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Speech Sound Disorders > FINAL > Flashcards

FINAL Flashcards

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1
Q

father of SLP

A

van riper

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2
Q

van riper created the ________ approach

A

traditional

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3
Q

activities of traditional approach: (4)

A

sensory-perceptual training, correcting productions, strengthening & stabilizing, transfer to everyday communication situations

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4
Q

identifying the sound and comparing it to its errors

A

sensory-perceptual training

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5
Q

sensory-perceptual training has no _______ requirement

A

production (supposed to be a precursor to production practice)

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6
Q

does sensory-perceptual training help with production?

A

not necessarily, research says kids can be poor at discriminating but good at producing the sound

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7
Q

first you use placement cues/shaping procedures in ______ and then in ______

A

isolation. syllables (CV, VC, CVC)

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8
Q

3 goal attack strategies (GAS)

A

vertically structured treatment, horizontally structured treatment, cyclically structured treatment

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9
Q

1 or 2 goals or targets are trained to a certain criteria before proceeding to another target

A

vertically structured treatment

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10
Q

“training deep” goes with what GAS

A

vertically structured treatment

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11
Q

mass practice with limited number of targets and a limited number of items will generalize to non-trained items

A

training deep

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12
Q

this GAS addresses multiple goals in each session. several sounds are targeted with one session.

A

horizontally structured treatment

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13
Q

training broad goes with what GAS

A

horizontally structured treatment

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14
Q

exposure to a wide range of targets with exemplars and contrasts will facilitate simultaneous acquisition of sounds

A

training broad

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15
Q

combination of 2 GAS. one target for 1 seek, another one the next, and you recycle through them

A

cyclically structured treatment

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16
Q

if you have multiple errors you should be using the _____ or ______ GAS

A

cyclical approach or horizontal

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17
Q

if you have a small number of errors you should be using the _____ GAS

A

vertical approach

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18
Q

if the child cannot produce a sound you should be using the ______ & then switch to _____ GAS

A

vertical approach & then maybe switch to horizontal or cyclical

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19
Q

most natural therapy =

A

client-centered (structured play/naturalistic)

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20
Q

least natural therapy =

A

clinician directed (drill play)

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21
Q

in drill, clinician purposely eliminates ______ contexts and contingencies

A

natural

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22
Q

advantages to drill (4)

A

maximize opportunities for production, allows for lots of practice, evidence to support, it’s easy

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23
Q

disadvantages to drill (3)

A

evidence to dispute, problems with generalization, can be boring

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24
Q

therapy where clinician arranges therapy to facilitate target production occurring as a natural part of the interaction/activity

