Term
| What are the three components for evidence based practice? |
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Definition
| Best available external evince from systematic research; best available evidence internal to clinical practice; and best available evidence concerning preferences of a fully informed patient. |
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Term
| What are some successful EBP preconditions? |
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Definition
| Unvertaininty about whether a clinical action is optimal for a client; professional integrity; application of the four principles that underpin clinical reasoning. |
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Term
| What are the Four principles that underpin clinical reasoning? |
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Definition
| Beneficence, non-malificence; autonomy; and justice |
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Term
| Why is random practice better than blocked practice? |
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Definition
| With random the words are more like natural connected speech and therefore there is more retaining and carryover. |
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Term
| What are some techniques for teaching discrimination and perceptual sound contrasts? |
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Definition
Sensory perceptual/ear training; identification, isolation, stimulation, and discrimination.
Can also use minimal pairs, contrast training and multiple opposition (same thing, is an extension of minimal pairs; good for sound sub or syllable sub.) and metaphonological therapy (thinking about explicitly, pay attention to sound structure of language about age 4; understand the word or syllable before they understand segments) |
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Term
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Definition
| identify phonological patterns that are deficient yet stimulable. Non-stimulable sounds are stimulated but not targeted until the child can produce the sound. This can be used with high unintelligible children. |
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Term
| What are the four main concepts for cycles phonological approach? |
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Definition
1. phonological acquisition is a gradual process
2. children acquire sounds by listening
3. children are actively involved in their treatment
4. children tend to generalize new speech production skills to other targets |
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Term
| What are the four recommendations of the cycles approach based on the concepts? |
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Definition
1. allow children to practice patterns that were stimulable
2. increase amplification with difficult sounds
3. create an enjoyable spontaneous atmosphere, experiential play production practice (increases carryover), and
4. choose target phonemes that will trigger the most extensive generalizations(such as syllables, word In. syllables, word final |
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Term
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Definition
Each phoneme should be targeted for 60 minutes per cycle
Only one phonological pattern or phoneme should be targeted during any one session (what's most stimulable/socially applicable)
All patterns from the assessment are presented consecutively in cycle 1=contains from 3-6different patterns or phonemes. |
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Term
| What does a cycles session consist of? |
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Definition
1. Review
2. Auditory bombardment (at beginning and end)
3. Target word cards
4. production practice through experiential play
5. stimulability probes
6. auditory bombardment
7. Home program (2min a day w/listening a list of 3-5 words) |
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Term
| What is Gierut's complexity approach? |
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Definition
More complex linguistic input promotes greater change on untreated related targets (driven by optimality theory and idea of a universal set of features)
Distinctive features
Linguistic Universals
Complexity
Learnability theory |
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Term
| What are some of the characteristics of the complexity approach? |
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Definition
1. Singletons (Use maximal contrasts to minimal; will use an empty set with minimal opposition and can use nonsense words)
2. Consonant Clusters (these are the hardest because of their lower sonority like fl b/c there is less of a contrast b/w features)
3. Low density neighborhood words
4. Use of nonsense words |
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Term
| What characterizes a vowel disorder? |
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Definition
| Limited vowel inventory, inaccuracy of vowel production, high proportion of substitutions. |
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Term
| What are the types of vowel error patterns? |
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Definition
Large vowel inventories with multiple vowel substitutions (vowels in the corners of the vowel space were mastered earlier b/c they are more contrastive=canonical babbling)
2. Vowel production resembled those of the babbling period (lax, non-high vowels)
USE visual feedback and minimal pairs to work on this. |
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Term
| What are the four stages of production training? |
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Definition
1. imitation
2. phonetic placement
3. shaping processes
4. therapy sequence |
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Term
| What are the therapy sequences in production training? |
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Definition
1. sensory perceptual training/ear training
2. identification
3. phonemic placement
4. imitation
5. isolation
6. sound modification
7. nonsense syllables
8. words
9. stuctured contexts
10. spontaneous speech |
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Term
| The dynamic systems and whole language intervention supports that: |
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Definition
1. phonological development interacts with language development
2. children develop phonological capabilities as a natural consequence of their communicative interactions
3. develop the phonological aspects of language as part of a larger language patter.
