx and teaching and learning moment including antecedent event, response and consequent event
  • Rx approach
  • Service delivery plan inc agent, setting, intensity, push-in vs pullout/collaborative consultation/telepractice, individual vs group, continuity (ongoing vs block)
  • Goals
77
Q

2 types of generalisation

A

stimulus generalisation

response generalisation

78
Q

stimulus generalisation

A

When a trained behaviour (behaviour targeted in intervention) is elicited with different stimuli.

• E.g. child can say chicken to the SLP (audience stimuli) in response to being shown a pic (physical stimuli), the SLP saying “what is this?” (verbal stimuli), in a clinic room (setting stimuli). Stimulus generalisation occurs when the child says the affricate tʃ in the word chicken to his father (audience) in response to seeing pic of chicken in book (physical), the father pointing and saying “what animal lives on a farm?”(verbal stimuli) at home (setting stimuli).

79
Q

response generalisation

A

When a targeted speech skill shows an improvement in unrelated contexts (such as untreated word positions or conversational speech) and/or in related but untreated behaviours.

• E.g. child who is taught to say tʃ in chicken shows response generalisation when they say ‘cheese’ (to other words not used in intervention); ‘catching’ (across word positions not targeted in intervention); ‘I had chicken for dinner’ (to more complex linguistic units like sentences and conversation); ‘jump’ (to other sounds in same class – affricates); ‘shop’ (and to sounds across other sound classes – fricatives).

80
Q

3 Criteria for moving on to the next goal?

A
  1. Performance-based criteria – specify a level of performance the child must achieve. Eg 80% accuracy on a generalisation probe.
  2. Time-based criteria – specify a time during which a particular skill is worked on. E.g. cycles
  3. Flexible criteria – accommodate child factors, changing to new target(s) if child becomes disinterested or overly frustrated.
81
Q

5 types of data for intervention

A 
Assessment data
Baseline data
Control data
Generalisation probe data
Treatment data

mnemonic: ABC +G&T

82
Q

Purpose of Assessment data:

A

Helps determine if there is a problem requiring intervention

83
Q

Purpose of Baseline data

A

Helps determine if the problem is improving, deteriorating, or remaining the same

84
Q

Purpose of Control Data

A

o provides a measure of a behaviour unrelated to behaviour targeted in rx as a result of treatment
o Collect some words pre-Rx to check they are still saying correctly post rx

85
Q

Purpose of Generalisation probe data

A

o gathered outside the treatment conditions
o provides a measure of the client’s skills when teaching procedures not being used, and help determine if improvement is evident and if child is ready for discharge

86
Q

Purpose of Treatment data

A

o provides a measure of a client’s response to the to teaching procedures
o Collect correct and incorrect data during the session- use alphas and betas

87
Q

Discharge criteria

A

• long-term goal has been achieved
• no longer qualifies for services
• When problem is no longer apparent / meets eligibility criteria.
• Intelligible speech in conversational speech and any remaining phon patterns being below 40%
• Speech appropriate for chronological age, based on speech intelligibility ratings by SLP
• Intervention targets being produced correctly in spontaneous speech 75-90% of the time, higher % used if concerns about regression after int.
• the child develops functional comm skills in accordance w/ physical capability (ror chn w/ complex or persistent SSD ass w/ concomitant condition e.g. cerebral palsy).
• Plateau,
• poor motivation and attendance,
• cessation of intervention at parent request.
• Not right time to address issue developmentally
*** make sure follow up in 6mo

88
Q

2 types of Phonological intervention approaches

A

Contrastive and non-contrastive

89
Q

Contrastive phonological rx

A

o Minimal pairs
o Maximal pairs and treatment of the empty set
o Multiple oppositions
o Metaphon

90
Q

Non-contrastive phonological rx

A 
o	Cycles 
o	Speech perception 
o	Morphosyntax 
o	Stimulability 
o	Core vocabulary
91
Q

Factors for working with CALD chn

A
  • Language/s spoken and characteristics of all languages
  • Which language you will target in Rx? Order of languages targeted?
  • Is Rx intervention suitable (e.g., no minimal pairs in Icelandic)?
  • Who will conduct the Rx? Are the sounds we want child to produce present in those languages
  • Cultural appropriateness /f/ can be appropriate for /th/ dialectal error
  • Past and present learning experiences
  • findings of phonological analysis of speech samples for each of languages learned by child
  • suitable goal attack strategies
  • service delivery options preferences of child and family
92
Q

Articulation rx

  • goal target
  • starting level
  • phonetic placement y/n
  • imitation? y/n
A
  • Goal = phoneme (usually only 1 or 2)
  • Start at phoneme level
  • Focuses on the placement and movement of articulators and auditory stimulation
  • Modelling and imitation of sounds
93
Q

Phonological rx:

  • goal target
  • starting level
  • phonetic placement y/n
  • imitation? y/n
A
  • Goal = phonological rule
  • Start at word level
  • No information given re: phonetic placement of articulators
  • No direct imitation
94
Q

Articulation intervention procedure

A
  1. Sensory-perceptual training – identifying and discriminating sound from its error through scanning and comparing
  2. Varying and correcting the various productions of the sound until it is produced correctly
  3. Strengthening and stabilising the correct production (practice through imitation and spontaneous productions).
  4. Transferring the new speech skill to everyday communication situations: isolation > syllable > word > sentences.
  5. Maintenance
95
Q

Sensory perceptual train in articulation rx involves..

