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Shs 402 Exam 2 Questions With Correct
Detailed Answers.
articulation - ANSWER- motor production of sound have difficulty producing the sounds correctly primary focus motor practice (drill) Substitution, omission, addition, and distortion of sounds at the "motor" level phonology - ANSWER- sound system of our language difficulty in acquiring a phonological system not necessarily in production of the sound teach contrast (feature) needed Developmental strategy - ANSWER- therapy targets selected based on order of developmental acquisition Non-developmental strategy - ANSWER- therapy uses client specific factors (relevance, stimulability, ease of correction - visibility) Perceived deviance (what most affects intelligibility) Omission, Substitution, Distortion, Addition Stimulability - ANSWER- testing whether a child can imitate correct production of a speech sound If a child can correctly imitate a sound, we say he/she will likely develop to correct production without direct intervention Methods to select treatment targets - ANSWER- Stimulability Emerging Sound Key word Phonetic placement and shaping Emerging Sound - ANSWER- The client can produce the treatment target in either several phonetic environments or one key phonetic environment Key word - ANSWER- The client can produce the treatment target in one or a few selected words Phonetic placement and shaping - ANSWER- The client can produce the treatment target through phonetic placement or through shaping an existing sound Treatment Approaches Articulation and Phonology - ANSWER- Traditional Motor Kinesthetic Distinctive Features
Paired Oppositions/minimal pairs/contrastive approach Phonological Process (cycle's approach) Traditional (Van Riper approach) - ANSWER- Incorporates several teaching strategies, such as imitation, placement cues, successive approximations Speech sound discrimination Phonetic placement of articulators for the sound Produce sound in isolation Sound in nonsense syllables Initial, medial, final position in words Phrases and sentences Conversation Move from through hierachy: isolation, syllables to conversations Motor-Kinesthetic (Stinchfiel-Hawk & Young, 1938 approach) - ANSWER- Use tactile, kinesthetic, and proprioceptive cues to map out motor movements to produce target phonemes development of correct movement patterns. Requires clinician to manipulate articulators. Focus is on the isolated sound. Assumes that the direct manipulation of the articulators provide positive kinesthetic and tactile feedback. PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets: Chumpelik, 1984). Distinctive Features - ANSWER- Articulatory patterns and acoustic properties of sounds Each phoneme in a language consists of a bundle of binary features (presence or absence of feature specified) Intervention focused on teaching missing features Distinctive Features (McReynolds & Bennett, 1972 approach) - ANSWER- Phonological approach based on how speech sounds are defined in terms of articulation patterns and acoustic properties. analyzed according to place, manner and voicing How it works: Select a feature to train, Present the target feature in syllables/words and contrast that with syllables/words that has the absence or presence of the target feature (/fo/ vs /po/, /vo/ vs /bo/), After the contrast through auditory discrimination has been established, then can move to traditional approach, (Blache, 1989). Paired oppositions- minimal and maximal (Weiner, 1981) contrastive approach - ANSWER- This approach uses the contrastive nature of sound to facilitate perception and production through word pairs Word pairs are used to teach distinctive features by using pairs that highlight the feature to be taught (e.g., pat/sat, bet/vet, cave/shave to teach stridency)
Phonetic Placement - ANSWER- Teaching lingual and labial placement for speech production Shaping - ANSWER- Use sound a client already produces to produce a new sound Phonetic Context - ANSWER- Phonetic environment that might facilitate production Sounds before and after the target sound influence the production of the target sound Teach the sound in a phonetic context that facilitates production Word position/ Syllable position/ Near-by sounds ex: coarticulation at edison "carrrred" Prelinguistic Communication and Early Language Skills - ANSWER- Illocutionary, perlocutionary, symbolic Localization Joint/Shared Attention Mutual Gaze Joint action and routines Vocalizations Communicative Intentions Non-symbolic and Symbolic Play Initial Vocabulary Cleft palate and it's presentation - ANSWER- Labial