Exam 2

Question 1

Structure and Function of Oral Mech exam

Answer 1

assesses speech structures: lips, tongue, teeth, mandible, hard palate, soft palate, nose, pharynx, and larynx. Assess oral function during nonverbal contexts, during speech contexts and during feeding.

Question 2

Submucosal Cleft

Answer 2

A separation of the muscle in the soft palate in which mucous membrane covers the defect. These children may exhibit hyper nasality, nasal emission, and problems with velopharyngeal closure. May present with a blue tint or whitish color upon examination along the border of the hard and soft palate. May also appear as a notch of the hard palate and bifurcation of the uvula

Question 3

Ankyloglossia

Answer 3

tongue-tie, a short, tight lingual. If suspected an SLP should consider the child’s ability to pronounce the alveolar consonants: /t, d, n, l, s, z, and lick their lips, and clear food from their gums. May impact articulation, indented tongue-tip on protrusion. May have trouble with dental sounds as well. Functional problems can include feeding problems, particularly breast feeding, as they age they may have difficulty moving a bolus in the oral cavity and clearing food from the sulk and molars. This could result in chronic halitosis and contribute to dental decay. Also dentition issues.

Question 4

Malocclusions

Answer 4

may be due to hereditary or digit sucking, thumb sucking, tongue thrusting, early loss of teeth, jaw fractures following an accident

Question 5

Angle’s Class 2

Answer 5

AKA Retrognathism, occurs when upper jaw or teeth project ahead of the lower jaw or teeth. Only affects speech if alveolar ridge is so far forward that the tongue tip cannot connect.

Question 6

Angle’s Class 3

Answer 6

mesioclussion/underbite. Protrusion of the lower jaw and teeth in front of the upper jaw or teeth. Results in protrusion of mandibular front teeth and creates underbite.Has most detrimental effect on speech because it can affect ALL anterior speech sounds

Question 7

Bifid Uvula

Answer 7

may be associated with submucosal cleft, not associated with speech difficulties

Question 8

Distoclussion

Answer 8

Overbite, a malocclusion in which the lower teeth are distal to the upper teeth.

Question 9

Angle’s Class 1/ Neutroclussion

Answer 9

mandibular and maxillary arches are in correct anterior-posterior relationship, individual teeth may be crowded, missing, atypical size, or in open bite relationship (introversion, supra version), some individual teeth or groups of teeth are misaligned. Normal Denton, within normal limits

Question 10

Infraversion

Answer 10

the tooth is positioned below

Question 11

Labioversion

Answer 11

buccoversion, the tooth is tipped toward the cheek or lip

Question 12

Linguoversion

Answer 12

the tooth is lingual to the normal position

Question 13

Supraversion

Answer 13

the tooth extends above the normal line of occlusion

Question 14

Apertognathia

Answer 14

open bite, occurs when there is normal occlusion of the posterior teeth with no occlusion of the posterior teeth with no occlusion of the front teeth. May impact articulation. Excessive overbite

Question 15

Overjet

Answer 15

upper incisors are too far anterior relative to lower incisors, front teeth slightly slanted and hang way over the bottom teeth

Question 16

Spontaneous Speech Sample

Answer 16

assessing using a variety of contexts, conversational speech sample, allows evaluation of speech rate, intonation, stress and syllable structure and is most representative of the individuals phonological performance. Recommended is a minimum 100 different words, adequate size would be 200-250. Sample during play, retell, picture description, sentence repetition and passage reading.

Question 17

Rugae

Answer 17

ridges behind the teeth, associated with a tongue thrust. Forward tongue position when swallowing. Prominate rugae may indicate an abnormally narrow or low palate, open mouth posture, forward tongue when swallowing and a possible tongue thrust

Question 18

Torus Platinus

Answer 18

hard palate with bony growth, benign peculiarity wherein there is a bony outgrowth on the palate. It is a normal bump on the roof of the mouth, not cancerous, painful or sore. Comes in different shapes and is hard upon palpation. Only real affects a client being fit for an appliance.

