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EDSP 251 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

MB: Treatment Continuum: Establishment

A

Time devoted to teaching production of target sounds

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2
Q

MB: Treatment Continuum: Facilitation of Generalization

A

Practicing the target sound in various contexts (phonemically and environmentally)

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3
Q

MB: Treatment Continuum: Maintenance

A

Focus on habitual practice and self-monitoring

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4
Q

MB: Traditional Artic Tx: Prepractice Goals

A

Focus on increasing motivation for child and providing clear and easy to follow directions for targeted skills

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5
Q

MB: Traditional Artic Tx: Principles of Practice

A

Shorter, more frequent treatment sessions
Practice under variety of conditions
Randomized trial presentation
Focus on output rather than individual motor movements
Practice entire target when possible (words instead of isolated sounds)

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6
Q

MB: Traditional Artic Tx: Principles of Feedback

A

Feedback begins with knowledge of performance

Children must be made aware of what specifically they did correctly or incorrectly

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7
Q

MB: Perceptual Training Tasks

A

Sorting minimal contrast pairs
Discrimination of phonemes
Auditory stimulation/bombardment

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8
Q

MB: Traditional Ear Training: Identification

A

Help child learn what the sound is and what it looks like

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9
Q

MB: Traditional Ear Training: Isolation

A

Ask child to identify when the sound is heard within the context of a word, phrase, or sentence

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10
Q

MB: Traditional Ear Training: Stimmulation

A

Provide child with an auditory model, amplifying stress and duration

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11
Q

MB: Traditional Ear Training: Discrimination

A

Ask child to identify correct vs. incorrect production of the target sound

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12
Q

MB: Training of sound Contrasts

A

Introduce a minimal pair (a child with a /t/ for /k/ start with discrim between /k/ and/m/ then move to error sounds

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13
Q

MB: Software (SAILS)

A

Presents correct and incorrect production, research shows positive outcomes in perception and production after several weeks

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14
Q

MB: Amplified auditory stimulation/bombardment

A

Word list presented to the child at an amplified level

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15
Q

MB: Production Training

A

Teach the client the correct production of target sound; often begins with sound in isolation

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16
Q

MB: Imitation

A

Clinician presents auditory and visual models in order for client to repeat back the target sound

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17
Q

MB: Phonetic Placement

A

Clinician gives specific instructions to client for where to place articulators for production of a sound, often with visual and tactile cues

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18
Q

MB: Shaping

A

Use another sound to move into the target sound through a series of steps (/t/ to /s/)

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19
Q

MB: Contextual Utilization

A

Use of contextual testing to determine if client is able to produce sound in any other phonemic environment and using that skill to help generalize production

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20
Q

MB: Traditional Approach

A

Uses three phrases of motor learning (prepractice goals, practice, feedback)
Emphasis on perceptual training
Production of sound at hierarchical levels of complexity
May not be appropriate for children with multiple sound errors

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21
Q

MB: Contextual Utilization Approach

A

Identify contexts that the client can successfully produce speech sounds then work on correct production from there (correct /s/ in “bright sun” /t/ is facilitating context)

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22
Q

MB: Alternative Feedback Approach

A

Provided additional feedback

Tactile (oral appliance) or visual (spectorgrams, palatography or ultrasound)

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23
Q

MB: Core Vocabulary Approach

A

Combines motoric and linguistic based approaches
Aimed toward children with severe and inconsistent errors (such as CAS)
Results in system wide change by focusing on whole word productions
Use list of 50 fx words, target 10 words per week, probe for generalization with untrained words

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24
Q

MB: Nonspeech Oral Motor Activities

A

Not recommended for speech sound intervention and treatment since focus is on activities that are not related to speech production

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25
Q

MB: Childhood Apraxia of Speech

A

Shorter, more frequent sessions recommended

Inconsistent output, difficulty with transitions, prosodic deficits

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26
Q

LB: Minimal Pairs Contrast Therapy

A

Most common linguistic Tx
Develops awareness of differneces in meaning created by different linguistic units
Encourages perceptual training and production

27
Q

LB: Different Kinds of Minimal Pairs: Minimal Oppositions

A

Single feature difference (sun-ton, differ only in manner)

28
Q

LB: Different Kinds of Minimal Pairs: Maximal Oppositions

A

More than one different features (tea-she, differ in place and manner)
More overall change and more generalization

29
Q

LB: Multiple Oppositions

A

Compares multiple sound contrasts at a time
Used when a child uses one phoneme in place of several others
Most efficient for children with many sound collapses (/t/ for /k/, /ch/, and /s/ final)

30
Q

LB: Metaphon

A

Focuses on increasing child’s awareness of characteristics of sounds including where and how they are produced (long or short sounds, front of the mouth or back)

31
Q

LB: Cycles

A

Does not treat mastery of sound
Designed for multiple sound errors
Focus on acquisition of appropriate phonological patterns

32
Q

LB: Targets in cycles approach

A

Syllableness

Omitted singleton consonants (CV, VC, CVC)

33
Q

LB: 8 Parts of Tx Session

A

Review
Amplified auditory bombardment (20 words)
Selection and assembly of target practice cards (5 cards)
Production practice with visual, tactile, and auditory cues
Probing stimulability of untrained sounds
Repeat amplified auditory bombardment
Phonological awareness activity
Home practice

