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PRAXIS SLP > Speech Sound Disorders (Children) > Flashcards

Speech Sound Disorders (Children) Flashcards

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1
Q

What are the 3 dimensions of English consonants?`

A

Voicing
Place of Articulation
Manner of Articulation
(pg. 140)

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2
Q

_________= vibration of the vocal folds.

A

voicing (pg. 140)

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3
Q

__________ = where the sound is formed in the oral cavity.

A

place of articulation (pg. 140)

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4
Q

___________ = how the sound is formed.

A

manner of articulation (pg. 140)

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5
Q

Nasals are formed by complete closure of the VT in different locations in the oral cavity. The air is built up behind this closure and released. T or F?

A

False; Stops (pg. 140)

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6
Q

When air is released, it may produce a short burst of noise called _______. This is why stops are sometimes called “stop plosives”.

A

stop burst (pg. 140)

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7
Q

What are the 6 stop sounds?

A

p, b, t, d, k, g (pg. 140)

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8
Q

Nasals are produced with a complete oral closure but w/ the velopharynx open so that air travels through the nasal cavity. T or F?

A

True (pg. 140)

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9
Q

What are the 3 nasal sounds?

A

m, n, “ng” (ring) (pg. 140)

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10
Q

Affricates are sounds that are produced with a narrow constriction. The air escapes through this constriction and makes a continous noise. T or F?

A

False; Fricatives (pg. 140)

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11
Q

Affricates are combination of sounds, with a stop closure followed by a fricative portion. T or F?

A

True (pg. 141)

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12
Q

Liquids are consonants that are vowel like; the sound passes through the VT that is constricted only somewhat more than for vowels. T or F?

A

True (pg. 141)

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13
Q

What are the 2 types of liquids?

A

Lateral and Rhotic (pg. 141)

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14
Q

_______: the sound is produced w/ the tongue tip against the alveolar ridge and air escapes along the sides. :: ______ : the sound is produced w/ the tongue tip curled back and not touching the alveolar ridge.

A

lateral :: rhotic (pg. 141)

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15
Q

Liquids are known as semi-vowels and the production is a gliding motion of the articulators from being partially constricted to a more open state. T or F?

A

False; Glides (pg. 141)

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16
Q

What are the 3 glide sounds?

A

j (yellow), w, wh

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17
Q

________= are voiced sounds that are produced with an unobstructed Vt; also called sylabbics because they are necessary for a syllable.

A

vowels (pg. 141)

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18
Q

________ : “pure vowels” :: ________ : produced w/ gradual change or articulators

A

monothongs : diphthongs (pg. 142)

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19
Q

Tongue height refers to ….

A

the relative vertical position of the tongue body ( pg. 142)

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20
Q

Tongue advancement refers to ….

A

the front-back positioning of the tongue in the mouth (pg. 142)

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21
Q

tenseness/laxness refers to ….

A

the tenseness or laxness of the articulatory mechanisms during vowel production (pg. 142)

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22
Q

lip configuration refers to ….

A

degree of lip rounding during vowel production (pg. 142)

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23
Q

________ = a nondistinctive phonetic variant for a phoneme.

A

allophone (pg. 143)

the k in “ski” vs “key” vs “caw”

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24
Q

________ = the influence of phonetic context on speech production.

A

coarticulation (pg. 143)

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25
Q

_______ = one of a pair of sounds that are different by just one phonetic feature.

A

cognate (pg. 143)

”s” vs “z” are voiced cognates

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26
Q

______ = a mark added to a phonetic character to indicate some form of a modification.

A

diacritic (pg. 143)

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27
Q

______ = different usage patterns in terms of pronunciation, vocab, or grammar w/in the same language.

A

dialect (pg. 143)

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28
Q

_______: formed from an outflowing airstream :: ______ : formed from an inflowing airstream.

A

egressive : ingressive (pg. 143)

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29
Q

_______ = sounds that have the same place of articulation.

A

homorganic (pg. 143)

m and b

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30
Q

_______= the minimal unit of meaning, the smallest unit of language that carries a semantic interpretation.

A

morpheme (pg. 143)

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31
Q

_______= stops, fricatives, and affricates because they have a complete, or narrow, constriction of the VT.

A

obstruents (pg. 143)

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32
Q

_______ = the basic sound segment that has the linguistic function of distinguishing morphemes.

A

phoneme (pg. 143)

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33
Q

______= involves the suprasegmental characteristics of intonation, stress patterns, loudness variation, pausing, and rhythm. (music of speech)

A

prosody (pg. 143)

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34
Q

rhotacization is when a sound has ?

A

“r” coloring (pg. 143)

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35
Q

_______ = a speech sound w/ an intense, high pitched noise.

A

sibilant (pg. 143)

“s” and “sh”

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36
Q

______= a speech sound w/ an intense frication noise like the sibilants but that also include /f/ and /v/.

A

strident (pg. 143)

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37
Q

______= prosody characteristics that bridge across phonetic segments.

A

suprasegmental (pg. 143)

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38
Q

This theory views verbal development as learned, using the processes of contingent reinforcement and stimulus-response.

A

Behavioral Theory (pg. 143)

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39
Q

This theory states that the development of speech sounds is shaped from infants’ babbling by mature speakers in their environment. (i.e. vocalizations of caretakers reinforce infants own vocalizations.)

A

Behavioral Theory (pg. 143)

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40
Q

What are some strengths of the behavioral theory?