Question 19

Finger-Thumb Sucking

Answer 19

may cause malocclusions

Question 20

What is Independent Analysis

Answer 20

only what the child says matters, they are not compared to adult speech, determines the phonetic inventory. Only track the sounds they say without comparing to adult language. Asks the question, What sounds do they have? Determines the use of syllable and word shapes by phoneme. CV, CVC etc. Looks at phonemes and phoneme patterns and provides baseline information in terms of where treatment may begin
Assessments: Phonemic Inventory Form, Analysis of commonly occurring syllable and word shapes

Question 21

What is Relational Analysis

Answer 21

Child’s speech is compared to an adult, Determines the use of phonological processes, determines the percentage of consonants correct. Compare to an adult. Review the child’s speech sample for syllable structure process/patterns, substitution processes/patterns, and assimilation processes/patterns. Uses the Percentage of Consonants Correct Analysis Procedure SODA

Question 22

Components of Relational Analysis

Answer 22

May be performed on a connected speech sample, after sample is transcribed, sound changes are described using phonological patterns determined by the examiner.
1. Must have adequate number of opportunities are present for demonstrating a pattern, a minimum of 4
2. list all sound changes and mark all possible PP for each sound change
Analyzing the results
1. Is the PP is occurring at a clinically significant rate, minimum of 20%-40% occurrence is clinically significant
2. Is there PP across a sound class, isolated errors are NOT considered PP
3. Determine patterns present
4. determine patterns that should be considered for treatment

Describe the child’s pattern if there is one
Calculate the child’s percent occurrence for processes
0-49% severe disorder, 50-64% moderate/severe, 65-84% mild-moderate, 85-100% typical

Question 23

Phonetic Disorder

Answer 23

Errors result from difficulty in producing the sound sequences of the language, difficulty executing motor movements for speech sound production

Question 24

Children with more than 1 language

Answer 24

Interferance/transfer can occur, adding native language features into the non native language. Phonological development affected especially when the phoneme does not exist in the 1st language. Phonotactics (the arrangement of sounds within a given language) is also affected. Learned rhythmic features in L1 affects the learner in the new language. Code switching/mixing may occur where the speaker alternates between L1 and L2. As they become more proficient in the new language they may demonstrate language loss in L1.

Question 25

Articulation Impairment

Answer 25

Type of SSD characterized by speech sound errors typically involving sibilants and/or rhotics (typically /s, z, r, er) Motor speech difficulty involving the physical production (articulation) of specific speech sounds. SPEECH PERCEPTION difficulties may underlie an articulation impairment, Can they tell the sounds apart?

Question 26

Phonological Disorder

Answer 26

Most common type of of SSD, using speech sound errors incorrectly in a given language even though the motoric movements can be executed adequately. Phonemic level is sound patterns, linguistic level may have difficulty organizing the sounds, produce sounds but not in the word

Question 27

Articulation Disorder VS. Phonological Disorder

Answer 27

Articulation: phonetic disorder, although speech sounds may be distorted, word meaning is usually preserved. The problem is phonetic, use SODA to classify errors. Usually limited to only a few sounds Phonological: difficult to understand because many of their words sound the same, phonetic contrast between words is lost EX: sea as tea and tea as tea Significantly impairing speech intelligibility and associated with language problems

Question 28

Cooing, laughing, making vowel like sounds

Answer 28

between 6-16 weeks

Question 29

crying and burping but not laughing

Answer 29

0-6 weeks

Question 30

marginal babbling

Answer 30

4-5 months

Question 31

Inconsistent Speech Disorder

Answer 31

SSD characterized by inconsistent productions of the same lexical item (word).

Question 32

Childhood Apraxia of Speech

Answer 32

Motor speech SSD associated with difficulty planning and programming movement sequences, resulting in dysprosody and errors in speech sound production. Diagnostic markers: inconsistent errors on repeated attempts of the same words (vowels and consonants), difficulty with prosody in the phrases and words, lengthened and disrupted transitions between syllables and sounds. More distortions

Question 33

Purposes of Assessment

Answer 33

Evaluate the nature of the disorder by sampling, analyzing, and specifying characteristics: 1. describe phonetic proficiency of individual 2. determine if sound system deviates from the norm 3. determine direction, form, frequency of RX 4. make prognostic statements

Question 34

Purposes of Assessment

Answer 34

Evaluate the nature of the disorder by sampling, analyzing, and specifying characteristics: 1. describe phonetic proficiency of individual 2. determine if sound system deviates from the norm 3. determine direction, form, frequency of RX 4. make prognostic statements

Question 35

Standardized Assessments

Answer 35

articulation/phonological assessments

Question 36

Phonological Patterns

Answer 36

patterns of sound errors that typically developing children use to simplify speech as they are learning to talk

Question 37

Backing

Answer 37

when alveolar sounds like /t/and /d/ are substituted with velar sounds like /k/ and /g/

