Artic Final

Front 1

what are the 3 stages of normal artic and phonology development and ages for each?

Back 1

- birth to 1 yr: pre-speech development
- 1 yr to 2 yrs: transition to speech
- 2 yrs to 5 yrs: transition to phonology

Front 2

goal of pre-speech development is:

Back 2

emergence of vocal-motor gestures fundamental for speech

Front 3

what happens during the pre-speech stage?

Back 3

- Children grow physically, mentally, and socially.
- vocal tract changes.
- Children explore the various capacities (pitch, loudness, duration, openings/closures)
- Vocalizations are not linguistic; there are no phonemes or allophones, just PHONES.

Front 4

goal during transition to speech?

Back 4

- to link sound and meaning
- acquire first 50 words

Front 5

proto-words=

Back 5

utterances with stable
meaning but with sound patterns that do not resemble adult-
like forms.

Front 6

first true words=

Back 6

utterances with stable
meaning and with sound patterns that do resemble adult-like forms (though imperfectly).

Front 7

Children at this stage store and process words as unanalyzed items. As if they are:

Back 7

made of one big sound

Front 8

goal of transition to phonology:

Back 8

to Develop an Organized Sound System Comprised of Phonemes with Rules for their Combination (Phonotactics), their Spoken Variations, and their Morphophonemic Variations

Front 9

Developmental phonological processes act to simplify adult forms, but are gradually _______ , ________, and finally ________ as more advanced phonological knowledge is acquired

Back 9

limited
ordered
suppressed

Front 10

limitation=

Back 10

when differences between the child’s and the adult’s systems become limited to only specific sounds, sound classes, or sound sequences.

Front 11

ordering=

Back 11

when substitutions that appeared unordered and random become more organized.

Front 12

suppression=

Back 12

the abolishment of one or more phonological processes as children move from simplified speech patterns to the adult patterns. A previously-used process is not used any longer

Front 13

assessment is divided into activities of:

Back 13

appraisal and diagnosis

Front 14

appraisal=

Back 14

the collection of data necessary for determining the presence (or absence) of disorder. Appraisal may involve relational and independent analyses of speech/language skills. It may involve screening and evaluation procedures.

Front 15

diagnosis

Back 15

is the decision-making process that results from studying and interpreting the data.

Front 16

The degree of correspondence between the client’s productions and the standard productions permits detection of ________ , description of __________, and estimation of _________.

Back 16

disorder
its characteristics
severity for client’s age

Front 17

During what kind of appraisal are a client’s utterances elicited during play or during conversation?

Back 17

independent analysis

Front 18

During independent analysis, they are recorded and later analyzed for lists of:

Back 18

all consonants and vowels produced, all syllable shapes produced, sound production constraints

Front 19

An independent analysis simply: _________; it does not compare them to an adult or standard model and identify differences or types of errors.

Back 19

- describes observed speech/language behaviors

Front 20

screening=

Back 20

consists of activities or tests that identify individuals who merit further evaluation. Does not collect enough data for a diagnosis. Can be formal or informal

Front 21

evaluation=

Back 21

series of activities or tests that allow a more detailed & complete collection of data. A comprehensive phonetic-phonemic evaluation includes: articulation test & stimulability measures; conversational speech assessment; hearing testing; speech mechanism exam; possible additional measures.

Front 22

appraisal activities are selected based on:

Back 22

good practice and a working hypothesis about the nature of a client’s possible disorder.

Front 23

appraisal activities include:

Back 23

- obtaining case history
- reviewing previous test results, clinical reports, and treatment plans
- Observation of a client’s overall emotional, physical, and communication status
- Eliciting and recording current speech/language/hearing behavior`
- Comparing past and present performance

Front 24

things you do before you see your client:

Back 24

- Review all referral information to develop a working hypothesis
- determine which skills you should SCREEN and which you should thoroughly EVALUATE
- Select and review screening measures and evaluation tests. Prepare case history questions, gather related assessment tools.
- Prepare your environment

Front 25

review things you do when you see your client

Back 25

slides 17- 19

Front 26

review diagnostic questions

Back 26

slide 20

Front 27

etiology=

Back 27

cause

Front 28

functional=

Back 28

no known cause

Front 29

organic=

Back 29

physical cause

Front 30

2 artic tests:

Back 30

GFTA-2 and SPAT-D

Front 31

2 phonological tests:

Back 31

KLPA-2 & HAPP-3

Front 32

to gather additional info after giving artic and phonology tese, do these 4 things:

Back 32

- transcribe the whole word
- use additional words (for those in error)
- sample continuous speech
- check stimulability of error sounds

Front 33

what you say when stimulability testing:

Back 33

"watch and listen. say ________"

Front 34

when getting speech samples, you should test how many words for how many minutes?