--built on the idea that you can more complex words are built on more complex sounds; do everything within context; experiential play w/practice; and feels a lot more natural and easier to carry over/generalize than complexity by using real words in context. |
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Term
| What is the rationale for morphosyntax intervention? |
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Definition
target finite morphemes that have a disproportionate impact on early linguistic development
and cross domain generalizations between morphosyntax and phonology. |
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Term
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Definition
A tactually grounded model
1. use of the global domain profile
2. develop an interactive focus/awareness for oral communication
3. develop an association between simultaneous dynamic tactual and auditory input to specific words or concepts
4. develop rebalance or restructure speech subsystems of the sound, word, or phrase level
5. OFTEN used with CAS |
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Term
| What are some characteristics of cerebral palsy? |
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Definition
1. spasticity
2. dyskinesia
3. ataxia
4. respiratory difficulties
5. laryngeal dysfunction
6. velo-pharyngeal inadequacies
7. Articulation deficiences |
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Term
| How could you work with a child with a hearing impairment to increase intelligibility? |
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Definition
1. establish supra-segmental base
2. teach the segmental speech sounds
3. generalize stable productions by using different contexts and new syllable types |
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Term
| What are some errors common with cleft palate and cleft lip? |
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Definition
1. compensatory articulation errors
2. consonant distortions with nasal emissions
3. vowel distortion secondary to hypernasality
4. atypical backed articulation |
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Term
| What are some ways to improve articulation with cleft lip/palate? |
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Definition
| improve placement of consonant productions by promoting a more forward place of articulation; improve vp valve function; and modify compensatory articulations. |
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Term
| What are some common errors to DD? |
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Definition
1. Higher prevalence of speech problems
2. consonant deletion
3. inconsistent error types
4. patterns similar to functional delay |
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Term
| How would you work on the speech problems associated with DD? |
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Definition
1. use over learning and repetition
2. train in the natural environment
3. begin as early as possible
4. Follow developmental guidelines
5. Concentrate on intelligibility |
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Term
| what is FAS characterized by? |
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Definition
| pattern of minor facial anomalies, prenatal and postnatal growth retardation, and functional or structural central nervous system abnormalities. (up to 1% of population may have FAS) |
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Term
| What are the disorders of speech production associated with the syndrome? |
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Definition
| deficits in fluency, lack of intonation, voice dysfunctions, slurred speech, and poor articulation |
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Term
| What are some disorders of speech production associated with down syndrome? |
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Definition
1. decreased speech intelligibility
2. articulation deficits include: "r, l, th, ch, and j"
3. Common process errors are
- reduction of consonant sequences
-omission of word-final consonants
-weak syllable deletion
- production of fixatives as stop consonants
- devoicing of word-final voiced consonants. |
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Term
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Definition
| The end result of studying and interpreting of data collected during appraisal. |
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Term
| Define Informal Standard English |
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Definition
| the english that local communicates use, with all the idiomatic, slangy, and quirky richness that it implies |
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Term
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Definition
| A neutral label that refers to any variety of a language that is shared by a group of speakers |
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Term
| Define vernacular dialects |
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Definition
| those varieties of spoken American English that re considered to be outside the continuum of informal standard english. |
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Term
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Definition
| those dialects corresponding to various geographic locations |
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Term
| Define social or ethnic dialects |
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Definition
| those dialects that are generally related to socioeconomic status or ethnic background. |
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Term
| What are context sensitive rules? |
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Definition
| Underlying forms with a set of rules that change them into surface forms. (such as how AAVE is not systematic or childlike/disordered, it has a different set of rules) |
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Term
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Definition
| changing speech register to talk to other individuals |
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Term
| What are some of the simplification processes employed with AAVE? |
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Definition
1. final consonant cluster reduction
2. unstressed syllable deletion
3. deletion of reduplicated syllable
4. Vowelization of postvocalic /l/
5. Loss of /r/ after consonants
6. labialization of interdental fricatives
7. syllable initial fricatives replaced by stops
8. iceless interdental fricatives replaced by stops
9. metathesis of final /s/ + stop. |
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Term
| What are some important things to consider during a DX with a child who speaks AAVE? |
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Definition
1. If the parents who speak the dialect don't understand the child it is a problem
2. make sure just b/c grammatical errors are great the individual sounds are still intact and others with the same dialect understand them.
