Artic Test 3

Front 1

Minimal Pairs

Back 1

Contrasting 2 different sounds
Only differ in Place, Manner, or Voicing

Can use with anyone

Bingo, cards

Front 2

Multiple Oppositions (Williams)

Back 2

Good for collapsing lots of sounds onto 1 sound
No more than 5

Bingo

Front 3

Complexity (Gierut)

Back 3

Typically developing children with speech sound errors

Minimal pairs (really maximal)
Very different and complex
Later developing sounds, outside inventory- trickle down

Go fish

Front 4

Cycles (Hodson)

Back 4

Young, unintelligible

3 week target
Probe for next sound: drop or do it again
Beginning and end of session Auditory Bombardment & Homework

Front 5

Stimulability

Back 5

Children w/ small inventory, stimulable but not using the sounds
Fishing- repeated production
Contrasts, vocabulary

Front 6

Metaphonological

Back 6

Must be 4 or older
Target awareness of differences between sounds
Using Pairs- contrasting features as a whole group

Front 7

Minimal Pairs
Multiple oppositions
Complexity
Cycles
Stimulability
Metaphonological

Back 7

All Use Contrasts

Front 8

Core Vocabulary

Back 8

Highly unintelligible SSD, apraxia, cognitive disabilities

Build Foundation (meaningful, useful, important, functional words)

Focus on whole word

Front 9

Psycholinguistic

Back 9

Compliments another approach
help development of whole child
can be used with anyone
basic principles

Front 10

Morphosyntax

Back 10

Preschoolers, language & SSD

Chose finite morphere: 'ed'
Focus on language --> clusters
Forced choice: "he licks you or he bites you?"
Story

Front 11

Whole Language

Back 11

Preshool

Expanding on what child says
Vocab, morphology

Not drilling contrasts

Front 12

Naturalistic intervention

Back 12

Highly unintelligible SSD
Recast, Expanding
Similar to whole language bc using language in a real- play context
Don't target speech sounds directly

Front 13

Not specifically working on speech sounds
Language component

Back 13

Core Vocabulary
Psycholinguistic
Morphosyntax
Whole Language
Naturalistic Intervention

Front 14

PACT

Back 14

Metaphonological process
Train parents
Cycle on, off
Minimal pairs, draws from other approaches

Front 15

Vowel intervention

Back 15

Feedback- visual (ultrasound, palatal)
Our productions change
Expensive technical equipment
must be skilled to read them

Front 16

PROMPT

Back 16

Children with lower intelligibility
Specific feedback
Articulatory component
Small inventory work to expand

Front 17

Dyspraxia Programme

Back 17

Inconsistent productions
CV --> CVCV -->
building gestures

Front 18

Non speech oral motor exercises

Back 18

Chewing on a straw, blowing bubbles

Front 19

Why people think NS-OME are effective

Part-whole training

Back 19

Training smaller portions of an articulatory movement will facilitate acquisition of the whole movement

Front 20

NS-OME do NOT work because

Back 20

There is no evidence availiable to support the efficacy or oral-motor therapy for improvement of speech production skills

Must work on speech production to improve produciton

Front 21

Long term goals

Back 21

broadly defined communicative behavior

Front 22

Short term objectives

Back 22

Steps
Trained in a relatively short time (weeks, months)

Front 23

Generalization

Back 23

To untrained stimulus items
word positions
response topographies
within sound classes
-PMV or distinctive features or phonological processes
Across sound classes
Across situations

Front 24

Probing for generalization

Back 24

Untrained words, phonemes, word positions, clusters, linguistic level

Front 25

Ideas

Back 25

Rhyme: picture bingo, odd one out games
Phoneme manipulation: block manipulation
Phoneme identity: colored pictures on game board
Phoneme segmentation and blending: blocks
Linking speech to print: real and nonword bingo games, word blocks

Front 26

Metaphon Therapy

Back 26

what we do for children who fail to respond to minimal pair therapy

Focus on child's development of metaphonological skills

Front 27

Metaphon therapy
Phase 1: Conceptualization

Back 27

use kewords that are meaningful for the child to teach contrasts
NO SPEECH

Front 28

Metaphon Therapy
Phase 2: Transfer to the speech domain

Back 28

Developing phonological awareness- ear training but focused on a class of sounds affected by the process

Contrast error with target, child has to identify the two as different

Initially teach the concept with nonspeech materials, then progress to real speech

Front 29

Metaphon therapy
Phase 3: Developing phonological and communicative awareness

Back 29

Production practice for the class of sounds affected by the process

Use minimal pairs
-specifically says you ned to work above the word level