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Speech Sound Disorders-Test 2 > Speech Sound Disorders- Test 2 > Flashcards

Speech Sound Disorders- Test 2 Flashcards

0
Q

What is speech perception important for?

A

Speech therapy, AAC, second language learners, text-to-speech, computer speech recognition, cell phone, Internet, communication technology, hearing aid technology, cochlear implant

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1
Q

Why study speech perceptions?

A

Speech is a natural mode of communication
-Insight to speech production
-Speech perception basic to what it means to be human
Speech links 2 brains efficiently and reliably: no perception=no meaning
Better understanding of the brain

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2
Q

Basic issues in speech perception

A

General auditory perception vs. categorical
Acoustic-phonetic variance
Units of representation not external
Development of speech perception theories
Practical implications of theory

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3
Q

Describe acoustic-phonetic invariance.

A

Theory from the 50s that acoustic qualities of a speech sound couldn’t be different.

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4
Q

Describe the development of speech perception theories.

A

Motor speech perception to internal representation of the sound is the same

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5
Q

What are the practical implications of speech perception theories?

A

Describes the relationship between perception and production.

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6
Q

Describe general auditory perception.

A

Hearing in general. Increased frequency= increased pitch

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7
Q

Describe categorical perception.

A

Hear the phonemes discretely
Hear either one phoneme or another
One way to discriminate is by voice onset time
- show rapid change in identification of the phoneme
-shows discrete ability to discriminate between phonemes

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8
Q

What did Gierut, Morrisette, and Ziemer discuss?

A

Nonwords vs. real words used for therapy targets and generalizability

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9
Q

What are some reasons to choose real word stimuli?

A

Practice hearing, sampling, practicing, and engaging in processing a variety of linguistic and articulatory information about real words
Leads to expanded phonemic and phonetic inventories, improved intelligibility, and enhanced communication

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10
Q

What are some reasons to choose nonwords?

A

Reduce processing demands, facilitate automaticity, reduce interference from known words to promote carryover

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11
Q

What are nonwords?

A

Novel, phonetically permissible sound strings affiliated with referents

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12
Q

Describe the generalization of nonwords.

A

Immediate post treatment, greater than on RW generalization, but RW generalization occurred more during the 55days post whereas the NW tended to stay still

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13
Q

Define lexical configuration.

A

Assembly of words, phonemic composition, syllable structure, meaning, and/or orthographic representation

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14
Q

Define lexical engagement.

A

How a word becomes an embedded representation in the mental lexicon fully able to function and interact with other lexical entries

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15
Q

According to Gierut et al., what is the benefit of using NW?

A

NW bring phonological properties to the forefront- may jump start/ facilitate the learning process, but then followed by inhibition caused by interference of other words

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16
Q

Describe one factor that could have influenced the generalization trend of the RW and NW after 55 days.

A

NWs suffering from interference of other words in its lexicon
RWs may have a slower, but more progressive rate of generalization of speech sounds to other words

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17
Q

Who wrote the Lexical Organization and Phonological Change in Treatment article?

A

Morrisette and Gierut

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18
Q

What are the 5 parameters Morrisette and Gierut discussed that are used to organize words in a mental lexicon?

A

Articulatory and acoustic factors, perception, learning, metalinguistic, and psycholinguistic

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19
Q

Define neighborhood density.

A

Number of words that a minimally different in phonetic structure from a given word

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20
Q

Define word frequency.

A

Number of times a word appears in a language

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21
Q

What was the purpose of the article written by Morrisette and Gierut on lexical organization and phonological change in treatment?

A

Determine if properties of lexical organization differentially influence productive sound change in treatment

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22
Q

What were the independent variables in the Morrisette and Gierut article?

A

Word frequency and neighborhood density

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23
Q

What were the four experimental groups from the Morrisette and Gierut article?

A

High frequency, low frequency, high density, low density?

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24
Q

What were the results of the study conducted by Morrisette and Gierut?

A

High frequency words had a significantly greater chance of generalizing within and across classes than low frequency words
Low frequency words did not result in significant levels of generalization
High density words resulted in less generalization than low density words

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25
Q

What are some clinical implications of the Morrisette and Giereut article?

