Articulation Quiz 5

Front 1

Oral Motor Exam

Back 1

-evaluates the speech mechanism structure and function
-gross deficts results in an organic etiology should refer to physican
-difficult to interpret who passes or needs referral

Front 2

Typical Categories

Back 2

-head and facial structures
-respiration
-oral and pharyngeal cavity structure
-functional assessment of speech mechanism

Front 3

Oral and Pharyngeal cavity structure

Back 3

-tooth/dentition
-tongue
-hard/soft palate

Front 4

Functional Assessment of Speech Mechanism

Back 4

-range of motion
-velopharyngeal closure
-diadochokinesis (DDK)

Front 5

vowel processes

Back 5

2 or more segmental errors accounted for by the same rule

Front 6

Organizing Spontaneous Speech Sample

Back 6

-begin with articulation test
-provide objects/pictures that elicit targeted sounds
-plan the length of the sample
-200-250 words 10-15 minutes
-another 10-15 minutes of transcribed spontaneous speech
-plan different situations, convo partneres (2-3 minutes)
-monitor recording quality and gloss (repeat utterances) may be difficult to understand later
-transcribe as much as you can spontaneously because it captures phonetic detail, improves efficiency.

Front 7

Percentage of phonological processes

Back 7

-highly frequency- 100-75
-frequent-74-50
-present 49-25
-disappearing-24-1
-disappeared-0

Front 8

Spontaneous Speech Samples Provide

Back 8

-percent of intelligable words
-independent analysis
-percent of consonants correct
-phonological process analysis
-language analysis (mean length utterance)

analysis possible
-speech intelligibility
-independent analysis: sound inventory, syllable shape
-relational analysis: percent of consonants correct, phonological process analysis

Front 9

changing articulation to phonology

Back 9

Reflects a broadening of the perspective

Front 10

in the sixties speech sound errors were thought of as

Back 10

a motor problem

Front 11

Elbert Study

Back 11

designed a treatment of study which taught children a target sounds /s/ then measured /s,z,r/
-children generalized correct pronunication for /s and z/ but not r because cognates generalize with phonemes that have similarities

Front 12

in the 70s a linguistically based notion was introduced

Back 12

phonological processes, looking for classes not isolation. different level of phonological knowledge
-patterns of errors
-linguistic relationships between phonemes
-classes, not singular, sounds effected by error patterns
-80s introduced the importance of individual difference patterns to understand the underlying representation and could teach about development

Front 13

Phonological Knowledge

Back 13

the degree to which underlying representations of phonemes within words are adult-like which may not be obvious based on error patterns
-measured this by acoustic features of phoneme.
-may predict learning patterns in treatment
-targeting sounds that are least of this may facilitate the greatest change in a childs phonological system

Front 14

3 factors of learning patterns influenced by:

Back 14

1. underlying representations
2. class of sounds
3. order of training