preschool artic, autism

Question 1

Sonorant

Answer 1

sound that allow the airstream to pass relatively unimpeded through the oral or nasal cavity.

Y,w, l, r, m, n, ng

Question 2

Consonantal

Answer 2

Sounds that have a marked constriction along the midline region of the vocal tract. (anything that’s not a vowel)

Question 3

Vocalic

Answer 3

-No marked constriction in the vocal tract.
-Vocalic sounds are associated with spontaneous voicing.

Question 4

omission of a final singleton consonant in a word or final consonant cluster
FCD: jump (jum), basket (baske), keep (kee), leg (le), stamp (sta)

Answer 4

final consonant deletion

Question 5

When a child deletes the syllable with the least amount of stress.
USD: tomato, outside, elephant, banana

Answer 5

Unstressed syllable deletion

Question 6

When a child repeats a syllable of a target word which creates a multi-syllabic word form.
Red: Can be whole or partial. Bottle, dog, television

Answer 6

reduplication

Question 7

deletion or substitution of some or all members of a cluster; can be total or partial
CR: drop, glue, strike, lamp, past

Answer 7

Consonant cluster simplification/deletion

Question 8

insertion of the unstressed vowel, usually / /, between two consonants – also after a final stop
EP: clean, puhlease, tree, lampuh, plate

Answer 8

Epenthesis

Question 9

substitution of stops for fricative and affricates (liquids and glides); usually in the initial position
Stp: tuit (suit), dipper (zipper)

Answer 9

Stopping

Question 10

sounds with an anterior point of constriction are replaced by posterior sounds; not commonly occurring
Bkng: ten, doll, dime, bite

Answer 10

Backing

Question 11

replacement of velars /k, g, ng/ with anterior sounds
Vf: get (det), sing (sind), kite (tite), seek (seet), fog (fod)

Answer 11

Velar fronting

Question 12

substitution of a glide ( ) for a prevocalic liquid
Lg: rabbit, look, ring, leaf, brake

Answer 12

Liquid gliding

Question 13

when a child changes a labial sound because of another labial sound in a word
LA: wax (wab), pen (peb), bug (bub)

Answer 13

Labial assimilation

Question 14

when a non-velar sound is changed to a velar sound
VA: cup becomes tup

Answer 14

Velar assimilation

Question 15

when a non-nasal sound is changed to a nasal sound because of the influence of another nasal sound in the word.
NA: mop, long, nose

Answer 15

Nasal assimilation

Question 16

by preschool (age five) children should have mastered all sounds except

Answer 16

t, ng, r, l, s, ch, sh, z, j, v, and th

Question 17

which phonological processes can persist past the age 5?

Answer 17

gliding, cluster reduction,

Question 18

what are the most common later developing sounds?

Answer 18

ð, θ, ʒ

Question 19

A comprehensive phonetic-phonemic evaluation will have

Answer 19

-artic/stimulability measure
-speech sample
-Hearing screen
-oral mech
-Language testing
-Cognitive assessment

Question 20

Name 7 types of artic intervention

Answer 20

Traditional Approach
Distinctive Feature Approach
Phonological Contrast Approaches (Minimal contrast, maximal contrast, multiple contrasts, empty set)
Cycles Approach
Stimulability Intervention Approach
Naturalistic Speech Intervention
Metaphon Therapy

Question 21

Phonetic or traditional-motor approaches are now called what?

Answer 21

artic approach

Question 22

5 steps in artic therapy

Answer 22

-step 1: ear training (sensory perceptual training). This skill develops in early elementary school age.
-step 2: producing in isolation
-imitation
-phonetic placement
-sound modification method (sounds with similar features)
-step 3: syllables (nonsense)
-in various syllable shapes (cv, vcv, vc)
-step 4: phrases and sentences
-start with carrier phrases (i see a…)
-step 5: spontaneous speech

Question 23

top 4 most frequently occurring consonants in spoken english

Answer 23

n, r, t, s

Question 24

Refers to the therapeutic use of pairs of words that differ by only one phoneme.

Answer 24

Minimal Pair Contrast Therapy

Question 25

therapy approach in which selection of sounds for the minimal pairs are the two sounds with as many articulatory similarities as possible. Atriculatory similarities are typically measured according to the phonetic production features of place, manner, and voicing. The sound differ in only one or two production features.