A

Choose targets based in types of generalization you are aiming for
Low density words may reduce processing time which leads to increased phonological change

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26
Q

Who wrote the article on complexity in phonological treatment?

A

Gierut

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27
Q

Define treatment effectiveness.

A

Whether a given treatment works or not

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28
Q

Define treatment effects.

A

Behavioral changes that occur following treatment

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29
Q

Define treatment efficacy

A

Whether one treatment method is better than another

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30
Q

What is the most important aspect to consider when choosing a treatment method?

A

Treatment efficacy/ whether one treatment method is better than another

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31
Q

What is the ultimate goal of therapy according to Gierut (2001)?

A

Generalization- the transfer of learning

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32
Q

Define within class generalization.

A

Change in untreated sounds from same manner class as the treated sound

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33
Q

Define across-class generalization.

A

Change in untreated sounds from different manner classes than the treated sound class

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34
Q

What type of generalization is more desirable according to Gierut (2001)?

A

Across-class generalization

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35
Q

What are four factors related to complexity?

A

Linguistic structure, psycholinguistic structure, articulatory phonetic factors, and conventional clinical factors

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36
Q

Define consistent errors.

A

Have 0% accurate productions in all relevant words and word positions

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37
Q

Define inconsistent errors.

A

Variable productions whereby a target sound is produced accurately on some occasions in certain words or in select word positions

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38
Q

According to Gierut (2001), which type of error demonstrates more phonological knowledge?

A

Inconsistent

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39
Q

When choosing target phonemes, Gierut (2001), discusses consistency of errors. What type should you choose and why?

A

Consistent because it’ll lead to increased generalization to both treated and untreated sounds or consistent or inconsistent errors. Also, thought to be more complex

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40
Q

Regarding age of acquisition, what type of sounds does Gierut (2001) suggest choosing and why?

A 
Late because more complex and more likely to generalize across classes.
Late and early same generalization for treatment sound and within class generalization
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41
Q

Regarding goal attack strategy, which does Gierut (2001) suggest and why? Empty set, maximal pairs, or minimal pairs?

A

More complex- teaching two new target sounds in empty set pairs because leads to increased generalization when compared to maximal or minimal pairs

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42
Q

What did Gierut (2007) write about?

A

Phonological learning and language learnability

43
Q

Define learnability theory.

A

Focused on complexity as a trigger for language learning

44
Q

Define epistemic.

A

Description of a system. More complex the system, more descriptors necessary

45
Q

Define ontological.

A

Parts of a system and their organization

46
Q

Define functional perspectives.

A

Rules governing their system and degrees of freedom

Target higher order/ more complex categories to induce cascading effects

47
Q

Define positive evidence.

A

Input that illustrates the full range of advanced constructions, categories, and structures that are permissible in the language

48
Q

Describe the impact of limiting the complexity a child is exposed to.

A

Harmful because not raising awareness that more complex structures exist. Interferes with a child’s ability to infer new knowledge

49
Q

How does “motherese” support the learnability theory?

A

Thought to be more simple, but maintains complexity of language, includes all sounds and clusters

50
Q

How does a child’s perceptual development support learnability theory?

A

The children focus on more complex aspects of words by attending to rhyme syllables instead of the onset of syllables

51
Q

Define implicational laws.

A

More complex implies less complex structures

52
Q

Define markedness.

A

Comparison of complexity of two phonemes based on sonority

53
Q

What do implicational laws predict regarding target selection of fricatives or affricates? Affricates or clusters?

A

Working with a more marked affricates than an unmarked fricatives will lead to greater generalization to fricatives and affricates whereas the unmarked fricative would lead to gen only to unmarked fricatives
Clusters more marked than affricates, more generalization in more marked cluster than unmarked affricates

54
Q

What are the features that make clusters more marked than others?

A

Having a small difference in sonority between the two phonemes

55
Q

What is the continuum of sonorancy from least to most sonorant phonemes?

A

Vowels, glides, liquids, nasals, fricatives, affricates, stops

56
Q

Do implicational laws predict the specific phonemes a child will obtain?

A

No, in terms of sound class, not specific sounds

57
Q

What is the difference between horizontal and vertical goal attack strategy described by Gierut (2007)?