3. Take them on if they are unsuccessful in classroom |
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Term
| What are the implications for diagnosis? |
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Definition
1. changes in vowel sounds
2. changes in individual consonants
3. changes in consonant clusters
4. changes in process. |
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Term
| What to do to determine if error is dialectal or phonological. |
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Definition
1. determine how often it occurs
2. if it is influencing intelligibility or success in the classroom
3. choose an assessment that accounts for dialectal variations. |
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Term
| Define an articulation disorder |
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Definition
| an inability to produce certain sounds that result in aberrations in their form when compared to regular pronunciation (tied with language development) |
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Term
| Define a phonological disorder |
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Definition
| systematic sound changes affecting entire classes of sounds or sound sequences (rules of knowledge for what sound system is) |
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Term
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Definition
| a problem assembling the appropriate sequence of movements for speech production or the execution of the appropriate serial ordering of sounds for speech. (neurodevelopment, apraxia diagnosed more than really have it for insurance purposes) |
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Term
| What are some useful tools for decision making on Dx? |
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Definition
1. inventory of speech sounds produced correctly
2. stimulable sounds
3. phonological contrasts
4. inventory of syllables
5. phonological error patterns
6. inventory of errors (where and when) |
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Term
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Definition
the division of a spoken word into syllables, the shifting of the syllable nucleus from a vowel to the following consonants.
--where the consonants occur relative to the vowel nuclei(prevocalic, postvocalic, and intervocalic) |
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Term
| What are some examples of syllabification/or allophone? |
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Definition
Aspiration (plum pie versus plump eye)
Tapping (might I vs. my tie)
Elision of /t,d/ (first rate or mistrial)
/r/ allophony (your rice versus your ice) |
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Term
| What proves phonemic contrasts and what are some ways you can employ phonemic contrasts? |
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Definition
Minimal pairs
1. look for speech sounds consistently substituted in words or phrases.
2. look for inconsistently used sound substitutions
3. look for sound preferences
(consistencies show areas to work on; inconsistencies are more difficult b/c unaware where to target and this happens a lot with severe hearing loss. |
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Term
| What is the difference between a phonological disorder and an articulation disorder ? |
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Definition
| Phonological is the collapse of phonemic contrasts or simplification and it involves phonological errorsin a system composed of processes or rules. While articulation errors preserve phonemic contrasts, may be peripheral motor based, and there is a consistency in errors. |
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Term
| Describe CAS speech characteristics |
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Definition
1. Errors are inconsistent and unpredictable
2. Different error part terns occur in spontaneous speech versus repetition
3. spontaneous speech contains fewer errors than does his/her speech in repetition tasks
4. Substitutions are the most common type of error
5. Rote material is clearly spoken
6. Vowels may be easier to produce than consonants. |
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Term
| CAS characteristics continued |
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Definition
-significantly reduced intelligibility
- severely limited consonant inventory with many omissions
- reduced syllable inventory
- assimilation and transposition errors
- vowel errors
- groping evident in articulation attempts
- inconsistent production of the same word
- performance reduces with increased sentence length and complexity
- prosodic errors
- better performance in single words than in sentences
- isolated instances of well articulated words that are not evident again
- receptive language skills above expressive language
- poor vocabulary and word finding.