repairs occur by or prior to 3 months of age. Palatal repairs generally occur by 2nd year. Pharyngeal Flap- holes left on the lateral ends to create nasal emissions and breathe support Starts to create habits of speech the older the child gets and starts to affect phonology Issues with: Dentition, Nasal emission , Velopharyngeal incompetence (VPI), Hypernasal resonance (hypernasality), Most common patterns of speech errors: Sounds that require intraoral air pressure, Distortions due to nasality or nasal air emission, Glottal stops substituted for stops, pharyngeal or velar fricatives for fricatives, and fronting Cleft palate therapy techniques - ANSWER- Therapy often needs to assess adequacy of VP closure for speech prior to secondary palatal surgery Persistent dental anomalies may result in lateralization of fricatives & affricates Initiate therapy as early as possible Biofeedback devices Hearing Impairment and it's presentation - ANSWER- Significant loss in hearing acuity Most common errors: Omission of final consonants
Substitution of voiced consonants for voiceless Omission of consonants in blends Vowel errors (substitution of schwa; nasalization; substitution of different vowel) Distortions of fricatives and affricates Hearing Impairment therapy techniques - ANSWER- Cued speech helps to teach place, manner & voicing Incorporate alternative sensory modalities Select words relevant to classroom curriculum Always use amplification system Use auditory trainers for self monitoring and classroom situations See Palatometer Study/smart palate Make sure your clients is always wearing their hearing aids or using auditory biofeedback machines Creating Opportunities - ANSWER- Violating routine events Withholding objects and turns Violating object function or object manipulation Hiding objects Scripted Play Interactive Modeling/Responsive Interaction - ANSWER- Focused stimulation (self-talk, parallel talk, event casts) Modeling with expansion Modeling with recast Vertical structuring Scaffolding Developmental Apraxia and it's presentation - ANSWER- Motor planning disorder characterized by reduced ability to sequence movements of the articulators for speech Speech production characteristics: Extremely restricted repertoire of phonemes Poor imitation of sounds modeled Inconsistent errors Vowel distortions Struggling or groping movements of the oral musculature Errors on suprasegmental aspects of speech Receptive skills are not impaired, very smart Present as clutzy Clue: listen to their vowels, can not imitate vowel production Developments for Prelinguistic (birth to 12 months) - ANSWER- Communication: babies move from partner-perceived (perlocutionary) communication to intentional (illocutionary) communication to symbolic (locutionary) communication
Children retain meaningful content words while omitting words that carry grammatical information Appearance of first word combinations occur when expressive vocabulary includes about 50 words Phonological development Most children produce nasals, stops, and glides correctly Most common word and syllable shape: CV, CVC More consonants produced in the word initial position By 2: 50% of speech understood by a familiar listener Treatment approaches for Early Linguistic (18 months to 30 months) - ANSWER- Long Term Goals: Expand receptive and expressive vocabulary, Increase ability to combine words into phrases, Increase use of early morphological markers (-ing; in, on; plurals), Write a behavioral objective to increase use of two and three-word phrases. Strategies: Create opportunities for word combinations during functional play-based routines, Expand child's one-word responses into short phrase/sentence, Support families ability to expand child's language Developments for Later Linguistic stage - ANSWER- Pragmatic: expands the variety of intentions used and begins to learn rules for conversations Semantic: rapid acquisition of lexical items and relational terms Syntactical development: Syntactic explosion: acquire the morphological and syntactic structures of their language Length & complexity of utterances increase at about age 4 Phonological development Fricatives, affricates and consonant clusters are produced Common error patterns include stopping, cluster reduction, gliding 75% of the speech of 3-year-olds understood by a familiar listener 100% of the speech of typical 4-year-olds is understood by familiar listeners Phonological awareness develops Treatment approaches for Later Linguistic development (3, 4 and 5 year olds) - ANSWER- Long Term Goals: Expand length and complexity of utterances, Increase use of morphological markers (by stages), Increase narrative cohesion and emergent literacy skills, Write a behavioral objective to increase length of utterance Strategies: Create opportunities for communication and targeted language structures during natural activities, Use lang. facilitation strategies to expand length & complexity of utterances, EXPANSION! EXPANSION! EXPANSION!, Support families ability to expand child's language & emergent literacy skills Developments for school-age stage - ANSWER- Pragmatic: Uses language for additional intentions (jokes, sarcasm) Improves conversational rules and ability to repair conversations