34
Q

LB: Top Down Approach: Whole language approach

A

Story telling with picture prompts

Target all 5 areas in all communication efforts

35
Q

LB: Top Down Approach: Naturalistic Intervention

A

Child centered approach that focuses on intelligibility

Individual speech sounds not only cause for intelligibility issues

36
Q

Dialects

A

Everyone speaks a dialect of a language
Dialects are mutually understandable form of same language associated with particular region, social class or ethnic group
Depends on numerous factors (region, age, gender, SES, etc)

37
Q

Features of African American English

A 
Word-final cluster reduction
Deletion of /r/
Deletion of /l/ in word final clusters
Substitution of /f/ for /th/
Stopping initial interdentals
Metahesis (aks/ask)
Differences in suprasegmentals (stress and intonation)
38
Q

AAE and Phonological Development

A

Children who speak AAE have a phonetic inventory similar to children who speak GAE

39
Q

Pidgins

A

Communication system used by groups who need to communicate but have no means (slaves bought to a new country)
Limited vocab and simplified syntax
Once a pidgin is passed down to a new generation it become a Creole or native language of a community

40
Q

Spanish

A

Several Spanish dialects
Knowing differences between dialects is crucial to appropriate Ax and Dx of SSD
5 primary vowels and 18 consonants

41
Q

Asian Languages

A

Asian languages use tone to indicate differences in word meaning
Phonological development in Contonese and Japanese appears to happen more quickly than English

42
Q

Negative Transfer

A

Child develops phonological skills in both languages more slowly than his monoligual peers (historical view)

43
Q

Positive Transfer

A

Child develops phonological skills in both languages faster or commensurate with monolingual peers (more recent studies)

44
Q

Assessment of Bilingual Children

A

Important for clinicians to be familiar with phonological rules of both languages
Trained translator can help with process
Usually not appropriate to have family translate

45
Q

Elective Therapy

A

Accent modification

46
Q

Bilingual approach

A

SLPs work on skills that would transfer between both languages; choose targets based on error rates in both languages

47
Q

Cross-linguistic Approach

A

Used in conjunction with bilingual approach

SLPs focus on separate skills that the child needs within each individual language

48
Q

Adapting Approaches

A

Tx approaches can be adapted
Motor based can be problematic because clinician may have to learn to teach new sounds
Minimal pairs may be difficult since many other languages don’t have the same number of minimal pairs as English

49
Q

Phonological Awareness

A

Children with SSD are at risk for impaired PA skills because of link between PA and literacy
Children with SSD also at risk for literacy deficits
SSD with comorbid language impairments are at higher risk for literacy deficits than child with SSD only

50
Q

Phonological Awareness: Shallow Level

A

Identify rhyming words or words that start with the same sound
Identification of segments that make up multisyllabic words or individual words that make up sentences

51
Q

Phonological Awareness: Deep Level

A

Manipulate sounds or segments within a word (delete /k/ from “cat”)

52
Q

Development of Phonological Awareness

A

Rhyme: Identify or name words that sound alike or rhyme
Alliteration: initial and final matching letter
Syllable: identify or segment a multisyllabic word into syllables (around age 4)
Phoneme segmentation: break down word into sounds
Phoneme blending: put sounds together into words

53
Q

Crucial Skills for Reading

A

Phonological Awareness
Letter identification (point to ‘d’)
Letter sound correspondence (‘d’ makes the /d/ sound)

54
Q

PA and SSD

A

Working on speech sound production alone will not improve PA skills
All clients with SSD should be monitored for appropriate growth in PA and literacy

55
Q

Factors that Contibute to Reading “Risk”

A

Speech sound errors still present at beginning of literacy instruction and comorbid language impairments

56
Q

Why Assess PA

A

Establish shallow and deep skills
Determine contributing factors to reading difficulties
Monitor progress of PA intervention

57
Q

Norm-Referenced Measures for PA Assessment

A

Don’t often take into consideration options for children with speech production errors

58
Q

Criterion-Referenced Measures for PA Assessment

A

More informal
Compare a child’s ability to curriculum-based standards
Can create own criterion-referenced assessment based on school district standards

59
Q

Dynamic Assessment for PA

A

Allows for multiple levels of prompting

60
Q

Other ways to Assess for PA

A

Observe in Class
Talk to teachers
Examine language skills
Determine if speech errors impact intelligibility in class

61
Q

PA Intervention

A

Research shows that children with SSD who receive therapy for SSD and PA and letter knowledge makes rapid progress in all three areas
Show age-appropriate reading levels after 9 months of therapy

62
Q

PA Intervention Areas

A

Speech Sound Production
Phonological Awareness
Letter Knowledge

63
Q

PA Collaboration with Teachers

A

Crucial
Develop small group phonological awareness activities
SLP can act as consultant re: PA activities in classroom and development of curriculum materials

64
Q

PA Tips for Parents

A

Read books to child with sound patterns
Recite nursery rhymes together/clap out beat
Find objects starting with the same sound
Identify first sound in child’s and family member’s names
Clap out syllables of favorite words/names
Say words as series of sounds; guess word

EDSP 251 (2 decks)

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