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Speech Sound Disorders Exam 2

Terms in this set (76)

If a child presents with only one or two speech sounds in error, and phonemic contrasts are preserved- The child might have..
articulation disorder
For children who present with an articulation disorder, what kind of analysis is appropriate?
A traditional articulation analysis, aka SODA
SODA stands for
substitution, omission, distortion, addition
Target words (see & tea)
Production: ti & ti
Do you mean see and tea?
Response: yes!

the listener understood that she was saying 2 different words
In the child's mind, she knows these are 2 distinct phonemes and is making an effort to produce them differently. This means _________ __________ are preserved
phonemic contrasts
what the child can produce regardless of errors in speech is referred to as _______ ______
independent analysis
what the child can produce correctly is referred to as _______ ______
relational analysis
T/F : Independent and relational analyses complement each other.
True
/k/ → [t]; /ɡ/ → [d]; /ŋ/ → [n])
key /ki/ → [ti]
ski /ski/ → [sti]
bag /bæɡ/ → [bæd]
bang /bæŋ/ → [bæn]

These are examples of what phonological process?
velar fronting
/ʃ/ → [s]; /ʒ/ → [z]; /ʧ/ → [ʦ]; /ʤ/ → [ʣ]
shoe /ʃu/ → [su]
occasion /əkeʒən/ → [əkezən]
chip /ʧɪp/ → [ʦɪp]
jump /ʤʌmp/ → [ʣʌmp])

These are examples of what phonological process?
palatal fronting (depalatization)
f/ → [p]; /v/ → [b]; /θ/ → [p] OR [t]; /ð/ → [b] or [d]; /s/ → [t]; /z/ → [d]; /ʃ/ → [t]; /ʒ/ → [d]
feet /fit/→ [pit]
van /væn/ → [bæn]
see /si/ → [ti]
zoo /zu/ → [du]
shoe /ʃu/ → [tu]

These are examples of what phonological process?
stopping of fricatives
/ʧ/ → [t] and /ʤ/ → [d]
chew / ʧu/→ [tu]
jam /ʤæm/ → [dæm]

These are examples of what phonological process?
stopping of affricates
/ʧ/→ [ ʃ ] and /ʤ/→ [ʒ]
chew /ʧu/ → [ ʃu]
jam /ʤæm/ → [ʒæm]

These are examples of what phonological process?
deaffrication (substitution of affricates w/ fricatives)
look /lʊk/→[wʊk]
lamb /læm/ → [jæm]
run /ɹʌn/→ [wʌn]
please /pliz/→[pwiz]
tree /tɹi/→[twi]

These are examples of what phonological process?
gliding of liquids
pea /pi/ → [bi]
tea /ti/ → [di]
key /ki/ → [ɡi]

These are examples of what phonological process?
prevocalic voicing
bib /bɪb/ → [bɪp]
lid /lɪd/ → [lɪt]
bag /bæɡ/ → [bæk]
love /lʌv/ → [lʌf]

These are examples of what phonological process?
postvocalic devoicing
Substitution of an interdental consonant with a labial consonant

/θ/ → [f] and /ð/ → [v]
thumb /θʌm/ → [fʌm]
that /ðæt/ → [væt])

These are examples of what phonological process?
fricative simplification
Substitution of one or more consonants with an easier consonant

/bl/ → [bw]
/dɹ/ → [dw]
/fl/ → [pl] or [pw]

These are examples of what phonological process?
cluster simplification
a sound earlier in word affects a sound later in that word
pig /pɪɡ/ → [pɪp]
progressive assimilation
Atypical phonological processes for English-speaking children include what 7 processes
initial consonant deletion
backing
gliding of fricatives
denasalization
affrication
systematic sound preference/phoneme collapse
glottal insertion
song [sɒŋ] → [ɒŋ]
feet [fit] → [it]
These are examples of what phonological process?
initial consonant deletion
two /tu/ → [ku]
step /stɛp/ → [skɛp]
bat /bæt/ → [bæk]
bun /bʌn/ → [bʌŋ]

These are examples of what phonological process?
backing
sibilants replaced by [j], and other fricatives replaced by [w]
see /si/ → [ji]
feet /fit/ → [wit]

