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PRAXIS > Speech Sound Disorders > Flashcards

Speech Sound Disorders Flashcards

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1
Q

allophone

A

a nondistinctive phonetic variant for a phoneme (ex/ the /k/ is produced differently in ski, key, and caw, but is still /k/)

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2
Q

coarticulation

A

the influence of phonetic context on speech production

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3
Q

cognate

A

one of a pair of sounds that are different by just one phonetic feature (voicing in english) - ex/ s & z

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4
Q

flap

A

a modified stop, in which a rapid flapping motion of the tongue tip contacts the alveolar ridge (used for the /t/ and /d/ in words like city and ladder)

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5
Q

homorganic

A

sounds that have the same place of articulation (m and b)

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6
Q

eggressive sounds

A

formed from outflow airstream

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7
Q

ingressive sounds

A

formed from inflow airstream

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8
Q

obstruent

A

stops, fricative, and affricates b/c they have a complete, or narrow, constriction of the vocal tract

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9
Q

rhotacization

A

a sound that has /r/ coloring

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10
Q

sibilant

A

speech sound w/ intense, high-pitched noise (ex/ s and sh)

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11
Q

strident

A

a speech sound w/ intense frication noise like sibilants but also /f/ and /v/

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12
Q

Model - Behavioral Theory

A

the consequences of the infants’ vocalizations (i.e., reinforcement) is what’s necessary for them to learn language

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13
Q

criticism of behavioral theory

A

lack of data to support role of caretakers’ use of selective reinforcement of speech sounds for development

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14
Q

Model - Distinctive Features Theory

A

phonological development is realized as the development of feature contrasts, beginning w/ maximal contrasts (e.g., consonants vs. vowels, nasal consonants vs. oral consonants) and working up a hierarchy
- babbling not related to meaningful speech

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15
Q

Model - Generative Phonology

A

proposes 2 levels of language - surface level (what is spoken) and deep level (abstract representation of language) - underlying representations is used to talk about what children know about language and what they don’t know on a scale of 1-6, and how that affects their productions

  • complex marking system
  • clinically: describe errors in terms of phon rules often
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16
Q

Model - Natural Phonology

A

children are born with a set of “natural phonological processes” that reflect their developing speech motor systems - processes simplify production of speech sounds

  • 3 broad categories of processes: syllable structure processes, substitution processes, assimilatory processes
  • processes are reduced as kids develop
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17
Q

Model - Prosodic Theory

A

emphasizes the perception of whole words - early word productions are highly variable across children d/t differences of input
- development occurs as perception increases

18
Q

Model - Interactionist-Discovery (Cognitive) Theory

A
  • children create and apply their own strategies in an attempt to discover the rules and patterns of language - rules aren’t innate
  • individual learning strategies account for differences
19
Q

Model - Examples of Nonlinear Theories

A
  • metrical phonology
  • feature geometry
  • optimality theory
  • gestural phonology
  • **p. 147
20
Q

list the 5 stages of babbling w/ ages

A
  1. Phonation stage (birth-1 month) - vegetative sounds like coughing, burping, grunting
  2. coo and goo stage (2-3 mo) - vowel-like, similar to back consonants & vowels
  3. exploration/expansion (4-6 mo)-vocal play, vowels, pitch/loudness variety, CV and VC sequences
  4. canonical babbling (7-9 mo) - reduplicated strings of CV, nonreduplicated CV, stops/nasals/glides/vowels
  5. jargon (10+) - variegated babbling, adult like intonations
21
Q

most frequently occurring sound classess in first words

A

stops, nasals, glides

22
Q

first vowels typically

A

/a/, /i/, /u/

23
Q

early, mid, and late 8

A

early: m, b, j, n, w, d, p, h
mid: t, ng, k, g, f, v, ch, dj
late: sh, zsh, th-, th+, s, z, l, r

24
Q

phonological patterns expected to be suppressed by age 3

A
  1. FCD
  2. (velar) fronting
  3. reduplication
  4. weak syllable deletion
  5. doubling
  6. diminuization
  7. consonant assimilation
  8. prevocalic voicing
25
Q

phonological error patterns occurring after age 3

A
  1. cluster reduction
  2. gliding
  3. stopping
  4. depalatalization
  5. epenthesis
  6. vocalization
  7. final devoicing
26
Q

expected % intelligibility for following age ranges

  • 19-24 mo
  • 2-3 yrs
  • 4-5 yrs
  • 5 yrs
A
  • 25-50
  • 50-75
  • 75-90
  • 90-100
27
Q

study phonological processes and syllable shape development handout in manilla folder