A

o Identifying – listening to and learning about the auditory, visual and movement features of a target sound in iso.
o Locating – detecting sound in a variety of linguistic contexts (words, phrases, oral reading, convo).
o Stimulation – listen to multiple productions of target sound (also by variety of ppl).
o Discrimination – differentiating the sound from other sounds (including error). Auditory discrimination and judgement of correctness in others speech; error correction - child detecting then correcting an error in others’ speech. Can help chn to detect and self-correct own errors once they start production practice.
(Can work on all 4 in a session > once achieved move on to next level…)

96
Q

Articulation hierarchy for PML practice and progressing to conversation

A 
isolation
nonsense syllables
Words (initial, final then medial)
Phrases
Sentences
Stories
Conversation
97
Q

PML pre practice for articulation rx

A

Involves teaching a child how to articulate a targeted speech sound with cues as necessary.
• Auditory cues – such as auditory detection of a target sound
• Phonetic placement instruction
• Orthographic cues
• Shaping
• Facilitating phonetic context
• Metaphor

98
Q

EBP for artic vs phonological impairment

A

phonological intervention is better suited to chn with phonological impairment, while
traditional articulation rx is better suited to articulation impairment involving residual speech sound errors e.g. (Klein, 1996b)

99
Q

How to cue /s/ articulation

A

smile showing our teeth, put tongue behind our teeth, and make the snake sound /s::::/

100
Q

How to cue /z/ articulation

A

smile showing our teeth, put our tongue behind our teeth and make a buzzy bee noise /z::::/

101
Q

How to cue /r/ articulation

A

make your tongue curl up towards the back of your mouth and then make that long /ɹ::::/ sound like a motorbike starting up, leaving your lips relaxed

102
Q

rx for CAS

A

Nuffield Centre Dyspraxia Program 3 (NDP-3)
May need to add Core Vocabulary and/or AAC

Also…
Dynamic Temporal and Tactile Curing (DTTC)
Rapid Syllable Transition Treatment (REST)
PROMPT
Integrating Phonological Awareness Intervenention

103
Q

Nuffield Centre Dyspraxia Program 3 process

A 
small graded achievable steps:
- single sounds - contrastive sequencing graded:
o	E.g. child who used to say /t/ for /k/ & has recently learnt to articulate /k/ 
•	Repetitions: k-k-k-k 
•	Very distant contrast: m-k, m-k 
•	Less distant: b-k, b-k 
•	Less distant again: p-k, p-k 
•	Close contrast: t-k, t-k  
- moving on from single sounds:
•	cv words
•	cvcv words
•	cvc words
•	multisyllablic words
•	consonant cluster words
•	phrases and sentences
•	connected speech
104
Q

Intervention approach for Childhood dysarthria with potential for speech

A 
Systems approach - broad-based method for addressing one or more of the speech subsystems to increase speech intelligibility: 
•	respiration 
•	phonation (laryngeal) 
•	resonance (velopharyngeal) 
•	articulation
105
Q

Intervention approach for Childhood dysarthria with limited potential for speech

A

AAC

106
Q

Childhood dysarthria - rx for respiration

A
  • increasing chn awareness of breathing, correct seating and posture, speech production exercises (where principles of motor learning are applied) and exercises to practice breath control. Can improve word and conversational speech intelligibility with range of ages
107
Q

Childhood dysarthria - rx for hypernasality

A
  • surgery to reduce nasal air escape,
  • palatal lift,
  • reduced speaking rate (behavioural strategy) – may only be suitable for mild cases
108
Q

Childhood dysarthria - rx for articulation

A
  • traditional articulation approach
  • minimal pairs for phono impairment, or
  • targeting another subsystem – more precise articulation through breath control and slowing rate
  • PROMPT
109
Q

Childhood dysarthria - rx for adequate loudness

A

LSVT LOUD (Lee Silverman Voice Treatment) can improve speech function in chn with CP.