A
  1. compatible w/ learning theories
  2. associates babbling w/ development of meaningful speech
  3. acknowledges role of input and speech perception
    (pg. 143)
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41
Q

What are some weaknesses of the behavioral theory?

A
  1. lack of data to support role of caretakers’ use of selective reinforcement of speech sounds
  2. child’s role is passive
    (pg. 144)
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42
Q

How can the behavioral theory be clinically applied?

A
  1. the use of reinforcement for correct speech production
  2. control of stimuli to elicit productions during therapy
    (pg. 144)
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43
Q

This theory, attributed to Jakobson and colleagues, defined a small set of features/properties to describe speech sounds. The features represent acostic and artic. aspects of speech sounds.

A

The Distinctive Features Theory (pg. 144)

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44
Q

Features in the disctintive features theory were described as binary; feature was either present (+) or absent (-). T or F?

A

True (pg. 144)

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45
Q

What are some strengths of the distinctive features theory?

A
  1. emphasizes rule governed nature of phono systems

2. most children do acquire certain classes of sounds (pg. 144)

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46
Q

What are some weaknesses of the distinvtive features theory?

A
  1. universal order of development has not been proven

2. most children do not acquire certain classes of sounds (pg. 144)

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47
Q

How can distintive features theory be clinically applied?

A
  1. analysis of speech sound substitutions according to absent/present features.
  2. therapy can be directed at training distinctive features
  3. therapy can be directed in helping kids establish phonemic contrasts (pg. 144)
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48
Q

This theory is an expansion of the distinctive features theory and includes concepts like “underlying representations”, “surface forms”, and “phonological rule;” similar to generative grammar theory.

A

Generative phonology (pg. 144)

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49
Q

__________ = an abstract, mental rep. or what is stored mentally about a word form.

A

underlying representation (pg. 144)

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50
Q

________ = the speaker’s actual productions.

A

surface form (pg. 144)

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51
Q

________ = rules that explain the discrepencies between the underlying representation and surface form of a word.

A

phonological rules (pg. 144)

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52
Q

_________ : sounds that relative easy to produce and occur frequently arround the world :: ________ : sounds that are relatively more difficult to produce and occur less frequently in languages around the world.

A

natural sounds : marked sounds

pg. 144

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53
Q

Generative phonology theory focuses on describing ________ that occur in language and identifying universal principles that apply to the phono systems of languages.

A

phonological patterns (pg. 144)

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54
Q

What are some strengths of the generative phonology theory?

A
  1. compatible w/ theories of lang. development

2. attempts to account for differences in what children know about phono system and production ability (pg. 144)

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55
Q

What are some weaknesses of the generative phonology theory?

A
  1. complex notation system

2. “phonological rules” has been questioned due to abstract nature (pg. 144)

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56
Q

This theory attempts to explain children’s phonological acquistion and states that children are born w/ a set of “natural phonological processes” that reflect their developing speech motory systems.

A

Natural Phonology (pg. 145)

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57
Q

What are the three broad categories of natural processes?

A
  1. sylabble structure processes
  2. substitution processes
  3. assimilatory processes
    (pg. 145)
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58
Q

In this natural process, speech sounds are elimiated from clusters, unstressed syllables are eliminated, or final consonants are deleted.

A

syllable structure processes (pg. 145)

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59
Q

In this natural process, stops are subbed for fricatives, stops are subbed for affricates or alveolar stops are subbed for velar stops.

A

substition processes (pg. 145)

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60
Q

In this natural process, labial or nasal assimilation may occur (pip for lip; nine for dime)

A

assimilatory processes (pg. 145)

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61
Q

What are some strengths of the natural phonology theory?

A
  1. accounts for individual variations in acquiring phono system
  2. good descriptors of speech sound error patterns
  3. adapts to account for delays and disorders (pg. 145)
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62
Q

What are some weakness of the natural phonology theory?

A
  1. no evidence for mental operations that govern use and limitation of phono processes
  2. no evidence that underlying representations are adult like
  3. childs role is passive (pg. 145)
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63
Q

How can the natural phonology theory be clinically applied?

A
  1. analysis of child’s speech sound errors using 3 categories of processes
  2. therapy emphasizes suppression of inappropriate processes
  3. therapy emphasizes use of meaningful communication to assist suppression of inappropriate processes (pg. 145)
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64
Q

This theory emphasizes the perception of whole words as easly word productions.

A

Prosodic Theory (pg. 145)

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65
Q

What are some strengths of the prosodic theory?

A
  1. includes perception and input
  2. accounts for individual learning due to varying input
  3. child is viewed as active learner (pg. 146)
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66
Q

What are some weaknesses of the prosodic theory?

A
  1. includes perception and input

2. doesnt consider development of individual speech sounds/patterns (pg. 146)

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67
Q

The prosodic theory has a clinical application. T or F?

A

False; it does not. (pg. 146)

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68
Q

This theory emphasizes the child’s individual active learning processes as important for phonological development, primarily the early phases of acquisition. The child discovers structure of lang. by forming and testing hypotheses of lang. system.

A

Interactionist-Discovery Theory (pg. 146)

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69
Q

What are some strengths of the interactionist-discovery theory?

A
  1. children are viewed as active learners that generate own learning strategies
  2. accounts for individual variation in phono dev.
  3. both perceptual and productive strategies (pg. 146)
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70
Q

What are some weaknesses of the interactionist-discovery theory?