Problem more central in apraxia and more periphery in dysarthria. Apraxia has trouble getting what to say into spots while dysarthric can get ideas/phonemes into spots but have trouble with motor programming afterwards. |
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Term
| What are some history characteristics of children with CAS? |
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Definition
Poor feeding in infancy (b/c of motor planning)
- drooling past an age typically seen
- sensory aversions
- relative quiet infancy
- generally clumsy
- slow progress in treatment
Nonspeech characeristics
- resists imitating modeled words
- uses gestures to relay messages
- avoids speaking
- relies on family members as translators |
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Term
| How can you measure intelligibility? |
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Definition
Loss of contrasts
difference between the target and production
consistency of target-production relationship
frequency of abnormality
listener familiarity
context
percentage of words understood in a speech sample. |
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Term
| What are some things that play into measuring severity? |
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Definition
1. sound production
2. stimulability
3. oral motor/ and/or motor sequencing
4. intelligibility |
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Term
| According to Shriberg's SDCS, what would constitute the child as delayed or disordered? |
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Definition
Age inappropriate errors that occur in at least two different words
Percentconsonants correct (differentiates delay from disorder)
Intelligibility index (II) and number of usable words
II<75% and usable words <100 |
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Term
| At age 3 what phonological processes constitute child being considered delayed? |
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Definition
| vowel distortion, final consonant deletion, initial consonant deletion, stopping, glottal replacement |
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Term
| At age 4, what constitutes child as having a phonological delay? |
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Definition
| any consonant deletion, fronting palatals, velar deficiency, cluster reduction, syllable reduction, deaffrication |
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Term
| At age 7 what is categorized as delayed? |
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Definition
| gliding l and r, dental distortions |
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Term
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Definition
| it's loudness relative to that of other sounds with the same length, stress, and pitch. |
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Term
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Definition
| variation on a phoneme that does not change the words. |
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Term
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Definition
| vegetative sounds can communicate something but not typically intended for communication. Reflexive coughing burping, or hiccuping, etc. |
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Term
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Definition
Crying; laughing-->expression of emotional state (crying is distress signal and virtually all animals have one)
Instinct plays a role physiologically and behavior evolved sound that was intended communication; used to alert others. Selected. |
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Term
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Definition
raspberries, vocants (vowel like), squealing, growling, etc.
Demonstration that sequels, growls, vocants the child can use them to express any emotion they want. Child assigns them to specific emotions at random (they are not fixed and can represent different emotions at different times). Normal language user is in absolute control of this. |
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Term
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Definition
| breathgroup (talk in breath groups--> must intake air to begin what we plan to say, even babies do this (quasi vowels) Control glottis and respiratory apparatus to make an utterance. |
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Term
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Definition
| Way we break up breath groups that are manageable. |
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Term
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Definition
characteristic of sound across an utterance that corresponds with highest amplitude portions of an utterance.
Syllables consist of both high and low portion of sonority. Management of sonority controls syllables in an utterance. |
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Term
| What is a canonical syllable? |
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Definition
must be transmission unit (rhythmic) that is easy to produce them and possible for the auditory system to hear they exist and perceive/rlate them to sound. A canonical syllable requires three elements.
1. Nucleus-->normal phonation (VF vibrate in periodic way to produce sound
2. C element--> consonant element present preferably before vowel
3. Smooth and quick transition b/w c and v--> maximize the efficency of speech and auditory system. Drives engine for differences in areas of articulation
**Marginal syllable has 1 & 2 but not #3 |
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Term
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Definition
| normal phonation when vf at rest such as the ba in banana the ba is not canonical because the vowel is quasi, disappears and no movement of supra glottal tract. |
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Term
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Definition
Lexical stress (not differentiated by segmented portion but by word stress)
Tones-->another way to have contrasted stress of a syllable
Quantity (long and short vowels. For every vowel there is a long and short vowel. |
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Term
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Definition
| assimilation where one syllable takes on the characteristic of another syllable. |
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Term
| Define the term unmarked/markedness |
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Definition
| Most common type in languages of any set of alternatives (alveolars are more natural than velars) |
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Term
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Definition
| notion of an underlying form (target form child is trying to pronounce) transformed into a new output by the rules into a surface form (what the child actually generates). |
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Term
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Definition
Emergence of language is affected by environment, analogue words, and how long the word is.