A

structured play/naturalistic

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25
characteristics of naturalistic (4)
no tangible evidence, no direct prompting of targets, just natural models, clinician is communication partner
26
advantages of naturalistic (3)
good for practicing initiation, good for the "non-compliers", research to support
27
disadvantages of naturalistic (3)
SLPs dont prefer this, you are not in control, it's hard
28
ability to use the behavior under different non-trained conditions
generalization
29
types of generalization (5)
across position, across context, across linguistic, across sound/feature, across situation
30
being able to generalize intial to final position, or final to intial
across position
31
generalization where responses that have been taught carry over to behaviors that have not been taught
across context (if you can say /f/ in fish, you should be able to say it in fun)
32
generalization where you move from one level of linguistic complexity to another
across linguistic
33
generalization within sound classes
across sound/feature (teach /k/ should generalize to /g/)
34
generalization where you transfer from the clinical setting to other situations and locations
across situation
35
terminal objective for therapy
across situation generalization
36
how to facilitate across situation generalization
use an inclusion model (have help of teachers in classroom), require use of words in all situations, incorporate self-monitoring or self-evaluation
37
kids with only articulation impairments ______ treatment results in greater functional gains
individual (and 3, 20 min sessions work better than 1, 60 min)
38
service delivery models(2)
pull-out model. inclusion model
39
pulled out of natural speaking environment, client is instructed in a treatment room
pull out model (may be better for motorically based errors, at least at first)
40
incorporate instruction within the child's natural communication environment
inclusion model (better when working on generalization)
41
why are goals important? (3)
overall plan, make you accountable, help determine if treatment is working
42
3 criteria for a goal
behavior, condition, criteria
43
skill or knowledge to be gained. the action the client needs to do
behavior
44
in what context or circumstances. elicitation procedures.
condition
45
how the behavior will be measured
criteria
46
behavior terms examples
say, produce, use
47
condition terms examples
given, following, when
48
criteria terms examples
accuracy, in ___ out of ___ attempts
49
unacceptable terms for a goal
understand, appreciate, grasp
50
must measure change to decide (3)
progress, when therapy is no longer needed, if intervention techniques should change
51
tools for measuring change: (2)
stnd. test, probes
52
you would use a probe to measure _____
whole system change
53
how often should you use a probe? (3)
maybe every 4-5 sessions, maybe once a month, maybe once child reaches predetermined criteria
54
probing a sound you are getting ready to target to determine baseline functioning
baseline probe
55
what do you do on day 1 of therapy? (3)
placement, discrimination, and some production (not independent production)
56
what data do you take every day at the beginning of therapy? (4)
intervention techniques used and their effectiveness, amount of cues needed, what cues worked, productions (always want to discriminate between productions cued and not cued)
57
this approach takes advantage of the systematic nature of speech errors (phonological processes)
Hodson Cycles
58
main goal of hodson cycles
intelligibility
59
hodson cycles is designed for kids with
multiple errors
60
hodsons targets
deficient phono patterns
61
for hodsons you target each exemplar for about ____ mins
60 (usually 2 exemplars per pattern)
62
for hodsons do you target sounds for which a child is not stimulable?
NO
63
for hodson you always through in ______ to work on them
liquids
64
how do you pick the order to cycle through?
primary target patterns, secondary target patterns
65
Hodson primary target patterns (5)
syllables, singleton consonants that are omitted, /s/ clusters, anterior/posterior contrasts if lacking front or back sounds, liquids in word initial (even if not stimulable)
66
Hodson secondary target patterns (3)
palatals, other clusters and /s/ clusters in final position /s/, singleton stridents
67
sounds NOT to target in hodson cycles (5)
voiced final obstruents, post-vocalic /l/, velar nasal, unstressed weak syllables, /th/ voiced/voiceless
68
Hodson therapy session steps (8)
review the prior weeks practice words, listening activity with amplification, target word cards, production practice, stimulability probing, listening activity with amplification again, phonological awareness activity, home practice
69
usually after __-__ cycles will get kid to become intelligible
3-4 (30-40 hours of tx)
70
should you do modified cycles?
NO. can't be sure your tx is EBP.
71
what disorder does cycles not work on?
CAS
72
this approach tends to rely more on language use and meaningful practice than on repetition or formal rehearsal.
communication centered intervention (naturalistic)
73
contextual appropriate feedback for naturalistic
either/or question, cloze procedure
74
when you say "do you need the do or the dog??"
cloze procedure
75
we are clear that there is a link between speech production difficulties and _______ & _______
phono awareness performance, underlying phonological awareness (can result in kids having difficulty with reading)
76
therapy that says kids need to be taught the characteristics of sounds in order to facilitate production
metaphon therapy
77
in metaphon therapy they teach what 3 characteristics of sounds
duration, manner, place
78
knowledge of 3 characteristics of sounds will increase what?
phono reps
79
phase 1 of metaphon therapy
teach the concepts and how they apply to sounds
80
phase 2 of metaphon therapy (2)
work on word pairs to target contrasts between sounds, transfer the metaphon knowledge to producing the intended word
81
phonological awareness program that emphasizes multisensory awareness of individual speech sounds, and subsequently developing a child's abilities to track and manipulate phonemes in words
LiPS
82
significant evidence on LiPS program for facilitating ____________. limited evidence for facilitating ________.
phonemic awareness. | speech production.
83
LiPS techniques (6)
feeling/describing/labeling a sound, choosing the mouth picture that matches a sound, associating the letter symbol with a sound, using voicing property to determine sound pairs, using a vowel circle to teach properties of sounds, manipulating phonemes with orthographic visuals
84
materials for LiPS program (5)
mouth pictures for consonants, colored squares, vowel circle for vowels, orthographic letters, mirror
85
lip poppers
b,p
86
tip tappers
t,d
87
lip coolers
f,v
88
tongue coolers
θ, ð
89
skinny air
s, z
90
fat air
ʃ, ʒ
91
fat pushed air
tʃ, dʒ
92
cousins in LiPS program
nose sounds, wind sounds, lifters
93
nose sounds
n, m, ŋ
94
wind sounds
w, h, tiny uppercase M
95
lifters
l, r
96
vowel labels in LiPS linguistic vowel circle
smile, open, round, sliders (diphthongs)
97
ASHA 4 questions about CAS
is it a recognized clinical disorder? what are its core characteristics? how should it be assessed? how should it be treated?
98
you should not refer to CAS as:
developmental apraxia of speech
99
CAS occurs in 3 clincal contexts:
neurological injuries, as a primary or secondary sign in children with neurobehavioral disorders (metabolic, genetic), idiopathic neurogenic SSD
100
difference between CAS and dysarthria
dysarthria is a neuromotor disorder, not involved with the planning and programming deficits of CAS
101
disorder where you dont have trouble with individual sounds, it's the planning/sequencing that is the issue
CAS
102
core impairment of CAS
planning/programming spatiotemporal parameters of movement sequences
103
3 areas of consensus of CAS
inconsistent errors, lengthened and disrupted coarticulatory transitions between sound and syllables, inappropriate prosody
104
features associated with CAS that place a child at increased risk of (3)
persistent problems in speech, persistent problems in expressive language, persistent problems in the phono foundations of literacy
105
prevalence of CAS:
3.4-4.3% (1 or 2 children per 1000)
106
why is CAS being identified so much? (3)
incorrect info through workshops, reimbursement issues, conflicting ideas of CAS signs
107
treatment goal of CAS
overall communication and lang skills (use of AAC -- NEED to give kid a way to communicate) speech production
108
implementation of CAS tx
3-5 sessions per week, naturalistic environment, more sessions/less time each session
109
CAS treatment strategies: (3)
principle 1, 2, 3
110
principle 1 of CAS tx strategies
pre-practice (ensure motivation/understanding/stimulability)
111
principle 2 of CAS tx strategies
practice conditions (amount, distribution, variability, schedule)
112
principle 3 of CAS tx strategies
augementative feedback (KP, KR)
113
NS-OME examples
muscle exercises, pucker smile, tongue wags, tongue curling
114
why do NS-OME not work?
speech doesnt maximally tax system dont need warm ups, don't need excessive strength in order to speak -- only use about 10%, having them do non speech tasks wont produce speech
115
there is no muscle weakness in CAS but there is in _____
dysarthria

Speech Sound Disorders (1 decks)

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