A

The emphasis is on early stages of development (pg. 146)

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71
Q

How can the interactionist-discovery theory by clinically applied?

A

It is useful for generating intervention plans fod kids in the early stages of dev. (pg. 146)

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72
Q

This theory emphasizes the hierarchical relationships that exist across production units, including speech segments, syllables and words. (multiple)

A

Nonlinear Theories (pg. 146)

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73
Q

What are some of the different nonlinear theories?

A

metrical phonology, feature geometry, optimality theory and gestural phonology. (pg. 146)

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74
Q

Focuses on the prosodic features within syllables, such as stress.

A

metrical phonology (pg. 146)

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75
Q

Examines the relationship of features w/in segments.

A

feature geometry (pg. 146)

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76
Q

Includes input and output rep., constraints and notes that languages around the world vary in how constraints are ranked.

A

optimality theory (pg. 146)

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77
Q

Basic units of phonological sustem are artic. gestures, which are abstract descriptions or artic. movements. Utterances are produced that reflect a gestural score, or artic movements associated w/ an utterance.

A

gestural phonology (pg. 146)

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78
Q

What is the clinical application of nonlinear theories?

A

For the analysis of speech sound disorders and choosing treatment targets for case studies. (pg. 147)

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79
Q

Describe the VT characteristics of an infant as compared to an adult.

A
  1. shorter, flatter VT

2. different shape VT (pg. 147)

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80
Q

Infants have longer pharyngeal cavities when compared to adults. T or F?

A

False; they’re shorter (pg. 147)

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81
Q

Is tongue mass in an infant placed mor foward or back in the oral cavity?

A

More forward (pg. 147)

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82
Q

Describe the laryngeal placement of an infant.

A

It it is higher in placement (pg. 147)

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83
Q

What is the relationship of velopharnx and epiglottis in an infant?

A

close approximation (pg. 147)

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84
Q

What are 2 experimental methods that can be used to demonstrate perceptual skills in infants?

A

measuring sucking and visually reinforcing head turning (pg. 147)

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85
Q

What language abilitie are present in a very early age?

A

localization and discromination of some phonemic differences and preferences for the human voice (pg. 147)

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86
Q

Infants can be conditioned to discriminate speech sounds as young as ____ days old.

A

4 days (pg. 147)

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87
Q

What stage of prelinguistic speech production includes reflexive sounds and vegitative sounds (coughing, burping, sucking, grunting, sighs)?

A

phonation stage (birth to 1 month) (pg. 147)

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88
Q

What stage of prelinguistic speech production includes quasi-resonant nuclei, vowel like sounds w/ limited resonance, sounds similar to back consonants and back vowels, and vocal contagions and self imitations?

A

coo and goo stage (2-3 months) (pg. 147)

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89
Q

What stage of prelinguistic speech production includes vocal play, squeals, raspberries, trills, friction noises, fully resonated vowels, marginal babbling (CV and VC patterns) & great variation in pitch and loudness?

A

Exploration/expansion stage (4-6 months) (pg. 147)

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90
Q

What stage of prelinguistic speech production includes reduplicated babbling of strings of similar CV syllables, non reduplicated babbling, or variegated babbling, stops, nasals, glides and vowels(“bet”, “bit”, “but”)?

A

Canonical Babbling (7-9 months) (pg. 147)

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91
Q

What stage of prelinguistic speech production includes production of variegated babbling with adult like intonation, consonants (h, b, d, m, t, w, j) and vowels (a, i, u)?

A

Jargon (10 months and older) (pg. 147)

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92
Q

When transition to first words, there is a great deal of similarity between ________ and first words.

A

babbling (pg. 147)

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93
Q

Proto-words are adult like words. T or F?

A

False (pg. 147)

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94
Q

what sound classes are most frequently used during the development of the first 50 words?

A

stops, nasals, and glides (pg.148)

95
Q

what are the first vowels during the development of the first 50 words?

A

/a/ /i/ /u/ (pg.148)

96
Q

word productions during the development of the first 50 words are often called______

A

pre systematic

- since application of systematic phonological rules and principles is often not evident
pg. 148

97
Q

True/False: during the development of the first 50 words, some children may produced a few “progressive idiom” and a few regressive idioms”

A

True (pg.148)

progressive= word that are more advanced than the child’s typical word productions

regressvie= word that are less advanced than the child’s typical word productions

98
Q

during the age of 15-24 months, children produce more consonants in _____ position than ____ position

A

initial, final (pg.148)

99
Q

what are the constant inventories for children at 24 months?

A

word initial: /b,d,g,t,k,m,n,w,f,s/
word final: /p,t,k,n,r,s/
(pg.148)

100
Q

by 24 months, the percentage consonants correct (PCC) is ____ %

A

70% (pg.148)

101
Q

what is at the age of mastery?

A

the age at which 90% of the subjects produce the speech sound correctly

(pg.148)

102
Q

what sounds are acquired at the following ages:
3 years:
4 years:
6 years:

A

3=h,w,m,n,b,p,f
4=d,t,j,k,g
6=l,d͡ʒ, r,s,z,th,ʒ

(pg.148)

103
Q

that are the early, middle, and late developing speech sounds?

A

early=m,b,j,n,w,d,p,h
middle=t, ŋ, keg,f,v,t͡ʃ, d͡ʒ
late= ʃ, ʒ, th, s,z,l,r

(pg.148)

104
Q

when do children develop consonant clusters?

