Lectures 8-10 Flashcards

Question

Intervention procedures:

Answer 1

-Anticipate types of errors the child will make & the support the child needs to gain skills – Model the desired behavior – Cue the child to respond -Cues can be verbal or nonverbal, least to most supportive -Corrective feedback and reinforcement

Answer 2

The use of visual modes of of communication, specifically reading and writing * There is a link between a child’s early reading abilities a history of communication, language difficulties & specifically reading conversational language and writing abilities. * As many as 60% of children with language impairment have difficulty with literacy.

Answer 3

*Segmenting a word and blending the sounds together *C-A-T *Decoding as applied to reading an alphabetic language involves applying the alphabetic principle to identify the spoken word that corresponds with the written word.

Answer 4

* Knowledge of sounds/syllables and the sound structure of words is important for reading development * Includes phonemic awareness * Ability to manipulate sounds, such as blending or segmenting * Ability to determine a word when a phoneme or syllable is deleted * Comparing initial phonemes for likeness and difference

Answer 5

* Morphological Awareness * By age 10 * Awareness of and knowledge about morphological structure * By middle school * Morphological complexity increases

Answer 6

-Meaning is actively constructed from words and sentences and from personal meanings and experiences * Critical literacy: Active analysis and synthesis of information * Dynamic literacy: Relate content to other knowledge through reasoning * Metacognition: Knowing what to do and how to do it * Self-appraisal * Executive function

Answer 7

Emerging Literacy * Begins around age 1 when books are shared with toddlers * Dialogic reading: Interactive method of reading picture books *Print awareness Early * Knowledge of the meaning and function of print * The direction print proceeds across a page and through a book * Recognition of some letters Later * Recognizing words as distinct units, identifying letters, using terminology such as letter, word, sentence

Answer 8

is greatest for children with a history of problems in articulation and expressive/receptive language Children with: * deficits in oral language comprehension but normal phonological abilities may have poor reading comprehension * little or no oral language comprehension difficulties but with poor phonological disabilities may be poor decoders * low SES environments acquire language more slowly and may have delayed letter recognition and phonological awareness

Answer 9

Language Impairment Generally: * Begin with less language and have difficulty catching up * Have poor comprehension skills because the lack language knowledge needed to integrate information * Have poor metalinguistic skills * Possess linguistic processing difficulties * As adolescents are poor readers with vocabulary, grammar, and verbal memory deficits * Significant negative correlation between children’s nonmainstream dialect use and reading achievement

Answer 10

* Preliterate attempts consist of scribbles, drawing, and an occasional letter * Later use some phoneme-grapheme knowledge with letter names * May use invented spelling * Names of letters may be used in spelling Preschool – 1st Grade Learn about spacing, sequencing, ways to represent phonemes, and morpheme-grapheme relationships * Become more efficient as they recognize regularities * Increased memory supports spelling 2nd – 5th Grade Shift from phonological strategy to a mixed one * Mostly self-taught using a trial-and-error approach * Approx 4,000 words are explicitly taught in elementary school

Answer 11

Mature spellers rely on: * Memory * Spelling and reading experience *Phonological/semantic/morphological knowledge * Orthographic knowledge and mental grapheme representations * Analogy * Spelling competes with other aspects of writing for cognitive energy Adults spell letter-by-letter, by syllable, and by sub-syllable unit

Answer 12

* Deficits in writing complexity and accuracy * Children with Language Impairments often have writing deficits * Reduced written productivity, total number of words, total number of utterances, total number of ideas * Children with L earning Disorders may have difficulties with all aspects of writing

Answer 13

* Portfolios of children’s writing * Narrative samples for elementary school children * Expository (explain, illuminate or expose) writing samples for older elementary school children or adolescents

Answer 14

Articulation Disorders: Articulation: How sounds of the language are produced Articulation impairment: inability to articulate certain speech sounds correctly. Phonological Disorders: Phonology: How speech sounds are used in the language Phonological impairment: involves the rules that govern sound patterns in a given language.

Answer 15

Definition: An impairment of an individual’s sound system resulting in significant problem with speech-sound production that differs from age- and culturally-based expectations.

Answer 16

◦ Classification of Speech Sounds -Either vowel or consonant -Consonant phoneme classification -Place, manner and voicing Vowel classification ◦ Tongue and lip position and relative degree of tension in the articulators

Answer 17

◦ Spoken English has about 42 different phonemes Phonotactic rules: ◦ Specify acceptable sequences and locations of speech sounds ◦ cannot start a word with all consonants e.g., mb, ts ◦ cannot end a word with all consonants e.g., kch Allophones: ◦ Variations of phonemes Aspiration: ◦ Little puff of air that can follow a sound such as /p/ or /t/ Cognate pairs: ◦ Consonants that have the same place and manner but differ with regard to voicing

Answer 18

Speech Sound Emergence: By 2 months: ◦ Develop non distress sounds – “gooing” or “cooing” By 3 months: ◦ Vocalize in response to the speech of others Between 4 and 6 months: ◦ Imitate tone and pitch and begin babbling (random vocal play) 6-7 months: ◦ Changes to reduplicated babbling (strings of consonant-vowel syllable repetitions or self-imitations)