110
Q

Possible underlying cause of childhood dysarthria

A

cerebral palsy

111
Q

2 types of AAC

A

Aided - device required

Unaided - no device required e.g. sign-language

112
Q

The least knowledge approach is suitable for children who:

a) are reluctant and shy
b) have a phonological impairment
c) have an articulation impairment
d) are confident and risk takers

A

d) are confident and risk takers

113
Q

Children with a phonological impairment have difficulties with:

a) motor production
b) articulation of speech
c) acceptability of speech
d) mental organisation of speech

A

d) mental organisation of speech

114
Q

Which of the following phonological interventions uses a non-contrastive approach?

a) Treatment of the empty set
b) Cycles
c) Minimal pairs
d) Multiple oppositions

A

b) Cycles

115
Q

How does CAS differ from articulation impairment?

A
  • both are motor speech disorders
  • CAS involves difficulty planning and programming movement sequences, while articulation impairment involves difficulty with the articulation of specific speech sounds.
  • Articulation impairment results in consistent errors and CAS errors are inconsistent
  • The treatments for each are different : artic requires and articulation approach while CAS requires a program like the Nuffield plus possible AAC and Core Vocabulary Rx
116
Q

How does CAS differ from a phonological impairment?

A
  • Both are SSDs but CAS is a motor speech impairment while phonological impairment is phonological.
  • PI has pattern based errors on consonants, while CAS has inconsistent errors with both consonants and vowels
  • PI has no groping movements while CAS does
  • Rx is different
117
Q

Producing the word ‘star’ as /tɐː/ is an example of consonant cluster reduction - True/False

A

True

118
Q

A child with an interdental lisp has a phonological impairment - True/False

A

False

119
Q

The main differences between childhood apraxia of speech (CAS) and an inconsistent phonological impairment, is that a child with childhood apraxia of speech produces consistent errors - True/False

A

False - both have inconsistent errors. main differences are that children with CAS also present with groping movements, increased vowel errors, and a small phonetic inventory

120
Q

Children with a phonological impairment have difficulties with their articulators - True/False

A

False

121
Q

The CHIRPA is an analysis tool for children with 1-2 phonetic errors - True/False

A

False

122
Q

Relational analysis includes an inventory of consonants and vowels - True/False

A

False - Relational analysis DOES NOT include an inventory of consonants and vowels as it is comparing the child’s form to the adults form (such as examining % of consonants correct)

123
Q

The Intelligibility in Context Scale (ICS) is a useful measure for examining body function and structure - True/False

A

False - examines intelligibility

124
Q

A lateral lisp is an example of which SSD?

A

Articulation Impairment

125
Q

The goal provided below is a SMART goal.
Ben will decrease the occurrence of final consonant deletion to 10% usage with the clinician in the clinic, during the therapy session. True/False

A

False - it does not include which FCD sounds are being targeted AND which phonological intervention approach is being implemented. This has resulted in the goal not being specific enough>

126
Q

The least knowledge approach is also known as the complexity approach.

A

True

127
Q

When clients are provided with a high dose of intervention and frequent sessions, a better outcome is obtained.True/False

A

True

128
Q

You are providing therapy to a child with an interdental lisp of /s/ and /z/ .
Identify which words from the list below you would select as intervention targets, if using the most knowledge approach
sugar, sip, skirt, scissors, fussy, sock, skip, shoe

A

= least difficult

Sock , sip as they are in word initial position, so are easier for the child to produce (developmentally acquired first)

129
Q

You are providing therapy to a child with an interdental lisp of /s/ and /z/ .
Identify which words from the list below you would select as intervention targets, if using the least knowledge approach
sugar, sip, skirt, scissors, fussy, sock, skip, shoe

A

= most difficult
scissors, fussy as scissors has /s/ in word initial position and /z/ in word medial and final position, making it a complex word to produce. Fussy has /s/ in word medial position, which is harder than both word initial, and word final position

130
Q

Which phonological intervention approach is suitable for clients with a mild phonological impairment who present with one-to-two phonological processes?

A

Minimal pairs

131
Q

Which phonological intervention is most suitable for children who have a moderate-to-severe phonological impairment and present with multiple collapses of contrasts?

A

Multiple oppositions

132
Q

Core vocabulary is an appropriate intervention for clients with which type of speech sound disorder?

A

Inconsistent speech disorder and CAS

133
Q

Minimal pairs is an appropriate intervention for children with an interdental lisp - True/False

A

False

134
Q

How do you conduct minimal pairs therapy?

A
  • explain the meanings of the pictures and differences in the sounds.
  • ask child to point to key and tea to make sure he can hear the difference.
  • Once it is understood, (at least 90%) switch and child will have a turn to tell me to point to each picture.
135
Q

Explain a phonemic loss of contrast

A

Loss of phonemic contrast is when lots of different sounds are being produced as one sound, instead of different sounds, creating difficulties with the listener being able to understand what the child is trying to say. For example Sophie is pronouncing sh, ch, s and z as d which means that the sounds that the words ship, chip, sip and zip are all pronounced as dip making it hard for her to get her meaning across.

