Artic Final Fall 2024

Question 1

draw the vowel quadrilateral

Question 2

Spanish vowels

Answer 2

ɑ, ɛ, i, o, u

Question 3

Spanish consonants

Answer 3

stops: p, t, k, b, d, g
fricatives: f, x, s
affricate: tʃ
glides: w, j
lateral: l
nasals: m, n, ŋ
flap: ɾ
trill: r

Question 4

phonological features of AAE (name 3 examples + their processes)

Answer 4

word final cluster reduction (tɛst-tɛs)

r-deletion except word-initial; derhotacization of schwar (gɑrd-gɑd)

deletion of nasal consonant (mun-mu)

/l/ deletion in word final NEXT TO CONSONANT (hɛlp-hɛp)

stopping of interdentals (ðə-də)

change voiceless and voiced interdentals to /f/ and /v/ (ruθ-ruf)

before syllabic nasals /v/ as /b/ (sɛvən-sɛbən)

word final /θ/ becomes /f/ (sauθ-sauf)

neutralization of /ɪ/ and /ɛ/ before nasals; distinction between two phonemes is eliminated (pin & pen, bin & ben, tin & ten)

Question 5

How are the following CV’s produced:
ti
so
fay
the
do

Question 6

what are the components of a speech sound evaluation?

Answer 6

gather medical and educational background information on the client, what languages and/or dialects do they speak, previous therapy(s), test phonology, dynamic assessment, discuss with the parents/caregivers about their observations, determine tx/prognosis

Question 7

what are NYS’s criteria for eligibility for service?

Answer 7

33% delay in speech-language or 25% in two areas

Question 8

advantages and disadvantages of standardized tests

Answer 8

advantage: covers all the sounds that need to be tested, results can be compared to typically developing peers
disadvantage: standardized population may not be representative of the population I am working with (e.g. bilingual or dialectal)

Question 9

how to calculate % delay without tech

Answer 9

child’s “test” age/developmental age; convert to percent; subtract percent from 100 to get child’s % delay in phonology
e.g. 4/5 -> 80% -> 100-80= 20% delay

Question 10

name 5 ways to assess speech without standardized tests

Answer 10

informal language/speech sample, use tests in a nonstandard way, criterion-referenced measures, single word test in nonstandard way (consonant accuracy), examine error patterns/analysis, gather phonetic inventory

Question 11

implications for testing perception

Answer 11

informal pair testing: if they can’t perceive the difference then they can’t produce it. aka need to work on perception BEFORE articulation.

Question 12

SMART goals

Answer 12

e.g. velar fronting
given a verbal prompt, the client will perceptually discriminate /k/ and /g/ in the initial position at the word level to target velar fronting with minimal cues and 80% accuracy across 3 sessions.
given a verbal prompt, the client will produce /t/ and /d/ in the initial position at the word level to target devoicing with moderate cues and 80% accuracy across 3 sessions.

Question 13

what information should a rationale include?

Answer 13

evidence-based/peer-reviewed sources supporting the logical justifications for goals or treatment.

Question 14

what should a clinician determine before deciding on treatment methodology?

Answer 14

what are the targets, what kind of environment to treat in, trajectory, etc.

Question 15

approaches to intervention for speech sound disorders (4)

Answer 15

traditional approach, minimal pair approach, cycles approach, metaphon

Question 16

what is good about the traditional approach?

Answer 16

targets both speech perception and production, emphasis on practice with motor production, speech sounds should be treated individually

Question 17

what is good about the cycles approach?

Answer 17

works on process for several weeks, targeting a different speech sound in each session, recycling occurs.

Question 18

what is good about the minimal pairs approach?

Answer 18

linguistic-based approach, conceptual approach (child learns that two sounds signal different meanings and to avoid confusion they must be differentiated)

Question 19

what is good about metaphon?

Answer 19

attempts to increase awareness that contrasts between speech sounds for reading, good back up for minimal pair therapy

Question 20

age of acquisition: 2-3 y/o speech sounds

Answer 20

p, b, d, m, n, h, w

Question 21

age of acquisition: 3-4 y/o speech sounds

Answer 21

t, k, g, ng, f, y

Question 22

age of acquisition: 4-5 y/o speech sounds

Answer 22

v, s, z, sh, ch, j, l

Question 23

age of acquisition: 5-6 y/o speech sounds

Answer 23

voiced th, zh, r

Question 24

age of acquisition: 6-7 y/o speech sounds

Answer 24

voiceless th

Question 25

cleft palate tx techniques

Answer 25

treat target as early as possible, modify tx approaches for the age of the child, use play-based strategies for younger children to address compensatory errors to be more age appropriate

Question 26

cleft palate compensatory errors

Answer 26

MISLEARNING! speech errors that are learned from having a faulty mechanism and persist once the mechanism is repaired. require speech therapy! -glottal stops -pharyngeal fricatives -pharyngeal stops -mid-dorsum palatal stops -nasal fricatives

Question 27

cleft palate obligatory errors

Answer 27

STRUCTURAL/ANATOMICAL! speech errors caused by a structural or physiological issue (usually consistent across HIGH-PRESSURE sounds). require surgical or prosthetic intervention. -nasal emissions -weak pressure consonants

Question 28

when do you need to treat a client with cleft palate surgery and what symptoms would you treat?

Answer 28

when the production from the child is a compensatory error. e.g. nasal fricatives require differential diagnosis. if the nasal fricative is a compensatory error, speech therapy is necessary to address the error. if the nasal emission is an obligatory error, the child will require surgery or prosthetics as it is a structural defect.

Question 29

categories of sounds in English (cleft palate)

Answer 29

Nasals=can be produced with or without cleft palate (m, n, ng) High pressure=difficult for children with cleft palate Low pressure=easier for a child with cleft palate to produce (r, w, l, h)