Question 38

Shriberg's Early 8 consonants

Answer 38

profile of consonant mastery based on the average percent correct in continuous conversational speech, used in children aged 3-6. Three stages of phoneme acquisition Early 8: /m, b, j, n, w, d, p, h/

Question 39

Backing

Answer 39

when alveolar sounds are substituted with velar sounds

Question 40

tongue thrust condition

Answer 40

excessive anterior tongue movement during swallowing and a more anterior tongue position during rest. Can present as an underbite trouble speaking /s l p r/ any phoneme that is palatal,

Question 41

Stopping

Answer 41

when a fricative is substituted with a stop consonant

Question 42

vowelization

Answer 42

when the /l/ or /er/ sounds are replaced with a vowel

Question 43

affrication

Answer 43

when a nonaffricate is replaced with an affricate

Question 44

Deaffrication

Answer 44

when an affricate is replaced with a fricative or stop

Question 45

Alvelorization

Answer 45

when a nonalvelor sound is substituted with an alveolar sound

Question 46

depalatalization

Answer 46

when a palatal sound is substituted with a non palatal sound

Question 47

labialization

Answer 47

when a nonlabial sound is replaced with a labial sound

Question 48

Assimilation

Answer 48

when a consonant sound starts to sound like another sound in the word

Question 49

denasalization

Answer 49

when a nasal consonant changes to a non nasal

Question 50

Final Consonant Devoicing

Answer 50

when a voiced consonant at the end of a word is substituted with a voiceless

Question 51

Prevocalic Voicing

Answer 51

when a voiceless consonant in the beginning of a word is substituted with a voiced consonant

Question 52

Coalescence

Answer 52

when 2 phonemes are substituted with a different phonemes that has similar features

Question 53

Reduplication

Answer 53

when a complete or incomplete syllable is duplicated

Question 54

Cluster Reduction

Answer 54

when a consonant cluster is reduced to a single consonant

Question 55

Final Consonant Deletion

Answer 55

when the final consonant in a word is left off

Question 56

Coalescence

Answer 56

when 2 phonemes are substituted with a different phonemes that has similar features

Question 57

Weak Syllable deletion

Answer 57

when the weak syllable in a word is deleted

Question 58

Epenthesis

Answer 58

when a sound is added between two consonants, typically the "uh" sound

Question 59

Traditional Articulation Analysis

Answer 59

Developed by Van Riper (1939), sort and quantify speech production errors into errors of substitution, omission, distortion, and addition SODA, Suited for children who have 1 or 2 speech sounds in error and the error is phonetic.

Question 60

Hodson Assessment of Phonological Patterns

Answer 60

Step 1: 1yr old, canonical babbling and vocables Step 2: 1.5 years, recognizable words, CV structures, Stops/Nasals/Glides Step 3: 2yrs, final consonants, communication with words, "syllableness" Step 4: 3yrs /s/ clusters, anterior-posterior contrasts, expansion of phonemic repertoire Step 5: 4yrs, omissions are rare, most "simplifications" suppressed, adult like speech Step 6: 5-6yrs, liquids /l/ (5yrs.) and /r/ (6yrs) phonemic inventory Step 7: Sibilants and /th/ perfected, adult standard speech

Question 61

The Goldman Fristoe Test of Articulation 3

Answer 61

standardized single word sampling test, initial, medial and final consonant positions, articulation and used withe the khan-lewis to assess phonology, used for kids 2-16yrs.

Question 62

Hodson Assessment of Phonological Patterns

Answer 62

Standardized, Preschool age, initial, medial and final consonant positions Step 1: 1yr old, canonical babbling and vocables Step 2: 1.5 years, recognizable words, CV structures, Stops/Nasals/Glides Step 3: 2yrs, final consonants, communication with words, "syllableness" Step 4: 3yrs /s/ clusters, anterior-posterior contrasts, expansion of phonemic repertoire Step 5: 4yrs, omissions are rare, most "simplifications" suppressed, adult like speech Step 6: 5-6yrs, liquids /l/ (5yrs.) and /r/ (6yrs) phonemic inventory Step 7: Sibilants and /th/ perfected, adult standard speech Measuring scale from 1-4, 1 being no disorder and 4 being severe

Question 63

Arizona Articulation Proficiency

Answer 63

1yr 6 months - 18yrs, 11 months, initial and final word position. standardized score, z-score, percentile, intelligibility and level of artic impairment. Weighted scores for each consonant, tests vowels, offers % of occurrence for phonological error patterns