Back 34

50-100 words for 10 min

Front 35

glossing=

Back 35

repeat with normal pronunciation what the client just said

Front 36

use ____ for unintelligible utterances

Back 36

xxx

Front 37

during a speech mech exam, you must screen both:

Back 37

structure and function

Front 38

when examining head/face, consider:

Back 38

proportion and appearance

Front 39

class I teeth:

Back 39

lower molars are 1/2 tooth ahead of upper molars (normal occlusion)

Front 40

class II teeth:

Back 40

overbite

Front 41

class III teeth

Back 41

underbite

Front 42

when examining tongue, look for:

Back 42

size, color, lesions, symmetry

Front 43

when examining hard and soft pallets, look for:

Back 43

color, size, shape, feel along midline, check uvula

Front 44

when checking function in a speech mech exam, check for:

Back 44

- movement patterns of lips, mandible, tongue, and velum.
- range, smoothness, and speed of movements

Front 45

Checks the speed of movement of the articulators:

Back 45

Diadochokinetic Rates

Front 46

Diadochokinetic rates increase to age:

Back 46

8

Front 47

4 parts of hearing screening:

Back 47

- history
- visual inspection
- audiometry
- acoustic immittance

Front 48

otalgia=

Back 48

ear pain

Front 49

otorrhea

Back 49

ear discharge

Front 50

fraction of children in speech/language Tx that had histories of recurrent middle-ear disease:

Back 50

1/3

Front 51

% of children with “delayed speech” also have associated language difficulties

Back 51

80

Front 52

3 language tests:

Back 52

TELD-3
PLS-5
PLAI-2

Front 53

_________ may be needed if client collapses 2 or more phonemic contrasts into a single sound:

Back 53

auditory perceptual testing

Front 54

determines whether clients who do not use phonemic contrasts might also not perceive the difference between these contrasts:

Back 54

auditory discrimination testing

Front 55

CAS production improves as a result of:

Back 55

articulatory motor movement sequence instruction and practice

Front 56

Motor sequencing treatments are most appropriate for children with:

Back 56

CAS

Front 57

Errors of S, O, A, or D that maintain phonemic contrasts when building words indicates a _______ disorder

Back 57

artic

Front 58

Motor articulation treatments are most appropriate for phonetic disorders where the main problem seems to be one of

Back 58

inadequate motor learning.

Front 59

which liquid tends to emerge first?

Back 59

l

Front 60

which glide tends to emerge first?

Back 60

w

Front 61

- fricatives emerge in stage:
- which emerge first?

Back 61

- 4/5
- voiceless

Front 62

affricates emerge in stage:

Back 62

6

Front 63

interdentals emerge in stage:

Back 63

7

Front 64

first phonemes learned are more ________ than others

Back 64

visible

Front 65

traditional approach to artic therapy characterized by 5 stages:

Back 65

- ear training
- production training for sound establishment
- production training for sound stabilization
- transfer and carry-over
- maintenance

Front 66

4 parts of ear training in traditional artic therapy:

Back 66

- identification
- isolation
- stimulation
- discrimination

Front 67

in this stage of traditional artic therapy, you MUST ANALYZE FEATURES OF ERROR SOUND IN CONTRAST TO TARGET SOUND in order to plan instruction for target sound and counteract habitual articulation for error sound

Back 67

production training: sound establishment

Front 68

Stabilizing a new sound involves practicing its production to a criterion for mastery in initial, medial, and final positions within each level of linguistic (better: motor) complexity below:

Back 68

isolation > nonsense syllables > words > phrases > sentences > conversation

Front 69

transfer=

Back 69

the generalization of new skills to other contexts

Front 70

carryover=

Back 70

the use of a newly learned sound in spontaneous utterances such as conversation

Front 71

goal of traditional artic therapy:

Back 71

that the new motor behavior (sound production) established in therapy will be integrated into natural daily speech and maintained by the client independently of the clinician

Front 72

pros of the traditional method of artic therapy:

Back 72

- very linear in structure and easy to understand
- provides motor practice for individual sounds from shorter to longer lengths of utterances

Front 73

cons of traditional artic therapy:

Back 73

- uses a sound by sound approach to treatment that can mean a very long treatment time for students with multiple articulation errors.
- uses linguistic terminology to address motor practice (words, phrases, sentences, etc)
- does not tell you how to elicit desired articulatory behaviors
- does not indicate which sound “position” in which sequence might be best used for elicitation of desired articulation based on acoustic and motor principles of speech production

Front 74

2 functions consonants can have in syllables:

Back 74

release or arrest syllables

Front 75

the 4 environments consonants have within an between syllables:

Back 75

initial, final, vocalic, abutting

Front 76

what is a vocalic releasing consonant?

Back 76

Intervocalic consonant that begins the second of two syllables

Front 77

Fricatives are easier to elicit first as:

Back 77

final arresters

Front 78

Stops are easier to elicit first as :

Back 78

initial releasers

Front 79

- Consonants with too much nasal emission will be best produced as :
- why?

Back 79

- vocalic releasers
- lower oral air pressure

Front 80

Among the three “medial” positions, ___________ F/E is usually easiest, followed by __________ and then by _________ .

Back 80

Vocalic Releaser; Abutting Releaser; Abutting Arrester

Front 81

work on /s/ in ________ position first

Back 81

syllable final

Front 82

When velopharyngeal insufficiency is the problem, work with sounds first containing ________ intraoral pressure.

Back 82

lowest

Front 83

6 manners (to work on for VP insufficiency) from lowest intraoral pressure to highest:

Back 83

- vowels
- glides plus vowels
- liquids plus vowels
- stops plus vowels (high pressure but short duration)
- fricatives plus vowels (high pressure, longer duration)
- affricates plus vowels (high pressure, long duration)

Front 84

when working on voicing, order of contexts to work on them in:

Back 84

- in intervocalic context where the target sound will release the second of two syllables Ex: [bɪ zi].
- In utterance-initial position with no adjacent consonants Ex: // [zu].
- In an adjacent consonant context where your target releases the second syllable and the preceding consonant is voiced Ex: [wʌn zu] (one zoo)
- In an adjacent consonant context where your target arrests the first syllable and the following consonant is voiced Ex: [wʌz gɔn]
- Finally in utterance-final context with no adjacent consonants Ex: [wʌz] //

Front 85

- ________ context facilitates voicing.
- ________ context facilitates voicelessness

Back 85

- releaser
- arrester

Front 86

when working on devoicing voiceless consonants, order of contexts to work on them in:

Back 86

- in utterance-final context Ex: [bʌs] //.
- in an adjacent consonant context where your target arrests the first syllable and the following consonant is voiceless Ex: [bʌs keɪm].
- In an adjacent consonant context where your target releases the second syllable and the preceding consonant is voiceless Ex: [tɪp si] .
- In simple prevocalic onset position with no adjacent consonants Ex: [si]
- in intervocalic position Ex: [mɪ si]

Front 87

________ sounds facilitate forward posture

Back 87

other forward

Front 88

processes that disappear early:

Back 88

reduplication, weak syllable deletion, denasalization, stopping of /f/

Front 89

processes that disappear latest

Back 89

cluster reduction/simplification

Front 90

manners that emerge early:

Back 90

stops, nasals, glides

Front 91

manners that emerge late:

Back 91

affricates

Front 92

places that emerge early:

Back 92

bilabial, labio-velar, alveolar

Front 93

places that emerge late:

Back 93

interdental

Front 94

syllable structure processes that emerge early:

Back 94

V, CV

Front 95

syllable structure processes that emerge late:

Back 95

those that involve clusters

Front 96

five function/environments for consonants in words and syllables?

Back 96

IR, FA, VR, AR, AA

Front 97

which of the 5 F/Es constitute "medial" position for consonants in multi-syllabic words?

Back 97

VR, AR, AA

Front 98

which of the 5 F/Es is the best context for facilitating voicing in consonants?

Back 98

VR, AR, AA (if abutters/neighbors are voiced)