A

Horizontal provides information about new phonological sets

Vertical establishes new phonological categories and works on a subset

58
Q

What are other factors described by Gierut (2007) to consider besides target complexity in treatment?

A

Child phonology

Child need

59
Q

What did Williams discuss?

A

Multiple oppositions as an alternative contrastive therapy approach

60
Q

Define homonymy.

A

When the contrastive function of several sounds are absent

Many words produced the same/sound alike

61
Q

What are the potential advantages Williams (2000) discussed about using a large treatment set with multiple oppositions?

A

Boost intelligibility, may lead to several new phonemic contrasts being added to the child’s sound system

62
Q

What is the difference between “training broad” and “deep training”?

A

Broad- intervention that’s distributed across a large and varied treatment set, want to expose child to as many exemplars applicable to a rule set
Deep- massed training with a limited number of exemplars, goal is to stabilize sound production rather than rule learning

63
Q

What is the purpose of Williams’ (2000) study?

A

Determine if multiple sound contrasts facilitate the systematic organization of the child’s sound system more than when intervention is aimed at single contrast that’s isolated from the rule set

64
Q

What were the results of the Williams (2000) study?

A

Performance using minimal contrast was low after several weeks, dramatically increased while using multiple oppositions

65
Q

What type of errors remained in the Williams (2000) study after multiple opposition therapy?

A

More developmentally appropriate errors, fewer sounds collapsed, reflected a more developmental pattern, increased intelligibility
Widespread improvement

66
Q

What is one advantage of multiple oppositions therapy?

A

Unique to the child, addresses the pattern and shows the child all the errors in the pattern instead of a limited view, may address errors that do not fit into a pattern, specific to each error pattern, not just one

67
Q

What is the rationale for contrast training?

A

Gets at pattern instead of isolated pairing, children have different collapses/ reasons for collapses, ties into positive evidence, minimal pairs less individualized

68
Q

What are some of the limitations of phonological process analysis?

A

May not capture what the child is doing, collapses may not be able to be described as processes, possibility of multiple processes, doesn’t account for sound collapses/ systematic sound preferences

69
Q

What did Allen (2013) discuss?

A

Intervention efficacy and intensity for children with SSD

70
Q

Define dose form.

A

Context of activities and interactions/ procedures

Play based or clinician directed

71
Q

Define intervention duration.

A

Amount of time in therapy, may be predetermined or based on criterion level

72
Q

Define dose frequency.

A

Number of sessions per time unit and length of session

3x/week for one hour

73
Q

Define dose.

A

Number of trials.

74
Q

Define cumulative intervention intensity.

A

Dose x dose frequency x total intervention duration

Can compare intensity across studies

75
Q

Why was multiple oppositions chosen for the Allen (2013) article?

A

Has provided information on dose form, total intervention duration, dose frequency, and dose form
Strong theoretical background

76
Q

What were the independent variables for the Allen (2013) study?

A

Times per week- dose frequency

Amount of time- total intervention duration

77
Q

What were the effects of dose frequency in the Allen (2013)study after 8 weeks?

A

The 3x/ week group had a significantly higher performance rate than the 1x/ week group
The 1x/ week group and the control group did not have a significant change

78
Q

What was the effect of dose frequency after 24 sessions in the Allen (2013) study?

A

Significant difference between the 2 experimental groups where the 3x per week group made significantly more gains than the 1x/ week group

79
Q

What were the findings in the Allen (2013) study after 6 weeks maintenance?

A

There were gains made, but there was no significant difference between the 1x and 3x per week groups

80
Q

What do the findings of the Allen (2013) study suggest about multiple oppositions therapy?

A

More intensity will provide a better out one, provide high number of trials during each sessions, and using clinician directed/ drill play

81
Q

What did Miccio, Elbert, and Forrest (1991) discuss?

A

Relationship between stimulability and phonological acquisition in children with normally developing and disordered phonologies

82
Q

Define stimulability.

A

The child’s ability to imitate a sound absent from his or her phonetic inventory immediately following an examiner’s model, provides information on child’s potential readiness to learn a sound

83
Q

What does having a stimulable sound imply about other speech aspects?

A

May predict self-correction, generalization, or response to treatment
Other speech sounds intact to some degree
Have more knowledge about stimulable sounds than nonstimulable ones

84
Q

What was the purpose of the Miccio et al. (1991) article?

