PPT 7 and 8 Treatment of Phonological Processes and ESL Flashcards
What is the first principle of phonological treatment
treatment targets groups of sounds with similar error patterns
what is the second principle of phonological treatment
establish missing phonological contrasts
what is the third principle of phonological treatment
treat sounds in a natural context rather than in isolation or nonsense syllables
articulation therapy works of ___ ____ of target sounds
physical production
Phonological therapy looks to establish _____ in _____/_____ between phonemes
differences, meaning/use
t/f articulation and phonological therapy can and do overlap
true
list the three approaches to phonological treatment discusses
minimal pair contrast therapy, cycles phonological pattern approach, metaphon approach
two words that differ by only one phoneme
minimal pair
use of minimal pairs to establish contrasts not present in a child’s phonological system
minimal pair contrast therapy
list the steps of the minimal pair contrast therapy approach
select appropriate pairs to target a phonological process, describe target words to client, ask client to “point to ___”, give feed back
when choosing what process to target first what should we consider
what are typically earliest suppressed or most affecting intelligibility
often used with children with multiple severe phonological processes
cycles phonological pattern approach
targets improving multiple patterns rather than sequentially treating them to increase intelligibility in a shorter period of time
cycles phonological pattern approach
t/f there is no criterion required prior to moving on to the next cycle
true
used with clients with moderate-severe phonological processes, particularly preschool-aged children
metaphon approach
includes explicit teaching of characteristics of target sounds
metaphon approach
focuses on sound characteristics that need to be contrasted
metaphon approach
list the four major parts of the metaphon approach
concept level, sound level, phoneme level, word level
establish shared meaning for relevant concepts
concept level
show that sounds can be categories by these features
sound level
demonstrate that speech sounds can be characterized by the key concepts taught in previous levels
phoneme level
minimal pairs are introduced for target contrasts, client is asked to identify the characteristics of the sounds
word level
unique characteristics of a social group, including norms, values, beliefs; “way of life”
culture
a person’s language history, including language(s) spoken (and when), exposure to language, etc.
linguistic background
t/f/ cultural and linguistic diversity has no affect on speech sound production in our clients
false
“a neutral label that refers to any variety of a language that is shared by a group of speakers”
dialects
differs from the “standard” form of a language
variety
people that share a social group, social class, race, particular background, etc.
group of speakers
In the US, dialects are compared to
Standard American English
african American English (AAE) is also known as a
sociolect
not based on regional location, but by social group
sociolect
t/f AAE is not used by all African American individuals
true
t/f no dialectal variation is a disorder or a pathological form of language
true
speaker demonstrates phonological features consistent with a specific dialect
differences
speaker demonstrates difficulty with phonological features that are shared between dialect and standard American English
disorder
how can we tell the difference between a disorder and a difference
perform a contrastive analysis and use assessment tools designated for speakers of dialects
how do we perform a contrastive analysis
make a list of all deviations from SAE, Compare features of dialect with deviations, ID which deviations are dialectal and which are indicative of a disorder
