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Phonology/Language > Phono Final > Flashcards

Phono Final Flashcards

1
Q

What questions do we want to ask when doing an appraisal?

A

Why are we conducting the assessment?
What information should we collect?
How should we collect the information

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2
Q

What are the two parts of an assessment?

A

appraisal, diagnosis

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3
Q

What are screenings?

A

brief observation of speech sound production

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4
Q

what are formal screenings?

A

standardized, valid, reliable

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5
Q

What are informal screenings?

A

ask children to state name, age, address, etc; ask older children and adults to read a passage

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6
Q

what are the components of an assessment?

A 
case history
single-word speech sample
stimulability testing
spontaneous speech sample
oral mech
hearing screening
language screening
specific auditory perceptual testing
cognitive appraisal
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7
Q

What are the ways to score a single-word speech sample?

A

two way - production is correct or incorrect
five way - determine whether Substitution, Omission, Distortion, or Addition
phonetic transcription - describe actual speech sound

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8
Q

How long does a spontaneous speech sample have to be?

A

3 minutes, or 200-250 words

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9
Q

When would you use specific auditory perceptual testing?

A

client demonstrates collapse of two or more phonemic contrasts into a single sound

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10
Q

How do we need to organize data for diagnosis?

A

document inventory and distribution of speech sounds

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11
Q

How do we know when a disorder is ARTICULATION

A

phoneme contrasts maintained, peripheral, motor-based problems

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12
Q

How do we know when a disorder is PHONOLOGY

A

loss of phonemic contrasts

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13
Q

What are the types of analysis of phonological error patterns?

A

place-manner-voice analysis (feature system)
phonological process analysis
assessing productive phonological knowledge

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14
Q

What are the general guidelines for intelligibility?

A

50% intelligible by 2 years
75% intelligible by 3 years
90% intelligible by 4 years

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15
Q

what are factors that influence intelligibility

A

loss of phonological contrasts
loss of contrasts in specific environments
degree of homonymy
differences between target and speaker’s production of target
frequency of error sound
consistency of error production
familiarity of listener with speaker’s speech
context in which communication occurs

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16
Q

what is the severity measure people use?

A

Percept of consonants correct (PCC)

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17
Q

Consistent errors are more indicative of _____

A

articulation disorders

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18
Q

What should you look at during a phonological assessment?

A

inventory of speech sounds
distribution of speech sounds
syllable shapes and constraints

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19
Q

What is a central goal of assessment?

A

understanding the child’s phonological system

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20
Q

What constitutes a severe phonological disorder?

A

6 (i’m guessing consistent) sound errors over 3 manner classes

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21
Q

What are the characteristics of a child with emerging phonology?

A

demonstrates small expressive vocabulary
reduced repetoire of consonants and syllable shapes
unintelligible
may have other language difficulties
may show specific delay/disorder in communication skills
may have been born with a devleopmental disorder
may exhibit an early acquired disorder secondary to disease or trauma
may belong to group of late talkers whose expressive language emerges slowly

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22
Q

What are some modifications to the case history you can use?

A

questionnaires

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23
Q

What are some modifications to single-word speech sound sampling you can use?

A

use toys and objects, ask caregivers to keep a log of words, encourage sound play and sound imitation

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24
Q

What are some modifications for spontaneous speech sound sampling?

A

ask caregiver to play with child

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25
Q

modifications for oral mech?

A

pretend to make fish or clown faces, have child look in your mouth first with flashlight

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26
Q

modifications for language screening?

A

use language sample

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27
Q

modifications for cognitive appraisal?

A

play behavior

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28
Q

We usually consider a child’s sound system to be:

A

unique self contained system; independent of adult sound system

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29
Q

how do you usually determine severity?

A

clinical judgement scales or percentages

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30
Q

What are frequent errors that lead to unintelligibility?

A

difficulty with liquids, stridents, clusters,

sometimes: deletion of entire sound classes

ERRORS OFTEN NOT CONSISTENT

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31
Q

How might you get a speech sample from a highly unintelligible child?

A

use scripts and structured activities (trip to mcdonald’s, telephone conversation), gloss utterances that may be difficult to understand later

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32
Q

What is progress monitoring (deep testing)

A

additional probes for error sounds… usually informal

33
Q

What is the purpose of traditional articulation therapy?

A

learn how to position articulators to produce sound

34
Q

What is the traditional artic approach?

A

perceptual training followed by extensive motor-speech production practice

35
Q

What is the phonetic approach of traditional articulation therapy?

A

go according to developmental norms

36
Q

Who is traditional therapy best for?

A

individuals with limited number of errors

37
Q

What is the criteria for accuracy for traditional artic?

A

80-90% before moving onto the next level of treatment

38
Q

What are the levels of treatment for traditional artic?

A

sensory-perceptual training
production training - sound establishment/acquistion
production training - sound stabilization
transfer and carryover
maintenance

39
Q

What is the goal of sensory-perceptual training in traditional artic therapy?

A

client able to differentiate between their error sound productions and the correct production

40
Q

Why is sensory-perceptual training important?

A

for self-monitoring; only needed if client has difficulty with perception

41
Q

What are the levels of production training?