Question 64

Intelligibility

Answer 64

judgement made by the SLP based on how much of an utterance can be understood. Usually based on percentage of words that are understood by the listener. Factors that contribute 1. Number, type, and consistency of speech sound errors 2. Frequency of target sound in language 3. Loss of phonemic contrasts 4. difference between the target and its realization 5. Consistency of the target realization relationship 6. extent to which listener is familiar with the clients speech By age 4 a child should be at 100% intelligibility, on the CHIRPA scale 1 is intelligible and 5 is completely unintelligible

Question 65

Coarticulation

Answer 65

concept that the articulators are continually moving into position for the other segments over a stretch of speech. The constant movement results in assimilation

Question 66

Beckwith-Wiedemann Syndrome

Answer 66

symptoms include large body size and macroglossia (large tongue) unusual ear crease and pits, often causes difficulty with anterior sounds

Question 67

Galactosemia Syndrome

Answer 67

weaker tongue strength, typically see childhood apraxia and dysarthria

Question 68

Fragile X Syndrome

Answer 68

Most common form of inherited mental retardation. Males are more affected than females, most have some form of a speech delay. Speech is described as cluttered,. Characterized as having poor topic maintenance, poor auditory sensory, and poor transitions. Phonological difficulties are common, including consonant substitutions, omissions, and distortions. Conversational speech is often unintelligible although single word utterances are intelligible. Oral motor difficulties with difficulties repeating multisyllabic sequences. Fluctuation rate and dysfluent perseveration speech

Question 69

Dialectical Difference

Answer 69

regional dialect OR social and ethnic Regional corresponds to various geographical areas. Social/ethnic relates to socioeconomic status and ethnic background. Dialects are also characterized based on linguistic features, social//ethinic can vary along all of the linguistic features.

Question 70

Vihman's Study

Answer 70

Studied phonological development and individual differences

Question 71

Vygotsky

Answer 71

Zone of proximal development

Question 72

Phonemic Awareness

Answer 72

only PHONEME level, speech is composed of minimal units of sound that can be separated and manipulated,

Question 73

phonological Awareness

Answer 73

Ability to detect and manipulate sound segments, moving sounds around in a word, combining certain sounds together or deleting sounds. Uses 1 modality-Auditory. Syllable awareness, onset rhyme awareness and phoneme awareness

Question 74

types of SSD

Answer 74

PHONOLOGICAL: phonological impairment and Inconsistent speech disorder MOTOR: articulation impairment, childhood apraxia of speech, childhood dysarthria

Question 75

Minimal Pairs Approach

Answer 75

McLeod and Baker Who: children with mild to moderate phonological impairments What: use contrastive approach to target sounds with only a single distinctive feature different How: familiarize child with contrasting sounds. Practice production through imitation and gradually move to independent naming and production of minimal pair words and cueing as needed Implemetation: 2 ways- meaningful minimal pair and perfection production minimal pair approach has a relatively large evidence base and has been around since the 1980's

Question 76

Maximal Oppositions

Answer 76

Gierut Who: Children with 6 or more missing from their inventory, a mild to moderate phonological impairment What: Use contrastive approach to target sounds with as many distinctive feature differences as possible How: pair 1 sound with an unknown sound using cueing and feedback to shape sound as needed

Question 77

Treatment of the Empty Set

Answer 77

Gierut Who: Children with 6 or more missing from their inventory, a mild to moderate phonological impairment What: Use contrastive approach to target sounds with as many distinctive feature differences as possible How: Pair 2 sounds that are known by the client with 2 that are unknown, using cueing and feedback as needed.

Question 78

Multiple Oppositions

Answer 78

Williams Who: Children with 6+ sounds missing from inventory, a severe SD, a severe to profound Phonological impairment What: use contrastive approach to target error sounds causing phoneme collapse How: Develop familiarization and productive of contrasts. Use interactive play and communicative contrasts to implement contrasts and eventually implement conversational recasts.

Question 79

Metaphon

Answer 79

Who: older children with mild-moderate phonological impairment What: children learn that change is necessary and possible in order to improve How: teach a meta understanding of phonological concepts and then slowly integrate them on the word and sentence level. Child will generalize to practical conversational settings over time.

