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ECU ARTIC/PHON exam 1 > Chapter 9 > Flashcards

Chapter 9 Flashcards

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1
Q

What are the two dichotomized approaches to treating SSDs?

Are these usually chosen between or combined?

A

Motor-Articulation

Linguistic-Phonologic

Combined

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2
Q

What are ASHA’s evidence levels?

A

Level Ia

Level Ib

Level IIa

Level IIb

Level III

Level IV

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3
Q

What is Level Ia?

3

A

Well-designed meta-analysis

More than one controlled trial

Randomized

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4
Q

What is Level Ib?

2

A

Well-designed controlled study

Randomized

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5
Q

What is Level IIa?

2

A

Well-designed controlled study

Not randomized

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6
Q

What is Level IIb?

A

Well-designed, quasi-experimental study

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7
Q

What is Level III?

A

Well-designed, nonexperimental studies

i.e., correlational and case studies

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8
Q

What is Level IV?

3

A

Expert committee report

Consensus Conference

Clinical experience of respected authorities

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9
Q

What is the first stage of treatment?

A

Establishment

eliciting and stabilizing desired client behaviors at a voluntary level

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10
Q

How is Establishment accomplished with a motor-based approach?

A

Teaching correct production

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11
Q

How is Establishment accomplished with a linguistic-based approach?

What does this assume?

A

Using contrasting sounds to teach the difference

Assumes production skill is already present

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12
Q

What is the second stage of treatment?

A

Generalization

Facilitating transfer or carryover of learned behavior across various levels

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13
Q

How do new skills need to be Generalized?

9

A

Across positions

Across contexts

Across linguistical units

Across sounds

Across syllables

Across words

Across sentences

In conversation

Across situations

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14
Q

What is the third stage of treatment?

A

Maintenance

Facilitating stabilization and retention of new skills. Responsibility transferred to client.

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15
Q

Do Maintenance and Generalization overlap?

A

Yes

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16
Q

What are other names for Motor-Based Treatment?

2

A

Traditional Approach

Traditional Articulation Approach

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17
Q

What are the three parts of Motor Learning Principles?

3

A

Prepractice Goals

Principles of Practice

Principles of Feedback

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18
Q

What are Prepractice Goals in Motor Learning Principles?

3

A

Finding out what will motivate child

Making sure child understands how to do tasks

Making sure child’s perceptual abilities are adequate

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19
Q

What are the Principles of Practice in Motor Learning Principles?

(5)

A

More frequent but shorter sessions when possible

Practice under many conditions

Present targets in a random sequence

Focus should be on target - not individual articulator movements

Better to practice entire speech target than breaking it down into steps

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20
Q

What are Principles of Feedback in Motor Learning Principles?

(2)

A

Knowledge of Performance (what is being done correctly and incorrectly)

Knowledge of Results (was target produced correctly)

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21
Q

Why should there be a slight delay before giving feedback?

A

So that the child has a chance to judge their own performance

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22
Q

What are four different types of Perceptual Training?

A

Traditional Ear Training

Perceptual Training of Sound Contrasts

Perceptual Training Software

Amplified Auditory Stimulation

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23
Q

What is another name for Traditional Ear Training?

A

Speech Sound Discrimination Training

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24
Q

When is Perceptual Training needed?