A

isolation, nonsense syllables, words, phrases, sentences, conversation

42
Q

What are the steps for production training in isolation?

A

auditory stimulation - target sound is modeled
phonetic placement method - specific instruction on placement of articulators
sound modification method - establish target using phonetically similar sound client can produce
facilitating contexts - words in which target sound produced correctly

43
Q

what are nonsense syllables good for?

A

determine if accuracy of production is established

44
Q

What is the accuracy criterion for dismissal from traditional artic therapy?

A

50% correct production in spontaneous conversational speech

45
Q

What is the general focus of phonological intervention?

A

focus on learning RULES of phonological system

46
Q

What production level do you usually start at for artic and phono? (conversational, sentence level, etc)

A

isolation for artic; usually word-level for phono

47
Q

What are the kinds of phonological therapy we learned about in class?

A 
Minimal pair contrast therapy
distinctive feature therapy
maximal opposition approach
multiple oppositions approach
phonological processes therapy
cycles approach
metaphon therapy
48
Q

What is minimal pair contrast therapy?

A

use pairs differing by one phoneme, establish contrasts not present in child’s phonological system, distinctive features

49
Q

What are the two kinds of distinctive feature therapy?

A

minimal opposition and maximal opposition contrasts

50
Q

What is minimal opposition contrasts?

A

least number of differences, unites production and perception

51
Q

who is a candidate for minimal opposition contrasts?

A

child with consistent substitution processes and is stimulable

52
Q

What are the steps of minimal opposition?

A

discussion of words, discrimination testing and training, production training, carryover training

53
Q

What is the maximal opposition approach?

A

start with minimal pairs (differing by only one distinctive feature), but then move onto pairs that are more contrastive… differing in place, manner, and voicing

54
Q

who is a candidate for the maximal opposition approach?

A

children with moderate to severe phonological disorders

55
Q

what are good targets for the maximal opposition approach?

A

sounds not in child’s inventory, maximally different, sounds child cannot produce

56
Q

you should not directly train perceptual contrast for which therapy approach?

A

maximal opposition

57
Q

What is the multiple oppositions approach?

A

alternative to minimal pairs approach - directly addresses collapse of multiple phonemes, contrasts multiple sounds simultaneously

58
Q

who is a candidate for multiple oppositions therapy?

A

severe phonological disorders

59
Q

What are the benefits of multiple oppositions therapy?

A

shortens length of therapy, increases intelligibility, more efficient intervention

60
Q

Which sounds should be chosen as targets for multiple oppositions therapy?

A

sounds with potential for greatest impact on phonological organizations

61
Q

what is the goal of phonological processes therapy?

A

suppress phonological processes

62
Q

Who is a candidate for phonological processes therapy?

A

young children with persistent use of phonological processes

63
Q

What is CAS?

A

motor speech disorder (not weakness or paralysis) that affects production of sounds, syllables, and words

64
Q

What is the difference between CAS and a phonological disorder?

A

we don’t really know/we have no current method to differentially diagnose

65
Q

What does CAS look like in a very young child?

A 
child does not babble or coo
late emergence of first words
very small sound inventory (including vowels)
problems combing sounds
feeding problems, possibly
66
Q

what is the most common process found in children with CAS?

A

omission/substitution

67
Q

What does CAS look like in an older child?

A

inconsistent sound errors; not the result of immaturity
sounds get worse with repeated productions
unusual errors not typically found in child with SSD
more errors with sound classes involving complex oral gestures
difficulty imitating speech
difficulty with longer words
more difficulty when anxious
super unintelligible
difficulties with nasality
difficulties identifying rhymes and syllables

68
Q

What do we need to make sure we do in assessment with suspected CAS that we might not do with other SSDs?

A

thorough oral mech, with a DDK

69
Q

CAS requires what kind of therapy?

A

frequent, intensive, 1 on 1

70
Q

What are the two types of therapy for CAS that we talked about in class?

A

Kaufman approach

PROMPT

71
Q

What is the kaufman approach?

A

drill drill drill! move from less to more complex syllable shapes
successive approximations toward favorite vocabulary
simplifying for success!

72
Q

What does PROMPT stand for?

A

Prompts for restructuring oral muscular phonetic targets

73
Q

What is prompt?

A

therapy approach where you use tactile cues to help manually guide patients through targeted productions

74
Q

What are some prognostic indicators for CAS?

A

severity
history of progress with intervention
presence/severity of co-occuring symptons (language, cognitive, oral/limb apraxia)
access to services

75
Q

What are the characteristics of acquired apraxia of speech?

A 
slow speech
sound distortions
prolonged duration of sounds
reduced prosody
consistent errors within an utterance
difficulties initiating speech
groping
76
Q

What is dysarthria?

A

neuromuscular speech disorder

77
Q

What are the types of dysarthria?

A 
spastic
ataxic
hypokinetic
hyperkinetic
flaccid
mixed: simultaneous occurrence of characteristics of several types
78
Q

What are the assessment/treatment areas for dysarthria?

A

respiration, phonation, resonation, articulation, prosody and rate

Phonology/Language (4 decks)

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