A

by age 7 (pg.148)

age 4= tw,kw,sp,st,sk,sm,sn
age 4:6= pl,bl,kl,gl,fl,pr,br,tr,dr,kr,gr,fr
age 6=skw,spr,str,skr
age 7= sw,sl,spl,thr

105
Q

all vowels and dipthongs are produced with over 90% accuracy by age ____

A

3 (pg.148)

106
Q

when is the rhotic diphthong mastered by?

A

age 5 or 6 (pg.148)

107
Q

what are systematic sound changes that affect sound classes and the syllabic structure of words?

A

phonological processes (pg.148)

108
Q

what are the phonological processes that should be suppressed by age 3 years?

A
  1. weak syllable deletion
  2. final consonant deletion
  3. doubling
  4. diminutization
  5. velar fronting
  6. consonant assilimation
  7. reduplication
  8. prevocalic voicing

(pg.152)

109
Q

what are phonological processes that occur after age 3

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

(pg.152)

110
Q

True/False: intelligibility means without speech errors

A

false: intelligibility does not mean without speech error (pg.152)

111
Q

what are variables that influence speech intelligibility?

A
  1. the speakers articulation and phonological skills
  2. presence/absence of contextual cues
  3. the speakers language abilities
  4. listeners familiarity with the speaker

(pg.152)

112
Q

____ % to ___% inteligible in the age range of 19-24 months

A

25,50 (pg.152)

113
Q

____ % to ___% inteligible in the age range of 2-3 years

A

50, 75 (pg.152)

114
Q

____ % to ___% inteligible in the age range of 4-5 years

A

75,90 (pg.152)

115
Q

____ % to ___% inteligible in the age beyond the of 5 years

A

90, 100 (pg.152)

116
Q

_____: the understanding that words are comprised of individual sounds

A

phonemic awareness (pg.152)

117
Q

what are some phonemic awareness skills ?

A
  1. identifying the first/last sounds in words
  2. segmenting words into component sounds
  3. deleting sounds from words

(pg.152)

118
Q

what abilities are correlated with the development of early reading skills?

A

phonemic awareness skills (pg.152)

119
Q

a concise appraisal of speech skills to determine if further assessment is necessary, typically rates as pass/fail

screening or assessment

A

screening (pg.153)

120
Q

an in-depth analysis to determine if remediation is necessary

screening or assessment

A

assessment (pg.153)

121
Q

what do assessments determine?

A
  1. strengths and weaknesses of speaking skills
  2. presence of other communication impairments besides speech sound disorder
  3. type of intervention
  4. frequency of intervention
  5. prognostic variables that support progress
    (pg. 153)
122
Q

what are the typical screening frequencies?

A

500, 1000, 2000, 4000 Hz (pg.153)

123
Q

what are some concerns regarding speech sound disorder assessment procedures?

A
  1. single-word responses are not representational of the child’s speech sound system
  2. tests do not provide enough information about the child’s speech sound system
  3. speech sounds are assessed in limited phonetic contexts
  4. often vowels, and consonant clusters are not adequately sampled
    (pg. 153)
124
Q

how large should a speech sample be?

A

at least 80-100 different words (pg.153)

125
Q

why collect a speech sample?

A

it is more representative of natural speaking abilities (pg.153)

126
Q

what are some concerns with speech samples?

A
  1. transcription and analysis is often laborious and difficult
  2. analysis results do not yield a standard score
    (pg. 153)
127
Q

restricted lingual frenum

A

ankyloglossia (pg.153)

128
Q

macroglossia and microglossia?

A

macro=tongue too large
micro=tongue too small
(pg.153)

129
Q

what are the areas examined during an oral mech examination?

A
  1. occulsion patterns of teeth
  2. movement of the lips, mandible, tongue, and velum using speech and non speech acts
  3. diadochokinesis
    - movements are examined for rate, accuracy, and ease or smoothness
    - little data is available for companion of DDK rates in children
    (pg. 153)
130
Q

once speech sound errors are determined, what should be done?

A

assess for stimulability (pg.154)

131
Q

True/False:Generally, high stimulability is associated with a negative prognosis

A

False: highs stimulability is associated with a positive prognosis (pg.154)

132
Q

sound that are _______ may be more easily remediated than sounds that are not

A

stimulability (pg.154)

133
Q

True/False: targeting unstimulable sounds in intervention may lead to generalization to errored sound not receiving treatment

A

true (pg.154)

134
Q

what are some stimulability methods?

A
  1. providing auditory and visual cues
  2. describe how to produce the sound
  3. vary phonetic contests to facilitate correct production
  4. direct stimulation of the articulators
    (pg. 154)
135
Q

phonemic awareness is critical for the development of…

A

early word decoding (pg.154)

136
Q

what are informal measures used to assess phonemic awareness?

A
  1. identify the initial or final sounds in words
  2. complete alliteration tasks
  3. blend isolated speech sounds to form words
    (pg. 154)
137
Q

what are speech discrimination skills?

A

the clients ability to determine correct vs incorrect productions (pg.154)

138
Q

what is Locke’s procedures to assess speech discrimination?

A

the clinician produced a variety of similar sounds words to determine if the child can hear the differences
(pg.154)

components

  1. target sound
  2. sound the child uses as a substitute
  3. a control phoneme that shares similar characteristics
139
Q

what is contextual testing?

