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SLP Comps > preschool artic, autism > Flashcards

preschool artic, autism Flashcards

1
Q

Sonorant

A

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

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

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2
Q

Consonantal

A

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

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3
Q

Vocalic

A

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

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4
Q

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

A

final consonant deletion

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5
Q

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

A

Unstressed syllable deletion

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6
Q

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

A

reduplication

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7
Q

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

A

Consonant cluster simplification/deletion

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8
Q

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

A

Epenthesis

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9
Q

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

A

Stopping

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10
Q

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

A

Backing

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11
Q

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

A

Velar fronting

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12
Q

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

A

Liquid gliding

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13
Q

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

A

Labial assimilation

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14
Q

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

A

Velar assimilation

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15
Q

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

A

Nasal assimilation

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16
Q

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

A

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

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17
Q

which phonological processes can persist past the age 5?

A

gliding, cluster reduction,

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18
Q

what are the most common later developing sounds?

A

ð, θ, ʒ

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19
Q

A comprehensive phonetic-phonemic evaluation will have

A

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

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20
Q

Name 7 types of artic intervention

A

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

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21
Q

Phonetic or traditional-motor approaches are now called what?

A

artic approach

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22
Q

5 steps in artic therapy

A

-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

23
Q

top 4 most frequently occurring consonants in spoken english

A

n, r, t, s

24
Q

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

A

Minimal Pair Contrast Therapy

25
Q

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.

A

Minimal Opposition Contrast Therapy

26
Q

Minimal opposition therapy is best for

A

-multiple substitution erros
-consistent phonological speech errors

27
Q

minimal pairs therapy is best for treating

A

omissions

28
Q

This therapy approach chooses sounds that are very different in production

A

maximal opposition therapy

29
Q

maximal opposition therapy is good for

A

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

30
Q

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

A

multiple oppositions approach

31
Q

multiple oppositions approach is good for children who

A

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

32
Q

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

A

phonological process therapy (ppt)

33
Q

PPT is good for

A

children with very few phonological processes
-deaffrication, gliding

34
Q

PPT is not good for

A

-unintelligible children
-children with many processes

35
Q

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

A

cycles approach

36
Q

cycles approach is meant for

A

highly unintelligible children with severe speech disorders

37
Q

This therapy approach focuses on teaching meta phonological skills

A

metaphon therapy

38
Q

When to use metaphon therapy

A

-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

39
Q

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

A

expressive language disorders

40
Q

Gestalt language acquisition is

A

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.

41
Q

what are functions of stimming?

A

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

42
Q

What is interoception?

A

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

43
Q

what is double empathy?

A

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

44
Q

Do SLP’s treat autism?

A

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

45
Q

phonological patterns in autism can include

A

Variable phonological patterns

Speech sound production acquired outside of NT developmental norms

Articulation disorders can also be present

46
Q

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

A

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

47
Q

what is theory of mind?

A

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.

48
Q

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

A

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

49
Q

What is a communication profile and what is its purpose?

A

-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

50
Q

What is cumulative effect?

A

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

51
Q

What is parallel play?

A

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

52
Q

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

A

The Scerts model

53
Q

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.

A

social stories

54
Q

takeaways Dr. Murphey wants us to remember from autism class

A

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

SLP Comps (11 decks)

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