Question 80

Cycles Approach

Answer 80

Hodson Who: highly unintelligible with multiple phonological pattern difficulties, focuses on patterns happening 40% or more in speech, those patterns are grouped into primary, secondary, and advanced target patterns What: target phonological patterns in cycles and gradually improve phonology How: provide auditory stimulation, depict 4-5 words with optimal phonetic contexts and then practice them in drills or games. Test with stimulability for improvement

Question 81

Speech Perception Invention

Answer 81

Rvachew Who: children with phonological impairment or SSD second to cleft palate or Down syndrome and ELL clients What: Improve underlying phonological representations for speech and literacy How: Expose the child to instances of spoken language, including a variety of speakers. Children will learn to distinguish between phonemes and detect production accuracy.

Question 82

Conomitant Phonology and Morphosyntax

Answer 82

Who: children with a phonological impairment and concomitant language impairment, struggle with finite morphemes 1. 3rd person singular regular -s, as in drinks 2. regular past tense -ed 3. irregular past tense -ran, fell, ate 4. copula and uncontractile auxiliary BE verbs -is, are, am, was, were What: focus on sharpening finite verb morphology skills How: target various finite morphemes in cycles from week to week, use focused stimulation followed by an elicited production activity.

Question 83

Stimulability Intervention

Answer 83

Miccio and Elbert Who: children 2-4 with small phonetic inventories or few contrasts. What: targets all consonants at once during a session-stimulable and nonstimulable through the use of auditory, verbal, visual, and gestural cues How: pair consonants with an alternative character/gesture, use turn taking activities to develop joint attention and allow early success to reinforce vocal practice.

Question 84

Core Vocabulary

Answer 84

Who: children with inconsistent speech disorder What: addresses sound selection/sequencing challenges How: select a core vocabulary 50-70 functional words, and deliver service on 10 words twice per week. Establish an optimal production and then practice to improve consistency. Generalize over time.

Question 85

Meaningful Minimal Pair Intervention

Answer 85

uses pragmatic cues to typify the approach, as you confront the child with the impact of the homonymy in her speech via request for clarification. There are 3 steps: 1. familiarize, 2. listen and pick up 3. production

Question 86

Perception-production Minimal pair Intervention

Answer 86

a child is taught how to the produce the target words via imitation activities and becomes relatively proficient at production before he is introduced to minimal word pairs There are 4 steps to this process: 1. familiarization and perception training 2. production involving word imitation 3. production involving independent naming 4. production of minimal pair words

Question 87

novel word

Answer 87

a new word unknown to the child

Question 88

Multiple Opposition Goals

Answer 88

1. providing children with opportunities to discover the rules being targeted 2. ensuring opportunities for focused practice so that new targets become automatic 3. including communicative feedback about the semantic meaning of children's productions 4. providing children with opportunities to us the targets they are learning in every day activities

Question 89

Multiple Oppositions Procedures

Answer 89

1. Familiarize and production of contrasts 2. contrasts and interactive play- including imitation followed by spontaneous production 3. contrasts within communicative contexts 4. conversational recasts

Question 90

Metaphon Procedure Phase 1

Answer 90

1. Concept level: child is introduced to and learns vocal concepts for the contrastive characteristic of a targeted phonological process 2. Sound level: the metaphonological concepts are applied to sound 3. phoneme level: metaphonological concept is applied to speech sounds 4. syllable level: structural phonological processes 5. word level: children are introduced to minimal pair words containing the phonological contrast and apply their metaphonological knowledge in listening activities

Question 91

Metaphon Phase 2

Answer 91

1. word level: using minimal word pairs client applies knowledge to communication centered speech production activities 2. sentence level: practice at sentence level using communication centered level activities

Question 92

Concomitant and Morph Procedures

Answer 92

1. focus stimulation: providing the client with at least 40 correct productions of the target 2. elicited production activities: occur within the context of play, craft, through forced choice question A. forced choice: SLP provides client with chance to attempt production of the target phoneme given the choice of 2 options B. Close task: SLP gives the client an opportunity to complete a sentence C. preparatory set: SLP models an utterance for a child, and then provides a prompt for the child to generate his own utterance containing the target morpheme.

Question 93

stimulability

Answer 93

refers to a child's ability to "immediately modify a speech production error when presented with an auditory and visual model

Question 94

Auditory Bombardment

Answer 94

client listens to the targeted sound in every day situations over and over again

Question 95

imitation vs. modeling

Answer 95

imitation the client repeats what the client says, modeling the client learns through observation

Question 96

Mass practice

Answer 96

less time between trial sessions

Question 97

What is a major phonological principle of intervention?