A

When child cannot discriminate target from other speech sounds

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25
Does Perceptual Training always need to be a separate step?
No - it can be incorporated into production training
26
What are the four steps to Traditional Ear Training?
Identification (learning target) Isolation (listening for target in more complex environments) Stimulation (auditory bombardment) Discrimination (is target produced correctly or incorrectly?)
27
What is Perceptual Training of Sound Contrasts?
Perception training that focuses on minimal pair contrasts
28
What are the two steps to Perceptual Training of Sound Contrasts?
Introduction of a minimal pair Contrast training (practice portion)
29
What is Perceptual Training Software? (2) Is it designed to be used alone?
Software designed to improve perceptual skills Provides visual feedback an keeps track of child's accuracy No - child works with an adult
30
What is another name for Amplified Auditory Stimulation?
Auditory Bombardment
31
What SSD treatment uses Amplified Auditory Stimulation? When is it used?
Cycles approach Beginning and end of each treatment session
32
What is Focused Auditory Input? When is it used
Adult plays with child while producing as many models of target sound as possible When a child cannot or will not produce a target
33
What is Production Training? | 3
Motor-based intervention Teaching child to produce target Stablizing target production
34
What are the four approaches to Production Training?
Imitation (client repeats model) Phonetic Placement (client is instructed in where to place articulators) Successive Approximation (Shaping, modifying a sound in client's repertoire) Contextual Utilization (isolating a sound from a particular context where it is used correctly
35
What are the three types of Motor-Based Treatment Approaches?
Traditional Articulation Approach Context Utilization Approaches Alternative Feedback Approaches
36
What are the four steps to the Traditional Articulation Approach?
Identifying errors Establishing correct productions Generalize productions Maintainenance
37
What are the contexts used in the Traditional Articulation Approach? (6)
Isolation Nonsense Syllables Words Phrases Sentences Conversation
38
What does the Traditional Articulation Approach assume? | 2
Speech sound errors may be due to faulty perception Speech sound errors may be due to poor motor production
39
What are the strengths of Traditional Articulation Approach? | 3
It is widely used and studied Steps are logical Useful for clients with an articulation disorder
40
What are the weaknesses of Traditional Articulation Approach? (2)
The need for perceptual training is questioned Not as effective for clients who have a linguistic disorder
41
Does research support the Traditional Articulation Approach?
Yes (minus perceptual training)
42
What are Context Utilization Approaches? | 2
Sensory-motor-based approach Stimulability tasks followed by practice using nonsense syllables -> word/word-pair practice -> rehearsal sentences ->narratives
43
What is the assumption behind Context Utilization Approaches?
Errors can be corrected by extensive motor practice is sound is in client's repertoire
44
What is unique about Context Utilization Approaches?
They emphasize imitated repetition of productions
45
What are the strengths of Context Utilization Approaches? | 3
Build on behaviors in the client's repertoire Capitalizes on syllables + auditory, tactile, and kinesthetic awareness or motor movements Useful for clients who produce target inconsistently
46
What are the weaknesses of Context Utilization Approaches?
Difficult to motivate children to do this much imitation and drill
47
What are Alternate Feedback Approaches?
Gives child supplemental feedback about productions
48
What are two types of Alternate Feedback Approaches?
Tactile feedback Visual feedback
49
What is a Tactile Feedback Approach? | 3
Client wears removable device similar to an orthodontic retainer Small acrylic block is built into device to give client a landmark for /r/ production Used during therapy and practice sessions
50
What are four types of Visual Feedback Approaches?
Ultrasound imaging Palatography (creating images of how tongue contacts palate during speech) Electroplatography (EPG, artificial palate with pressure sensors is inserted and connected to computer) Spectrograms
51
What are the assumptions behind Alternate Feedback Approaches?
Typical internal and external feedback does not help children with SSDs. They need something more.
52
What are the strengths of Alternate Feedback Approaches?
Presence of novel feedback may help with long-established incorrect pronunciations
53
What are the weaknesses of Alternate Feedback Approaches? | 3
Cost Most clinicians have limited experience with the technology Most require something unnatural in oral cavity and may make speech unnatural (may impede generalization)
54
Are Alternate Feedback Approaches supported by research? (3) Spectrograms? EPGs?
Tactile approaches supported by anecdotal evidence only Most studies support positive outcomes with visual approaches More research needed Spectrogram studies limited EPG most studied - some positive evidence
55
What is the Core Vocabulary Approach? | 5
Child learns 50 functionally-powerful words Each week 10 of these words are randomly chosen and targeted At end of twice-per-week sessions, child produces each word three times Words produced consistently are removed from list Untreated words are probed 3x every two weeks
56
Who does the Core Vocabulary Approach target?
Children with severe and inconsistent speech sound productions
57
What are Functionally-Powerful Words? | 4
Names Places Foods Child's favorite things
58
What is the assumption behind the Core Vocabulary Approach?
If child's productions are more consistent, they will be better understood
59
What are the strengths of the Core Vocabulary Approach?
Intelligibility is the overriding goal of all therapies
60
What are the weaknesses of the Core Vocabulary Approach? | 2
Only applicable to those with inconsistent speech No detail provided on how to achieve consistency
61
Is the Core Vocabulary Approach supported by research?
Few studies - seem positive
62
What are Nonspeech Oral-Motor Activities?
Training as a precursor for teaching speech sounds
63
What are three examples of Nonspeech Oral-Motor Activities?
Horn/whistle blowing Sucking through straws Tongue wagging
64
Why are Nonspeech Oral-Motor Activities controversial? | 2
They were only supported philosophically originally Research does not support their use
65
What sort of speech production is seen in children with CAS? | 5
Difficulty with precise speech targets Inconsistent productions Trouble bridging all the various elements of speech Difficulty transitioning between sounds (coarticulation, etc.) Inappropriate prosody
66
What is often comorbid with CAS? | 3
Neuromuscular problems like dysarthria Other apraxias (Oral, limb, etc.) Specific Language Impairment
67
Do we always know the etiology of CAS?
No
68
Which is usually stronger in CAS: receptive or expressive skills?
Receptive
69
How do we assess CAS? | 7
Oral mech exam (is dysarthria or oral apraxia present) Diadochokinetic tasks Imitative utterances (V, CV, VC, C₁VC₁, C₁VC₂) Connected speech sample Phonological assessment imitating words of increasing syllables Suprasegmental analysis CAS-specific assessments
70
What must clinician keep in mind when analyzing speech performance in CAS? (2)
There will be trouble in syllable sequencing Movements, transitions, and timing should be observed at various linguistic levels
71
To whom might we refer seriously impaired children with CAS?
A neurologist to determine current status of neurological functioning
72
Is treatment for CAS supported by research?
Not a lot of research has been done
73
How do children with CAS progress in treatment?
Slowly
74
How do we treat CAS? | 5
Short-term goals Learning production units Frequent drill and practice emphasizing transitions and movement timing Possibly AAC intervention Tactile-kinesthetic prompts and cues
75
What might be some short-term goals for CAS?
Functional, intelligible vocabulary
76
What should all production activities include with CAS? Why?
Attention to syllable structure and combinations To learn building blocks of words
77
Are more frequent, shorter sessions useful in treating CAS?
Yes
78
What is a tactile-kinesthetic prompt program useful for CAS?
PROMPT | Prompts for Restructuring Oral Muscular Phonemic Targets
79
What is a rhythmic/melodic facilitation approach useful in CAS?
Melodic Intonation Therapy
80
What is the most comprehensive set of instructional materials for treating clients with motor planning difficulties?
Nuffield Centre Dyspraxia Programme
81
What are the three stages of treatment?
Establishment Generalization Maintenance
82
When do we need to teach/establish sounds? | 4
Sound is not in client's repertoire Sound only exists in limited phonetic contexts Sound is not perceived in minimal pairs Sound is not easily incorporated into syllable/word units
83
Is the traditional articulation method vertical or horizontal?
Vertical

ECU ARTIC/PHON exam 1 (13 decks)

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