Answer 25

Minimal Opposition Contrast Therapy

Question 26

Minimal opposition therapy is best for

Answer 26

-multiple substitution erros -consistent phonological speech errors

Question 27

minimal pairs therapy is best for treating

Answer 27

omissions

Question 28

This therapy approach chooses sounds that are very different in production

Answer 28

maximal opposition therapy

Question 29

maximal opposition therapy is good for

Answer 29

-clients w/ at least 6 sounds missing from their phonetic inventory -moderate to severe phonological disorders

Question 30

In this therapy approach the child is confronted with several sounds simultaneously within one phoneme collapse. this approach requires higher cognitive skills, but shortens therapy

Answer 30

multiple oppositions approach

Question 31

multiple oppositions approach is good for children who

Answer 31

-are highly unintelligible and frustrated -severe artic disorders -moderate to profound phonological impairments

Question 32

In this therapy approach specific phonological processes are selected and minimal contrasts are employed

Answer 32

phonological process therapy (ppt)

Question 33

PPT is good for

Answer 33

children with very few phonological processes -deaffrication, gliding

Question 34

PPT is not good for

Answer 34

-unintelligible children -children with many processes

Question 35

This treatment approach works through several sounds at a time with no predetermined level of mastery for each targeted pattern. goes through all sounds and repeats until aquisition

Answer 35

cycles approach

Question 36

cycles approach is meant for

Answer 36

highly unintelligible children with severe speech disorders

Question 37

This therapy approach focuses on teaching meta phonological skills

Answer 37

metaphon therapy

Question 38

When to use metaphon therapy

Answer 38

-Preschool children with very restricted phonetic inventories -unusual or idiosyncratic processes such as initial consonant deletion -moderate to severe phonological disorders with at least 2 to 3 processes that predominate their speech patterns

Question 39

60 to 80% of preschoolers with developmental phonological disorders have co-occurring....

Answer 39

expressive language disorders

Question 40

Gestalt language acquisition is

Answer 40

is a style of language development with predictable stages that begins with production of multi-word “gestalt forms” (whole chunks without differentiation of words) and ends with production of novel utterances.

Question 41

what are functions of stimming?

Answer 41

It could be regulatory It could be stabilizing/grounding It could be calming It could help to shut out parts of the environment It could be enjoyable

Question 42

What is interoception?

Answer 42

the ability to identify the sensations in your body and know what they mean

Question 43

what is double empathy?

Answer 43

This theory suggests that when people with different experiences of the world interact with one another, they will struggle to empathize with each other.

Question 44

Do SLP's treat autism?

Answer 44

No, they treat language or artic, not the underlying autism

Question 45

phonological patterns in autism can include

Answer 45

Variable phonological patterns Speech sound production acquired outside of NT developmental norms Articulation disorders can also be present

Question 46

What should you do to assess a child with autism if standardized tests are inappropriate?

Answer 46

-family member, teacher, and other allied professional reports -observation -communication samples

Question 47

what is theory of mind?

Answer 47

a person’s ability to understand that other people engage in mental processes, such as cognitive knowledge and emotion, separate from his or her own processes.

Question 48

what role does play have in treating or assessing a child with autism?

Answer 48

It's helpful for identifying activities of interest. There are no correct or incorrect ways to play.

Question 49

What is a communication profile and what is its purpose?

Answer 49

-communication behaviors and skills, level of symbolic thinking, situations in which these communications occur, and types and effects of prompts. -used to determine the child's communication strengths and abilities

Question 50

What is cumulative effect?

Answer 50

the ability to think of word and can recall all information associated with word. Ex. apple: pie, tree, red/green, etc. Many people with autism do not have this automatic generalization and require explicit instruction to connect these pieces of information

Question 51

What is parallel play?

Answer 51

when you narrate a child's play describing what they're doing, focus on nouns, verbs, emotion and sensory words

Question 52

A synthesis of developmental, relationship-based, and skill-based approaches, This Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families

Answer 52

The Scerts model

Question 53

a tool to help individuals with ASD better understand the nuances of interpersonal communication so that they could "interact in an effective and appropriate manner using real situations.

Answer 53

social stories

Question 54

takeaways Dr. Murphey wants us to remember from autism class

Answer 54

Difference, not disability Rapport, Support, Trust Embrace the Enthusiasm, Do Not Stop the Stim The parent is the expert on their child Teach social interpretation, not social skills Strengths based, not deficits based Give yourself and others grace, we are all learning When in doubt, offer a choice Feel the ten seconds Access to robust AAC for ALL We do NOT target eye contact Our goal is not to make anyone less autistic Keep listening and learning, raising the voices of autistic people Always ask WHY, KEEP ASKING WHY