A

STUDY this - gives specific info on when processes should be suppressed and when syllable shapes develop

28
Q

Name and explain the stages of Van Riper’s Traditional Artic Approach

A
  1. Sensory Perceptual Training: client is trained to distinguish the target phoneme from other sounds (from error)
  2. Elicit and Establish sound in isolation or syllable level using a variety of sound establishment techniques: verbal models, visual cues, artic placement instruction, shaping new sound from sound child can produce, phonetic context
  3. Sound Stabilization: isolation, nonsense syllables, initial/medial/final position, phrases, sentences, convo
  4. Transfer & Carryover: emphasis on correct sound production outside clinical setting w/ variety of partners
  5. Maintenance: follow-up sessions/interviews to assess maintenance
29
Q

Sensory-Motor approach

A

artic approach

  • begin tx w/ production of phoneme w/in a phonetic context in which target is produced correctly (facilitative phonetic context)
  • gradual expansion of phonetic contexts in which client can produce sound correctly
30
Q

Multiple Phoneme approach

A

artic approach

  • targeting multiple error phonemes at once w/ different stages
    1) extablishment phase: isolation, max to min cueing
    2) transfer phase: syllables, words, phrases/sentences, reading, convo
    3) maintenance phase: 90% in convo in different contexts
31
Q

Paired-Stimuli approach

A

artic approach

  • proceeds from single words, to sentences, to convo
  • begin w/ target in four “key words” - 2 initial position, 2 final
  • then 10 training words, alternate key word w/ training words that are initial position
  • same w/ final position
  • key word and training words in sentences
  • correct productions in all words in convo
32
Q

Integral Stimulation

A

artic approach

  • emphasizes multiple input modes - auditory and verbal
  • cues faded
33
Q

Enhancing Stimulability

A

artic approach

  • designed to increase stimulability of unstimulable words
  • associate verbal production w/ movement or gesture and character
  • games played that involve characters, etc.
34
Q

Cycles Approach

A

phono approach

  • one phoneme is targeted per session, aimed at reducing a certain process (3-5 words, elicit in natural, play-based, emphasis on RULES)
  • Stages in a session: auditory bombardment, feature awareness, production practice activities, auditory bombardment, probe for targets in next pattern
35
Q

Distinctive Feature Approach

A

phono approach

  • distinctive features are taught, rather than individual phonemes
  • client produces 2 sounds - 1 w/ feature being taguth, and 1 w/o it (e.g., s and t)
  • isolation, nonsense syllables, words, sentences, convo speech
  • ***Can only use for subs, not omissions and distortions
36
Q

Minimal Contrast Method

A

phono approach

  • prevent pairs of words that client typically produces as homonymns, emphasize need to say them differently
  • generalization expected
37
Q

Maximal Oppositions

A

phono approach

  • word pairs in which target is contrasted w/ another sound that is MAXIMALLY distinct (differs across a variety of features) (e.g., contrasting KEY with ME)
  • generalization expected
38
Q

Multiple Oppositions

A

phono approach

  • attempts to reduce client’s tendency to use one phoneme to represent a variety of other sounds
  • ex/ present with two/sue, two/coo, two/shoe, two/chew
  • p. 163
39
Q

Whole Language Approach

A

phono approach

  • SLP helps client verbally contribute to convo w/o correcting & evaluating performance
  • play-based, daily activities
  • changes in higher-level language processes (e.g., narration) are associated w/ changes in lower-level processes (e.g., phoneme production)
40
Q

Morphosyntax Approach

A

phono approach

  • emphasis on finite grammatical markers that mark tense and number
  • for kids w/ SSDs and morphosyntax errors
41
Q

Metaphon Approach

A

phono approach

  • intervention really focuses on deviant RULE system and realizing need to change
  • Phase 1: developing phonological awareness - receptive, making sure understand difference between long and short sounds, use pics, activities
  • Phase 2: production - phonological and communicative awareness
42
Q

Core Vocab Intervention

A

phono approach

  • targets whole words that are functional and important
  • ultimate goal = 70 words consistently

PRAXIS (3 decks)

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