Kids also tend to be variable from moment to moment. Lots of day to day variance. |
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Term
| How are protophones different from vegetative sounds? |
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Definition
| Protophones occur during and before canonical babbling, a vegetative sound is just respiration, digestion, etc. whereas protophones can allow the child to express any emotional state they want even if no particular emotion is being felt. Whereas vegetative sounds occur during body processes. |
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Term
| How are fixed signals associated with protophones? |
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Definition
| A fixed signal is attached to a specific function (alarm and threat calls in animals) expresses instantaneous alarm. We recognize cry and laughter the most. It is a communicative signal but it's value is almost impossible to shift around. |
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Term
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Definition
| highest aperture and sonority occur with low vowels. The sonority increases as the aperture increases. So affricates and fricatives are high sonority while voiceless stops are the lowest. |
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Term
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Definition
| Signal is the aspect of a communicative event that transmits and value is the aspect of communication that is transmitted. |
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Term
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Definition
adding a vowel to eliminate a CV syllable
(breaks up consonant clusters and maximizes CV syllable when child does epenthesis) |
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Term
| What are some uncommon errors |
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Definition
| backing, initial consonant deletion, inclusion of extra consonants, vowel distortion, glottal substitutions |
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Term
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Definition
a. always make it enjoyable
b. always accept dialects as a positive
c. at the same time it is good to strive for understandability across cultures--in general this means all speakers need to have some capability to deal with some form of standard dialect. |
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Term
| How the field stands with regards to profound hearing impairments now versus in 1980's Boothroyd study. |
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Definition
| Now children with profound impairments are typically oral and can compete with normally hearing children in school if they are implanted early. Many need only to have early identification and excellent early training with hearing aids (and especially FM in the classroom) in order to be successful. Oral failure now is primarily associated with other handicapping conditions in addition to hearing impairment and outmoded treatment. |
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Term
| What are three of the great achievements of our field for hearing impaired children? |
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Definition
1. universal hearing screenings
2. FM transmissions hearing aids in classrooms
3. Cochlear implantation |
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Term
| Signs of aberration from the expected patterns |
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Definition
1. Glottal stops where we would normally expect supra glottal plosives
2. child does not have syllables with onsets (even at 10 mo this is a risk factor)
3. if intelligibility is low. |
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Term
| In a child with a very small vocabulary, it may be better to focus on discerning: |
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Definition
a. a syllable inventory
b. notice the syllable structures that are possible
--onset plus nucleus is expected by 9-10 months
-- reduplicated production of such syllables should be possible
-- b the middle of the second year, variegated syllable sequences should be possible |
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Term
| Describe emerging phonological systems |
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Definition
| group of children with developmentally delayed emerging phonology is usually characterized by their small expressive vocabularies showing a reduced repertoire of consonants and syllable shape. Often their words are unintelligible. |
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Term
| How are articulation disorders signaled? |
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Definition
preservation of phonemic contrasts.
Peripheral, motor-based problems |
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Term
| What are the 5 categories that need to be looked at to determine if there is a phonological disorder? |
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Definition
1. inventory of speech sounds
2. distribution of speech sounds
3. syllable shapes and constraints
4. phonological contrasts
5. phonological error patterns |
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Term
| What are the 8 measures of intelligibility? |
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Definition
1. loss of phonemic contrasts
2. loss of contrasts in specific linguistic contexts
3. the number of meaning distinctions that are lost due to the lack of phonemic contrasts.
4. the difference between the target and its realization.
5. The consistency of the target realization relationship
6. the frequency of abnormality in the client's speech
7. the extent to which the listener is familiar with the client's speech
8. the communicative context in which the message occurs. |
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Term
| Describe the traditional motor approach |
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Definition
| each error sound is treated individually, on after the other. |
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