A

used to determine if facilitating phonetic contact can evoke the errored sound (pg.154 )

140
Q

what is PCC?

A
  • percent consonant correct
  • compares the number of consonants produced correctly to the total number of consonants that should have been produced
    (pg. 154)
141
Q 
PCC determines a severity level based on percentage elf correctly produced consonants 
85%-100%= 
65%-85%=
50%-65%=
less than 50%=
A 
mild disorder 
mild-moderate disorder 
moderate-severe disorder 
severe disorder 
(pg.154)
142
Q 
PCC determines a severity level based on percentage elf correctly produced consonants 
85%-100%= 
65%-85%=
50%-65%=
less than 50%=
A 
mild disorder 
mild-moderate disorder 
moderate-severe disorder 
severe disorder 
(pg.155)
143
Q

what are 3 ways to assess error patterns?

A
  1. place-manner-voicing
  2. distinctive feature analysis
  3. phonological process analysis
    • good for children with many errors
      (pg. 155)
144
Q

______ procedures examine the child’s speech sound production skills without comparison to the adult model

A

independent analysis (pg.155)

145
Q

what does independent analysis include?

A

phonemic inventory (pg.155)

146
Q

True/False: sound produced only once or twice are typically not included in the inventory to are considered “marginal”

A

true (pg.155)

147
Q

what can the analysis of use of words and syllable shapes be used for?

A

to determine production strengths and weaknesses (pg.155)

148
Q

what can standardized tests be used for?

A
  1. to get a standard score and percentile ranking
  2. independent analysis
  3. relational analysis
  4. different test will provide different types of information
    (pg. 155)
149
Q

why are standard scores and percentile rankings important?

A

important for qualifying clients for intervention services across a number of settings (pg.155)

150
Q

how do you determine a diagnosis of speech sound disorders?

A
  1. interpret the standard scores
  2. compare results to determine if errors are age-appropriate
  3. determine if phonological error patterns are age-appropriate
  4. determine that errors are not related to use of a dialect or influence of other languages
    (pg. 155)
151
Q

characteristics of articulation disorders

A
  1. few errors and a pattern can’t be determined
  2. sound errors are related to some type of structural or functional problem
  3. client doesn’t appear to have problems with using phonological rules of language
    (pg. 155)
152
Q

characteristics of phonological disorders

A
  1. many error and patterns of errors can be determined
  2. highly unintelligible
  3. limited production of word and syllable shapes
  4. limited phonemic inventory
  5. client appears to have difficulty using phonological rules of language
    (pg. 156)
153
Q

True/False: poorer prognosis associated with severity

A

True (pg.156)

154
Q

True/False: poor prognosis associated with early intervention

A

False, better prognosis associated with early intervention (pg.156)

155
Q

True/False: better prognosis associated with low motivation

A

False, better prognosis associated with high motivation (pg.156)

156
Q

True/false: speech sounds produced correctly some of the time may not need to be treated or may be remediated quickly

A

True (pg.156)

157
Q

attention associated with poorer performance

A

False; inattention associated with poorer performance (pg.156)

158
Q

strong family support associated with better performance

A

true (pg.156)

159
Q

what is some essential information when assessing a nonnative english speaker?

A
  1. characteristics of the client’s primary language
  2. determining if and how the first language may be influencing acquisition of the second language
  3. deciding if the client demonstrates a phonological disorder in both languages
    (pg. 156)
160
Q

what are types of phonological errors often related to second language learning?

A
  1. underdifferentiation of phonemes (not differentiating phonemes in the second language if they are not differentiated in the first language)
  2. over differentiation of phonemes (producing allophonic variations of a phoneme in the second language as 2 separate phonemes if those variations are 2 separate phonemes in the first language)
  3. substitution of phonemes (substituting a phoneme from one language for one in the other language, especially if the phonemes share similar characteristics)
  4. omission of phonemes
    (pg. 156)
161
Q

what are the theoretical positions on second language acquisition and phonology

A
  1. 2 separate phonological systems or one phonological system
  2. critical age for second language acquisition and phonological development
    (pg. 156)
162
Q

2 separate phonological systems or one phonological system

A
  1. this debate is most applicable to speakers who acquire a second language simultaneously
  2. speakers who acquire a second language after the establishment of a first language probably maintain differentiated phonological systems
    (pg. 156)
163
Q

critical age for second language acquisition and phonological development

A
  1. critical age for second langauge acquisition and development of “native-like” phonological skills not established
  2. generally, research shows that native-like phonological skills for second language acquisition is associated with age
  3. propensity of native-like phonological skills for second language acquisition is influenced by numerous variables, including biological environmental, instruction and motivation
    (pg. 156)
164
Q

what are some intervention considerations that should be used for culturally and linguistically diverse populations

A
  1. culturally and linguistically diverse children do not require unique treatment approaches
  2. treatment targets should consider characteristics of first and second language and what will improve intelligibility in the client’s primary language the most
    (pg. 156)
165
Q

what are general factors to consider when choosing treatment objectives for children with childhood apraxia, dysarthria, and speech sound disorders?