These are examples of what phonological process?
gliding of fricatives
/m/ → [b], /n/→ [d] and /ŋ/ → [ɡ]
me /mi/ → [bi]
knee /ni/ → [di]
sing /sɪŋ/ → [sɪɡ]
These are examples of what phonological process?
denasaliation
shoe /ʃu/ → [ʧu]
zip /zɪp/ → [ʤɪp]
These are examples of what phonological process?
affrication
Substitution of one speech sound for a range of other speech sounds (e.g., d] for all consonants in word-initial position in words is referred to as
systematic sound phoneme collapse
3-phase view of motor learning include:
1. cognitive/thinking stage
2. The associative stage
3. The autonomous phase
intervention learning can be divided into 2 phases which include:
1. pre-practice phase
2. practice phase
What is better, small or large amounts of practice?
large!
What type of practice distribution (massed or distributed) is more beneficial for initial skill acquisition?
massed practice
What type of practice distribution (massed or distributed) is more beneficial for long-term retention and transfer?
distributed practice
What type of practice variability (constant or variable) is more beneficial for initial skill acquisition?
constant -- teaching the same skill in the same way in the same context
What type of practice variability (constant or variable) is more beneficial for long-term retention and transfer?
variable - practicing the same skill with variations in parameters such as changes in rate, pitch, intensity, and force
For word initial clusters, have a child say glass 10 times, then snake 10 times, and then frown 10 times-- this is an example of what type of practice?
blocked practice
What type of practice schedule (blocked or random) is recommended for the initial stages of acquisition?
blocked
What type of practice schedule (blocked or random) is more beneficial for long-term retention and transfer?
random practice
For children with phonological disorders, targeting a phonologically ___________ target could facilitate learning of simpler targets
complex
For children with motor speech disorders such as CAS- experts recommend starting with _______ stimuli.
simple
What type of learning is used to strengthen the accurate acquisition of a motor skill?
errorless learning (The moment they make an error, intervene and give specific feedback)
What type of learning is used to allow the learner to define and refine a motor skill?
errorful learning (Allow the learner to identify when they made an error and fix it)
Instruction and feedback that focuses children's attention on mouth movements is known as _________ _________.
Internal attention
: Instruction and feedback that focuses a learner's attention on the acoustic effect or sound of those movements is known as _________ _________.
external attention
What feedback type should you use during the pre-practice phase (knowledge of results or knowledge of performance)?
both!
What feedback type should you use during the practice phase (knowledge of results or knowledge of performance)?
Knowledge of results only (encourage child to rely on their own intrinsic feedback)
Feedback frequency: during the pre-practice phase, should you give low or high-frequency feedback?
high-frequency
Feedback frequency: During the practice phase, should you give low or high-frequency feedback?
low-frequency
During the pre-practice phase, ___________ (immediate vs. delayed) feedback can help improve children's performance
immediate
During the practice phase, ___________ (immediate vs. delayed) feedback is better for learning/ retention.
delayed
Typically involves the targeting of one or two speech targets at a time. The target is worked on until a predetermined performance criterion (i.e. traditional artic approach). This is known as ________ goal attack strategy (aka _______ _______)
vertical; training deep
involves working on several speech production targets within a session. This is known as ________ goal attack strategy (aka _______ _______)
horizontal; training wide
Involves working on several speech production targets within a specified period of time (e.g. 2-3 hours per target), independent of accuracy. This is known as ________ goal attack strategy
cyclical
all standardized tests are ________________________.
norm-referenced
What types of screenings are done by SLPs?
Secondary screenings
What are the 3 main ways to assess intelligibility?
Rating scales; Single-word measures; Connected speech measure
Explicit awareness of the sound structure of spoken words is referred to as
phonological awareness
ability to isolate and manipulate sounds used in in spoken language is referred to as
phonemic awareness
What type of assessment assesses a child's performance at one particular time?
static assessment
What type of assessment enables consideration of child's capacity to learn as well as their performance at a particular time and
uses cues to assist child to make the best possible production of word or sound?
Dynamic assessment
Standardized assessments have clear _________ properties such as ___________ & _____________.
psychometric; validity; reliability
What type of assessment indicates the standing of an individual within a population of individuals?
Norm- referenced assessments
List the 4 purposes of an assessment
Description; Diagnosis; Intervention planning; Outcome measurement
According to the complexity approach, fricatives imply ________.
Stops
According to the complexity approach, affricates imply ________.
fricatives
According to the complexity approach, liquids imply ________.
nasals
According to the complexity approach, you should target voiced/voiceless first
voiced
According to the complexity approach, true consonant clusters imply ________ & __________
affricates; adjunct clusters
T/F: fricatives in initial position imply fricatives in final position
True
Are high frequency or low frequency words considered more complex?
high frequency
the amount of stricture or 'sound' in a consonant or vowel is referred to as _________
sonority
Most sonorous sounds are ___________ with a sonority score of ______.
vowels; 0
The least sonorous sounds are ___________ with a sonority score of ______.
voiceless stops; 7
Clusters with small/large sonority differences (2;3;4) better promote generalized change to singletons and other clusters.
small
What type of assessment evaluates a child's performance against the ability to produce a target skill
criterion-referenced assessment
T/F A criterion-referenced assessment is always standardized
False (can be standardized or informal)
Which standardized tests specifically target vowels?
Arizona; DEAP; HAAP-3
How can you assess phonological awareness
rhyming; segmenting words and sentences; phonemic awareness
T/F Having a reactive temperament has been identified as a consistent risk factor for SSD, while having a more sociable and persistent temperament has been identified as a protective factor
true
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