Week 3: Independent and Relational Analysis

Question 1

what does the independent analysis tell us about a child’s speech

Answer 1

is phonetic development typical?
are sounds child is producing developmentally appropriate?
are later-developing sound classes emerging?
more initial than final word consonants?
any unusual sounds?

Question 2

procedure of IA

Answer 2

1. obtain a selection of the child’s productions
   do NOT consider adult target
2. tally number of times each phoneme was produced in each word position; data collection (model and replica chart)
3. data analysis (identify productive, marginal, and absent phonemes)
4. examine place, manner,and voicing or each productive, marginal, and absent phoneme
5. word-position analysis: determine which word positions are used and whether there are preferences
6. vowel analysis: examine vowels that are produced and compare to vowel quad
7. examine child’s syllable and word structure preferences
8. compare to developmental normals (not adult)

Question 3

use model and replica to reveal:

Answer 3

phonetic inventory
matches
variability
error patterns

Question 4

what does relational analysis do?

Answer 4

compare the child’s productions to adult form

obtain info from a connected speech sample

Question 5

RA allows for the study of:

Answer 5

are fricatives produced as stops?
are liquids produced as glides?
consistency of patterns
phonological processes
sound errors including substitutions, omissions, deletions, and additions

Question 6

what does error consistency mean?

Answer 6

the error occurs in all word positions and all speaking contexts (words, phrases, etc.)

Question 7

what does error inconsistency mean?

Answer 7

error varies across word positions
varries across speaking contexts
standard production may sometimes be acheived

Question 8

movement transitions

Answer 8

movement after or prior to a phoneme will influence and shape that phoneme

Question 9

what to look for when observing movement transitions?

Answer 9

sound sequencing: /a - u/
syllable sequencing: /pʌtʌkʌ/ or “pea tea key” to see how well the child is able to move from each place of articulation to the next

Question 10

how can prosody error be observed?

Answer 10

phrasel stress

we place emphasis on different words in a phrase, or syllables in a word in order to convey a specific meaning

Question 11

phonotactics

Answer 11

rules that govern how sounds can be combined to form syllables