A
  • targets that will make a significant impact on overall communication abilities
  • targets that will be used and reinforced in the natural environment
  • targets that will allow the client to further develop communication skills
  • targets that are considered culturally and linguistically appropriate
    (pg. 157)
166
Q

what are some factors that should be considered when choosing specific sound to target during intervention

A
  1. developmental norms
  2. error patterns
  3. stimulatibility
  4. planning for generalization
    (pg. 157)
167
Q

True/False: by targeting more complex sounds, less complex sound will generalize without intervention

A

True (pg.157)

168
Q

what are some problems with using developmental norms to select sound targets?

A
  1. great deal of variability in development across children
  2. conflicting evidence regarding the sue of developmental norms for choosing treatment targets
  3. not certain that child with SSD acquire articulation and phonology skills in the same way as typically developing children
    (pg. 157)
169
Q

choose error patterns that:

A
  • interfere the most with intelligibility
  • reduce the use of homonymity
  • affect the greatest number of sounds
  • are demonstrated with the greatest frequency
    (pg. 157)
170
Q

choose error patterns that:

A
  • interfere the most with intelligibility
  • reduce the use of homonymity
  • affect the greatest number of sounds
  • are demonstrated with the greatest frequency
  • affect earlier-developing sounds
    (pg. 157)
171
Q

True/false: some research has shown greater generalization when targeting nonstimulable sound then when targeting stimulable sounds

A

True (pg.158)

172
Q

True/False: stimulable sounds may improve without direct intervention as a result of targeting nonstimulable sounds

A

True (pg.158)

173
Q

why are 2 phonemes that differ maximally in terms of distinctive features targeted simultaneously?

A

in order to expose the child to more information about the speech sound system (pg.158)

174
Q

when is it useful to target sounds that represent multiple phoneme differences?

A

when the child has many errors (pg.158)

175
Q

_____ generalization involves skills generalizing to untreated sounds within the same sound class

in-class or across-class

A

in-class (pg.158)

176
Q

___ generalization involves skills generalizing to untreated sounds in different sound classes

in-class or across-class

A

across-class (pg.158)

177
Q

2 broad methods for choosing targets

A
  1. developmental approach (pg.158)

2. complexity approach

178
Q

______ uses the sequences of normal development of speech sounds for choosing targets that would be developmentally appropriate

developmental or complexity approach

A

developmental approach (pg.158)

179
Q

____ involves choosing intervention targets that are complex relative to the client’s abilities, no matter where those speech sounds fall on the developmental chart

developmental or complexity approach

A

complexity (pg.158)

180
Q

True/false: targeting sounds that are acquired later in development has been shown to produce more systemwide generalization than targeting early sounds?

A

True (pg.158)

181
Q

____ sounds are those that are less common in world languages

marked or unmarked

A

marked (pg.159)

182
Q

___ sounds are more common in world languages and are acquired easier

marked or unmarked

A

unmarked (pg.159)

183
Q

______ laws are unidirectional, with more marked sounds implying the presence of less complex sounds

A

implicational laws (pg.159)

184
Q

True/false: some research has shown that targeting sound with least phonological knowledge results in more widespread generalization

A

true (pg.159)

185
Q

True/false: targeting inconsistent errors has been shown to produce more system-wide change, rather than targeting inconsistent errors

A

False, targeting consistent errors has been shown to produced more system-wide change, rather than targeting inconsistent errors (pg.159)

186
Q

the ________ chooses targets that are maximally distinct and characterize the sound classes that are represented by a single substitution

A

the distance metric (pg.159)

187
Q

True/false: choosing targets that are not complex, inconsistently in error, and are highly stimulable may produce early success in intervention, but not widespread generalization

A

true (pg.159)

188
Q

what are some considerations for choosing targets for bilingual speakers?

A
  1. target errors that are demonstrated with similar frequency in both languages
  2. next, target errors that are exhibited with unequal frequency in both languages
  3. then, target errors demonstrated in only one language
    (pg. 159)
189
Q

______ strategy is the term used to organize intervention to improve speech skills

A

goal attack (pg.159)

190
Q

in ______ , several sounds or sound error patterns are taught in sequence

horizontal goal attack strategy or vertical goal attack strategy

A

horizontal (pg.159)

191
Q

in ______, each sound is targeted until a specific level of correct sound production is achieved

horizontal goal attack strategy or vertical goal attack strategy

A

vertical (pg.159)

192
Q

True/false: targeting 2 errored sounds using a minimal pair format produced greater improvement than targeting 1 errored sound

A

True (pg.159)

193
Q

what is learnability theory?

A
  • exposure to more complex language pushed children to learn and use more complex sound structures
    (pg. 159)
194
Q

Following _____ theory, targeting complex phonological targets predicts the greatest amount of change in the child’s sound system

A

learnability (pg.159)

195
Q

______ errors tend to be consistent errors and are attributed to faulty motor learning

phonetic or phonemic

A

phonetic (pg.159)

196
Q

intervention for ____ errors should emphasize helping the client learn how to produce the speech sounds

phonetic or phonemic

A

phonetic (pg.159)

197
Q

____ errors tend to involve groups of sounds or sound sequences

phonetic or phonemic

A

phonemic (pg.159)

198
Q

intervention for _____ errors should emphasize helping the client learn how speech sounds function in language to signal meaning

phonetic or phonemic

A

phonemic (pg.160)

199
Q

what are homonyms?

A
  • saying tu for a number of words such as shoe, sue, and two
    (pg. 160)
200
Q

what are variables to consider during treatment of speech sound disorders?