136
Q

How do you conduct multiple oppositions rx?

A
  • choose which sounds to work on, then we will make some picture cards up and talk about the differences in the sounds.
  • auditory discrimination
  • production.
  • practice in longer sentences.
137
Q

What is core vocab rx

A

Core vocabulary is an approach used to help chn who say words differently each time become more consistent in their pronunciation of words by selecting a set of important words, selecting the most stable way James says them, then working on achieving a consistent production of those words to increase James’ ability to be understood.

138
Q

Why would you recommend core vocabulary for severe inconsistent speech disorder?

A

Other approaches, like contrastive approaches, have been found to be ineffective for this disorder (M&B 2017;465). The core vocabulary approach has been specifically designed for children who pronounce words differently each time, so is well suited the level (severe) and type of difficulty (inconsistency).

139
Q

Explain what a lateral lisp is

A

What they are doing is instead of air coming out the front of their mouth like this…, it’s coming out the sides of their mouth when they want to produce an /s/ or /z/ sound like this ….

140
Q

Why would you choose the least knowledge approach for Stephanie, a 6 yo girl with an interdental lisp. She has recently started school. Stephanie is a confident risk taker who happily participates in most activities; however, she really enjoys cooking with her Nana (Gwen) and arts and crafts.

A

Evidence shows that if we target a harder area the easier areas will follow and develop quickly afterwards. This approach is suited to confident risk takers, and focussing on the ‘St’ at start of Stephanie will be really functional for her at school.

141
Q

Explain phonological processes for a parent?

A

patterns of sound errors all typically developing chn make when learning to talk, where they swap some sounds for others that are easier to say. This may impact their ability to get their meaning across

142
Q

What are minimal pairs?

A

words that differ by one phoneme which results in a change of meaning

143
Q

advantages of minimal pair rx

A

uses meaningful words and focuses on communicative function of speech

144
Q

limitation of minimal pairs

A
  • can be frustrating
  • not all langs have minimal pairs
  • need to consider tones in tonal languages
145
Q

suitable client for minimal pairs

A

mild mod severity, consistent phonological impairment

146
Q

what are maximal oppositions

A

when you contrast one known sound with one unknown sound

147
Q

what is treatment of the empty set

A

contrasting 2 unknown words - uses novel words

148
Q

Maximal oppositions and treatment of the empty set are suitable for

A

mild to moderate phonological impairments, with at least 6 sounds missing from repertoire

149
Q

process for maximal oppositions

A
  • Analyse sample, identify excluded sounds and select 2 that are maximally different,
  • 8 word pairs are developed; assign lexical meaning to nonsense words;
  • train the words via imitation and spontaneous production.
150
Q

Process of multiple oppositions

A

3-4 errors sounds are selected (can include clusters) to target all at once
4 phases:
- Familiarisation and production of contrasts
- contrasts and interactive play
- contrasts within communication context
- conversational recasts.

151
Q

benefit of maximal oppositions approach

A

phonetic distinctiveness facilitates learnability of new sound

152
Q

limitation of maximal oppositions

A

use of non words

Complexity approach – may be very difficult for chn who need early success

153
Q

advantages of multiple oppositions

A

can be effectively parent delivered with training (Sudgen et al 2020)

154
Q

limitation of multiple oppositions

A

Complexity approach – may be very difficult for chn who need early success

155
Q

what is metaphon rx

A

minimal pairs at word level plus metaphonological knowledge

156
Q

process for metaphon rx

A

Phase 1: listening and developing phonological awareness at the concept, sound, phoneme, syllable and word levels.
Phase 2: speech production and developing metaphonological awareness and metacommunication, at word and sentence level.

Theory: Change occurs when chn understand need to change, learn that change can be made, and acquire info on how change can be achieved

157
Q

metaphon suitable for

A

mild-mod consistent phonological impairment (not younger than preschool due to the metalinguistic skills required).

158
Q

process for core vocab

A

Select a ‘core vocabulary’ set of 50 functional and meaningful words w/ client and family. Work on 10 each week. Working on sequencing of phonemes.
Decide on child’s most stable production; work on developing consistency w/ what the child is able to say (doesn’t have to be correct). Work on each individual sound by sound drill. Monitor generalisation

159
Q

Suitable clients for core vocab rx

A

Chn with inconsistent speech disorder;- Severe SSD

160
Q

Cycles rx is suitable for

A

Highly unintelligible chn w/ severe speech sound impairment; chn w/ multiple processes.

161
Q

Advantage of cycles

A

Practice w/ multiple sounds

SLP Rx (6 decks)

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