Quiz 2 Flashcards
(20 cards)
Goals for bleil stage 2
12-24 months
Stimulate expressive language
Encourage speech for communication
Maximize speech skills (ie if use Cv words, introduce new cv words)
Goals for bleile stage 1
0-12 months Increase opportunity to vocalize Advance vocalizations High frequency words Turn taking
Goals for bleil stage 3
24 mo - 5 years Eliminate/reduce errors Facilitate speech in phrase/sentences Encourage use of speech outside of home Phonological awareness (accord to mrs j)
Goals for bleil stage 4
5 years to adolescents
Facilitate productions of late acquired phonemes
Increase phonological awareness
2 years - intervention
Don’t care about errors… Care about what sounds can produce!
Preschool intervention
Phonological processes - artic not very important
Post preschool intervention
Sound error
Motor kids
Developmental norms for consonant inventories
15 mo- 3 i / 0 final
18 mo - 6 I / 1 final
24 mo - 9 I / 6 final
29 mo - 14 initial / 11 f
What phonemes come 1st
Voiced in prevocalic
Voiceless in postvocalic
/r/ in final position
More word initial than final
When almost complete mastery of phonemes?
5 years
Except r, l, Sj, dg, th (v & vless), z, ch, v, z, s
Phonological processes that most impact intelligibility
Beginning of word: Fronting Gliding Initial voicing Stopping Cluster redu
End of word
FCD
Fronting
Word finals devoicing
Articulation tests
Fisher-logemann
Goldman-fristoe
Phonology tests
Hudson (concerned with processes child is using)
Khan-Lewis (use whole word transcriptions from g-f)
Baumen-wrangler suggest for emerging phonology intervention
Expand us rid consonants
Syllables
Words
Don’t care about phono processes
Det stimulability, if prod occurs in certain words, which sounds effect stimulability, (freq of occurrence, conspicuousness of error )
Analyze which speech sounds are in error typically dvlp 1
Phonetic interverions
Isolated phonemes - target Ie metaphors 's' like a snake Demonstrate plosives hold paper to lips Charts - behavioral track progress Motor based Shorter assessment longer remediation
Phonemic interventions
Patterns are targets Phoneme may be wrong but if correct pattern then don't care! Hoddson Lang system emphasis Focus on comm success Long assessment Short remediation
Guidelines for beg therapy: artic disorder
Determine stimulability
Determine if correct prod of the sound occurs in a specific context
Determine which sounds most impact intelligibility (freq of occurance of speech sound, degree of conspicuousness of error)
Analyze which speech sounds that are in error typically develop first
Phonological intervention characteristics
Phonemic errors System emphasis Linguistic- cognitive basis Pragmatic influence Transcribe whole words, complicated scoring, figure out phonological processes Patterns are targets Phonemes as means to an end rather than an end in and of themselves Long assessment, short remediation
Articulation intervention characteristics
Phonetic errors Output emphasis - articulators Motor based Behaviorism Specific criterion Simplistic scoring for tests, short assessment long remediation Phonemes taught in isolation
Facilitating techniques
Bombardment - PD Metaphors- AD Demonstrative/descriptive- AD Touch cues - Pd & AD Word pairs AD Phonetic placement AD