Semantic:size of vocabulary increases; develops ability to define words develops non-literal meanings: metaphoric language, idioms Syntax/morphology:masters complex noun and verb phrase expansions (e.g., passive sentence structure, adjective ordering, reflexive pronouns, etc) Phonological development: All consonants & consonant blends produced correctly by age 8 Production of multi-syllabic words & sound sequences improves Develop Metalinguistic Awareness - explicit knowledge of language - ability to manipulate the structural aspects of language Acquire literacy skills in addition to progress in oral language Treatment approaches for School-age and adolescence (5+ years old) - ANSWER- Long Term Goals: Improve language skills for academic learning, Increase metalinguistic skills Improve narrative and conversational discourse skills, Write behavioral objective for client to improve narrative language skills Strategies: Work closely with classroom teachers to identify appropriate material, Provide both individual and group intervention (individual to teach new skills; group to provide functional setting to generalize skills), Use functional activities to provide opportunities for problem solving, organizing and sequencing language material (games, cooking, art, new teams etc) School Age and Adolescent Treatment Approaches - ANSWER- Previewing Predicting Think-aloud K-W-L Social Stories Metacognitive Stems Computer-Driven therapy Instructional strategies for writing Genre-Specific Compensatory Strategies Treatment Approaches for Infants, Toddlers, and Preschoolers - ANSWER- Focused Stimulation Incidental Teaching Floortime/Developmental, Individual Difference, Relationship-Based Family Centered Previewing - ANSWER- preparing for upcoming lessons Think-aloud - ANSWER- engage in self-talk Predicting - ANSWER- uses knowledge of subject to make a guess
Absent pretend or symbolic play Emotional development Lack of empathy Characteristics of ASD-Language - ANSWER- Abnormal vs delayed Failure to acquire spoken language Inappropriate use of language irrelevant Decrease intent nonverbal communication No meaningful gestures Pronoun reversal Excellent recording memory Characteristics of ASD-Speech - ANSWER- Echolalic Delay - self-stimulatory behavior Immediate - child does not know what is expected. Request protest comment Good articulation Poor prosody Syllable stress Singing Repetition and perseveration Characteristics of ASD-Emergent Literacy and Literacy - ANSWER- Name letters with no meaning Decoding and spelling are strong Reading comprehension is challenging. Strong reading comprehension at word level. Difficulty with reading accuracy and comprehension at paragraph Hyperlexia may be present Zone of proximal development (Vygotsky, 1978) - ANSWER- Select goals in just outside of child's current level of performance and "scaffold" the child to the next level Impact on ability to communicate effectively - ANSWER- Pick language skills to teach that will impact that child's success at communicating "Teachability" of that behavior/skill - ANSWER- Target language skills that will be easy to teach New forms express old functions; new functions are expressed by old forms (Slobin,
- ANSWER- Use what the child knows to teach something new
Consider different speech and language goal attach strategies (Tyler, 2003) - ANSWER- Alternating phonology and morpho-syntactic targets resulted in more change "Do" (action) statement - ANSWER- identifies the specific action the client is expected to perform "Produce fricatives /f/, /v/, /s/ in CV syllables" Condition - ANSWER- identifies the situation in which the target behavior is to be performed (use 3 factors that determine progression, i.e., stimulus type, task mode, response level) "In imitation of the clinician and in response to pictures" Criterion - ANSWER- specifies how well the target behavior must be performed for the objective to be achieved "With 90% accuracy over two consecutive sessions"