Answer 97

a phonological principle of intervention is that intervention focuses on the children learning phonological systems rather than just the articulation of the individual phonemes

Question 98

Characteristics of a phonological disorder

Answer 98

using speech patterns beyond the age they should be using them, the motor movements can be made but sounds are incorrect. Examples include velar fronting, vowelization, stopping etc

Question 99

Characteristics of a phonetic disorder

Answer 99

arctic disorders, think SODA

Question 100

Characteristics of CAS

Answer 100

impairment in planning and programming resulting in error in speech and prosody Three main speech differences 1. inconsistent errors on repeated attempts of the same words 2. difficulty with prosody in phrases and words 3. lengthened and disrupted transitions between syllables and sounds

Question 101

Treatment options for CAS

Answer 101

PROMPT, Integrated phonological awareness intervention, ReST

Question 102

Characteristics of Dysarthria

Answer 102

slow and uncoordinated speech motor movements caused by different types of lesions, trauma, or diseases

Question 103

Treatment of dysarthria

Answer 103

systems approach, AAC devices, PROMPT

Question 104

McLean and Rayemore

Answer 104

Stimulus Shift

Question 105

Contrastive vs. Noncontrastive SSD method

Answer 105

contrastive: approaches that include minimal pair words as a defining feature non-contrastive: approaches that do not include minimal pair words

Question 106

Strand

Answer 106

Dynamic temporal and tactile cueing

Question 107

Van Riper

Answer 107

traditional arctic intervention

Question 108

McCabe and Bradley

Answer 108

multiphonemic approach

Question 109

McCabe and Ballard

Answer 109

ReST

Question 110

motokinesthetic cue

Answer 110

involved physical touch and or manual manipulation of articulators

Question 111

verbal-phonetic cue

Answer 111

SLP gives client with sound spoken info about how to articulate speech sounds

Question 112

Metaphonology

Answer 112

knowing or having an awareness of teh phonological system

Question 113

What factors must be considered when selecting phonological patterns for treatment?

Answer 113

1. their relative frequency of occurrence 2. the effect this process has on the client's intelligibility 3. the age and phonological development of the child

Question 114

Phonological Knowledge

Answer 114

a child's knowledge of several types of representations of speech and the relationship between the different representations

Question 115

Goal Attack Strategies

Answer 115

vertical: 1 or 2 speech targets horizontal: several targets within a session cyclical: scheduling intervention targets where targets patterns targets in cycles

Question 116

Trochaic Stress

Answer 116

strong syllable is followed by a weak syllable

Question 117

Iambic Stress

Answer 117

unstressed syllable precedes stressed

Question 118

William Leith and stages of therapy

Answer 118

1. evaluation and planning 2. getting the new behavior 3. habituating the new behavior 4. generalizing the new behavior

Question 119

Drill Play

Answer 119

using drill play you are using a relatively high dose pf practice during simple tasks directed by the SLP

Question 120

Production practice sequence in Van Riper's traditional articulation intervention approach includes:

Answer 120

discrimination then isolation

Question 121

When using an Integral stimulation approach what is the correct step in treatment when the client is unable to repeat following the verbal model?

Answer 121

direct imitation (if wrong) use stimultaneous, slower movement simultaneous (if wrong) tactile cues

Question 122

When selecting words for treatment what is considered during the selection process?

Answer 122

``` early/late developing sound absent/inconsistent sounds stimulable/nonstimulable Linguistic complexity # target sounds Sound class cluster/singleton Frequently occurring Effect on intelligibility ```

Question 123

Why use mass practice?

Answer 123

Use with severe CAS Early success is critical to decrease frustration and build trust May only use word or short phrase

Question 124

shaping

Answer 124

sound modification

Question 125

sound approximation

Answer 125

Word approximations are when children express words by utilizing parts of a word to describe it, such as “ba” for bottle or “muh” for more. Sound effects include vehicle and movement sounds, like “boom”, “beep-beep”, “vroom-vroom”, or “choo-choo!” Animal sounds examples are “oink”, “moo”, “quack”, “meow”, “woof”

Question 126

pragmatic

Answer 126

the branch of linguistics dealing with language in use and the contexts in which it is used, including such matters as deixis, the taking of turns in conversation, text organization, presupposition, and implicature.

Question 127

Steps of the Integral Stimulation Approach, dynamic tactile, and temporal cueing for CAS

Answer 127

1. imitation 2. simultaneous production of the lengthen vowels with a gradual reduction of lengthening to normal 3. reduction of the therapists vocal cueing to miming the sound 4. the clinicians presentation of an auditory model that client repeats 5. delayed response after presenting the model 6. spontaneous production