A

Examine the relationship between stimulability and phonological acquisition in both typically developing and disordered children

85
Q

Why were the treatment groups paired in the Miccio et al. (1991) study?

A

To provide an extended baseline to control for maturational effects

86
Q

Discuss the findings from the Miccio et al (1991) article for both typically developing children and children with phonological disorders.

A

TD: all gained stimulate sounds and nonstimulable sounds became stimulable
Phonological disorder: eventually acquired all stimulable sounds, but may not acquire nonstimulable sounds even if worked on

87
Q

What type of sounds (stimulable/nonstimulable) should be used in therapy and why?

A

Use nonstimulable because stimulable sounds will become acquired even if not targeted in therapy, children with phonological disorders will be less likely to gain nonstimulable sounds without treatment. Also, complexity- teach more complex sounds, may naturally work on developing less complex sounds to the child’s inventory

88
Q

Describe learnability theory.

A

Linear changes resulting from performance factors and learning, nonlinear factors attributed to response of innate representational constraints to input of ambient language

89
Q

Describe Dynamic Systems Theory.

A

Must take other factors into consideration, the child’s development at that moment, focusing on a different sound class, stabilizing 1 thing over another
Other factors influencing change

90
Q

What are the factors thought to influence a child’s success?

A

Lexical environmental factors, frequency of occurrence, motivation, new phonological knowledge, articulation knowledge, acoustic-phonetic knowledge, genetic-phonetic

91
Q

How did Rvachew and Bernhardt (2010)define complex and simple sounds?

A

Complex- later developing and unstimulasble, not present in child’s phonemic inventories
Simple- early developing and stimulable

92
Q

What did Rvachew and Bernhardt (2010) discuss?

A

Dynamic systems theory instead of learnability theory/ simple may be a better way to choose targets in therapy

93
Q

How were the participants chosen in the Rvachew and Berhardt (2010) article?

A

Took 48 children and pulled 6 children from the study that fit their criteria

94
Q

What were the results of the Rvachew and Bernhardt (2013) study?

A

Simple targets facilitated the development of more complex ones, able to refine the sounds and lay the groundwork to develop more complex sounds
Working on more complex sounds had fewer gains and gains were lost during generalization

95
Q

How did the results from Rvachew and Berhardt (2010) differ from Gierut (2007) article?

A

In contrast. Didn’t support increased amount of generalization and acquisition of more complex sounds
Provided evidence for need to be in a position to use more complex input-> largest part of language input occurs outside of the therapy room so getting exposure even if working on more complex sounds

96
Q

Minimal pairs is appropriate for what age and number of errors?

A

3+

1-2, possibly 3-4 errors because not a lot of generalization across classes

97
Q

Define minimal pairs and describe the type of generalization it induces.

A

Target and one phoneme that is different in 1 characteristic or the target and the error in the child’s phonetic inventories
Little generalization because little new information

98
Q

The Cycles approach is appropriate for what age and number of errors?

A

3+
Errors with relationship to processes, needs at least 2 processes with at least 2 errors in each
Across class generalization

99
Q

The Van Riper Approach is appropriate for what age children with how many errors?

A

Can do at 3, but most likely 5

Generally less than 5 errors

100
Q

Multiple Oppositions is appropriate for what age and number of errors?

A

3+

5+ errors, group of errors collapsed to one sound

101
Q

Maximal oppositions are appropriate for what age and number of errors?

A

3+

5+ errors

102
Q

Define maximal oppositions and what type of generalization does it induce?

A 
Different known phoneme and target in multiple ways to teach distinctive features
Across class generalization
103
Q

Describe the empty set therapy approach.

A

Two unknown phonemes being used in opposition, maximally different from each other to try and teach within and across class generalization

104
Q

The Empty Set approach is appropriate for what age children and how many errors?

A

3+

5+ errors

105
Q

The Language Age Play is appropriate for what age child and number of errors?

A

In general less than 3 years old, number of errors doesn’t matter.

106
Q

Why would Language Age Play be used with a child 3 or older?

A

Difficulty attending

May be developmentally younger than 3

Speech Sound Disorders-Test 2 (1 decks)

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