A
  1. stimulability
  2. ability to self-monitor
  3. attention, and motivation
  4. cognitive skills
  5. linguistic skills
  6. oral motor skills
  7. hearing acuity
  8. age
    (pg. 160)
201
Q

what is the emphasis for articulatory-based approaches?

A
  • teaching placement and movement of articulators
  • use motor learning principles
    (pg. 160)
202
Q

what are motor learning principles?

A
  • repetition of target in syllables and gradually increasing in complexity
  • early in treatment, using block proactive and then later using random practice
  • as accuracy improves, increasing specific feedback
    (pg. 160)
203
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach

  • client is trained to distinguish the “target” phoneme from other speech sounds
    - Not yet asked to produce target sounds at this stage
  • elicit and establish the sound in isolation
  • gradually increase the phonetic complexity (sound stabilization)
  • generalization (correct sound production outside clinical setting)
  • maintenance (schedule follow-up to ensure client maintains the target)
A

A. Van Riper (pg.160)

204
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach
e. intergal stimulaiton

  • stress the production of bisyllable units
  • begin with production within a phonetic context in which the target is produced correctly (start with phonemes not in error)
  • gradual and systematic expansion of the phonetic context in which the client can produce the target successfully
A

b. sensory-motor approach (pg.160)

205
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach

  • for children with multiple errors
  • simultaneous instruction on errors phonemes
  • 3 phases
    1. establishment phase
    • correct production in isolation
    • maximal cuing and gradually reduced
      1. transfer phase
    • proceed from syllables to words, up to conversation
      1. maintenance phase
    • goal is 90% accuracy within conversation across different settings
    • recommended monitoring for 3 months
A

C. multiple phoneme approach (pg.160)

206
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach
e. intergal stimulation

  • for children with multiple errors
  • simultaneous instruction on errors phonemes
  • 3 phases
    1. establishment phase
    • correct production in isolation
    • maximal cuing and gradually reduced
      1. transfer phase
    • proceed from syllables to words, up to conversation
      1. maintenance phase
    • goal is 90% accuracy within conversation across different settings
    • recommended monitoring for 3 months
A

C. multiple phoneme approach (pg.160)

207
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach
e. intergal stimulation

  • highly structured sequenced approach
  • proceeds from single words, to sentences, to conversations
  • start with 4 key words (correctly produced words)
  • use 10 training words
  • create a picture board with target words
  • encouraged to say word pairs quickly in succession, use the words in sentences, then use the words in conversation
A

D. paired stimuli approach (pg.160)

208
Q

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach
e. intergal stimulation

  • emphasizes multiple input modes (auditory and visual)
  • cues are often provided simultaneously
  • cues are faded as client achieves more indecent success with production
A

e. intergral stimulation (pg.160)

209
Q

what is designed to:
-increase stimulability of unstimulable sounds
-associates the verbal production of sound with a movement or gesture and a character (/f/ is paired “fussy fish”)
- multiple sounds are targeted simultaneously, including both stimulable and nonstimulable sounds
-

A

enhancing stimulability (pg.161)

210
Q

what are the phonetic intervention approaches?

A

a. Van Riper
b. sensory-motor approach
c. multiple phoneme approach
d. paired stimuli approach
e. intergal stimulation
f. enhancing stimulability
(pg. 159-162)

211
Q

these approaches target groups of sounds or how sounds make up syllables

A

phonemic approaches (pg.162)

212
Q

what approaches are most appropriate for children with multiple errors?

A

phonemic approaches (pg.162)

213
Q

what are the 10 phonemic approaches to intervention

A
  1. distinctive features
  2. phonological contrast intervention
  3. cycles remediation
  4. naturalistic speech
  5. whole-language treatment approach
  6. morphosyntax approach
  7. metaphon
  8. core vocabulary intervention
  9. metaphonological intervention
  10. nonlinear phonological intervention
    (pg. 162-165)
214
Q

a. distinctive features
b. phonological contrast intervention
c. cycles remediation
d. naturalistic speech
e. whole-language treatment approach

  • focus of intervention is on the distinctive features the client is missing from the phonological system
  • the missing distinctive features are taught in a few phonemes and the client will generalize to other phonemes
  • some distinct features programs include the use of nonsense syllables
A

a. distinctive features (pg.162)

215
Q

a. distinctive features
b. phonological contrast intervention
c. cycles remediation
d. naturalistic speech
e. whole-language treatment approach

  • the goal is to create phonological contracts in the clients speech
  • directly addresses homonymy
  • structured to show the client the need to produce different phonemes
A

b. phonological contrast intervention (pg.162)

216
Q

what is the sequence of intervention for contrast intervention

A

1.choose word pair and familiarize client
2. the clinician directs the client to point to various pictures used in the activities
3. client produces the word pairs in naturalistic activities
4. communication breakdowns will occur if the client does not correctly produce the appropriate contrasts
5.clinician provides feedback
(some kids need articulatory instruction to correct production)
(pg.162)

217
Q

different variations of contrast intervention

A
  1. minimal pairs
  2. maximal oppositions
  3. multipel oppositions
    (pg. 162-163)
218
Q

a. minimal pairs
b. maximal oppositions
c. multiple oppositions

  • goal to eliminate the client’s creation of homonymy
  • sets of words that differ by one phoneme
  • focus is to present pairs of different words that the client typically produced as homonyms
A

a. minimal pairs

pg. 162

219
Q

what are homonyms

A

saying “tea” for both “tea” and “key” (pg.162)