Answer 19

◦ First recognizable word produced around 12 months ◦ Children use phonological patterns (processes) as a strategy when faced with a difficult word ◦ Toddlers often omit final consonants ◦ Multisyllable words may be reduced to one or two syllables, or the syllables may be repeated ◦ Consonant blends might be shortened to single consonants ◦ One type of sound might be substituted for another

Answer 20

◦ Most phonological patterns toddlers use disappear by age 4 ◦ Consonant blends may continue to develop into early elementary school ◦ Children who experience phonological difficulties continue to use immature phonological patterns ◦ Children continue to master new speech sounds throughout the preschool period ◦ A sound may be produced correctly in single words but not in connected speech ◦ Phoneme acquisition is gradual and depends on the sound, its location, frequency, and proximity to other sounds

Answer 21

5-year-olds: ◦ Difficulty with a few consonant sounds and with consonant blends 6-year-olds: ◦ Have acquired most English speech sounds 8-year-olds: ◦ Have acquired consonant clusters ◦ Phonological system is similar to adults by early elementary school Morphophonemic contrasts: -take years to master -Changes in pronunciation as a result of morphological changes -Minimal pair e.g., bat-->cat-->hat

Answer 22

◦ ~75% of preschool children normalize speech sound errors by age 6 with or without treatment ◦ Majority normalize by age 8 ◦ Errors that persist may have a negative impact on academic or professional accomplishments and personal relationships ◦ Speech patterns are harder to change as we get older

Answer 23

Hearing Loss: ◦ Phonology, voice quality, pitch, rate, and rhythm are similarly affected ◦ Relationship between type and degree of hearing loss cannot be determined; there are some patterns, though Lifespan Issues: ◦ Individuals born deaf or with severe hearing impairment typically have poorer speech than those with a later loss ◦ Speech deteriorates over time for those who lose hearing after learning to talk ◦ Accuracy of speech sound production improves with hearing aids and training

Answer 24

Childhood Apraxia of Speech (CAS): -Neurological speech sound disorder that affects the ability to plan and/or program the movement sequences necessary for accurate speech production -Speech may be unintelligible, segmented/choppy, disfluent, lacking in prosodic variation -Awareness of difficulty with speech can lead to unwillingness to talk Speech characteristics: ◦ Inconsistent errors on consonants and vowels on repeated productions ◦ Lengthened and disrupted transitions between sounds/syllables ◦ Inappropriate prosody

Answer 25

Description of Articulatory Status: ◦ Speech Sound Inventory ◦ Appropriate for young children and for those whose speech is unintelligible Sound Error Inventory: ◦ Identify phonemes the client misarticulates ◦ Sound errors: Substitutions, omissions, distortions, additions ◦ Errors can be compared to norms for the child’s age Syllable and Word Structure: ◦ List most common word and syllable shapes ◦ Reductions or simplifications

Answer 26

Description of Phonological Status: ◦ Pattern Analysis ◦ Standardized assessments and computerized programs can analyze phonological patterns Intelligibility: ◦ How easy it is to understand the individual ◦ Spends on number, type, and consistence of errors ◦ Voice, fluency, rate, rhythm, language, and use of gesture contribute ◦ Other factors: Listener’s hearing acuity, familiarity, experience listening to disordered speech, noise, message complexity, cues ◦ Measure of intelligibility: percentage of intelligible words or percentage of intelligible syllables/consonants

Answer 27

Goal: ◦ Make the client easier to understand ◦ Improve communicative effectiveness ◦ Factors include phoneme frequency and likelihood of success o -Sounds or patterns that are stimulable -Follow developmental norms and select early-acquired sounds and patterns -Target sounds that are more complex -Target sounds that impact overall system-wide change

Answer 28

Language-Based Approaches: ◦ Instruction is within the context of learning language ◦ Not appropriate for children with severe speech delays ◦ Need more direct, structured practice ◦ Effective for generalization to spontaneous speech

Answer 29

Phonological-Based Approaches: ◦ For children with multiple speech sound errors and are highly unintelligible Cycles approach: ◦ Starts with most stimulable phonological pattern and progresses through multiple cycles ◦ Sessions contain a review, auditory-perceptual training, and production of targets using drill play Minimal pair contrasts: ◦ Child produces picture card pairs that differ by one phoneme ◦ One card contains the child’s error sound/pattern and the other is the correct form

Answer 30

Treatment of Motor Speech Disorders Lee Silverman Voice Treatment: ◦ Intensive treatment ◦ 4 days per week, 60 minutes per session, for 4 weeks ◦ Originally designed to increase loudness levels of patients with Parkinson disease ◦ Successfully used with children with C P with modifications ◦ Requires proper training and certification Computer applications: ◦ Can be used in conjunction with direct ◦ Provides opportunity for daily practice

Lectures 8-10 Flashcards

(54 cards)