220
Q

a. minimal pairs
b. maximal oppositions
c. multiple oppositions

-word pairs in which the target is contrasted with another sound that is maximally distinct (e.g. “key” and “me”)
-exposes the child to more info about the sound system
-the reduction of homonymy is indirectly addressed
-

A

b. maximal oppositions (pg.163)

221
Q

a. minimal pairs
b. maximal oppositions
c. multiple oppositions

  • useful for clients who have phoneme collapse or use one sound as a substitute for multiple sounds (e.g. /t/ is substituted for /k/, /s/, /f/, /l/)
  • target is contrasted with a number of different sounds based on the clients unique phoneme collapse (e.g. two/sue, two/coo, two/chew)
  • targets should be maximally distinct from each other
  • a variety of errors sounds are treated simultaneously
A

c. multiple oppositions (pg.163)

222
Q

a. distinctive features
b. phonological contrast intervention
c. cycles remediation
d. naturalistic speech
e. whole-language treatment approach

  • different targets are addressed in succession without the need to reach criterion
  • each error pattern is addressed for approximately 2-6 hours and once all significant error patterns are addressed, the first cycle is completed
  • only one phoneme per session
  • a different phoneme is targeted each session
A

C. Cycles approach(pg.163)

223
Q

what are the underlying tenets of the cycles approach?

A
  • phonological development is gradual
  • listening is a key component of phonological acquisition
  • facilitating phonetic contexts are important for helping the client develop the movement and auditory awareness associated with phoneme production
    (pg. 163)
224
Q

True/False: in the cycles approach, target such as s-clusters and liquids are addressed later?

A

False: addressed earlier (pg.163)

225
Q

True/False: in the cycles approach, address multisyllabic words and phonemic awareness skills in later cycles

A

True (pg.163)

226
Q

a. distinctive features
b. phonological contrast intervention
c. cycles remediation
d. naturalistic speech
e. whole-language treatment approach

  • a conversational based approach
  • takes place in natural setting
    • activities can be designed to contain a high frequency word with the target
  • frequent models and recasts of errors
A

d. naturalistic speech (pg.163)

227
Q

a. distinctive features
b. phonological contrast intervention
c. cycles remediation
d. naturalistic speech
e. whole-language treatment approach

-useful for children with phonological impairments and concomitant delays in other language skills
-multiple areas of language are often targeted
-therapy is conducted in play, daily routines, storytelling and retelling, and conversation (meaningful and functional activities)
- clinicians role is to help the client verbally contribute to conversation without correcting and evaluating communication performance
-clinician reacts to clients speech with more complex productions
-

A

e. whole-language treatment approach (pg.164)

228
Q

a. morphosyntax approach
b. metaphon
c. core vocabulary intervention
d. metaphonological intervention
e. nonlinear phonological intervention

  • preschoolers who demonstrate SSD and syntactic and morphological errors
  • emphasis is on finite grammatical markers that mark tense and number
  • generalization is expected to nonmorphological clusters and to nontrageted speech sounds
A

a. morphosyntax approach (pg. 164)

229
Q

a. morphosyntax approach
b. metaphon
c. core vocabulary intervention
d. metaphonological intervention
e. nonlinear phonological intervention

  • metalinguistic approach
  • incorporates phonological awareness skills to change expressive phonological skills
  • intervention is aimed to help kids change their deviant rule systems by helping them realize they need to change their productions, and by giving them the skills to make the appropriate changes to assist in the change
A

B. metaphor (pg.164)

230
Q

what are the 2 phases of metaphon intervention

A

phase 1.

  • concept level=create a vocabulary to describe sounds
  • sound level= vocab created is then used to describe speech and non speech sounds
  • phoeme level= vocab is used to describe speech sounds
  • word level= child listens to word pairs and used vocab to describe differences in the sounds between the word pairs

phase 2

  • child produced minimal word pairs
  • child continues to use vocab
  • clinician gives feedback
  • later, the child moves to sentences

(pg.164)

231
Q

a. morphosyntax approach
b. metaphon
c. core vocabulary intervention
d. metaphonological intervention
e. nonlinear phonological intervention

  • designed for children who exhibit an inconsistent phonological disorder
  • difficulty with phonological planning
  • typically targets whole words tat are functional or important
  • focus on 10-12 words
  • ultimate goal is for the kid to produce 70 words consistently
  • consistent errors are accepted (e.g. /w/ for /r/); these may be developmental or something to be targeted later
A

c. core vocabulary intervention (pg.165)

232
Q

a. morphosyntax approach
b. metaphon
c. core vocabulary intervention
d. metaphonological intervention
e. nonlinear phonological intervention

  • integrates both phonological and phonemic development awareness skill
  • also speech production skill development
  • the child’s awareness of sounds in words is used to help change errored productions
  • designed to increase both accurate speech production and easy literacy development
A

d. metaphonological intervention (pg.165)

233
Q

a. morphosyntax approach
b. metaphon
c. core vocabulary intervention
d. metaphonological intervention
e. nonlinear phonological intervention

  • emphasis is awareness and production of phonological forms in context
  • focuses on the hierarchal relationship of phonological forms
  • typical therapy techniques include, the use of auditory, visual, and tactile-kinesthetic cues to develop new word shapes, stress patterns and/or speech segments and features
A

e. nonlinear phonological intervention (pg.165)

PRAXIS SLP (18 decks)

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