Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
63 Cards in this Set
- Front
- Back
|
What is a Phonetic Disorder?
|
motoric or articulatory disorder
•Errors are the result of difficulty in producing the sound sequences of the language •Errors executing motoric movements for speech sound production •Occur in speech sounds that the speaker has difficulty producing or seemingly cannot produce •The client is intelligible, uses a few misarticulated sounds, or distorts speech sounds •Emphasis is on motor or movement components of sounds in terms of visual, auditory, and kinesthetic changes. |
|
|
Phonetic Disorder major approaches
|
• Phonetic placement
• Moto-Kinesthetic • Stimulus • Sensory-Motor |
|
|
Phonologic Disorder is:
|
•linguistic or cognitive disorder
•Result of a difficulty in understanding and implementing the underlying linguistic rules for producing sounds and sound sequences •Using speech sounds incorrectly even though the motoric movements can be executed adequately •Occur on speech sounds that the speaker can produce, but does not use the appropriate sound in a certain speech/language context. |
|
|
Moto-kinesthetic therapy is used for this disorder
|
Phonetic Disorder
|
|
|
VanRiper’s traditional approach is used for this disorder
|
Phonetic Disorder
|
|
|
This disorder targets one phoneme at a time (individual speech sounds)
|
Phonetic Disorder
|
|
|
This disorder focuses on Phonetic placement
|
Phonetic Disorder
|
|
|
Single phonemes are the mechanism used to teach the target for this disorder
|
Phonetic Disorder
|
|
|
Phonological awareness skills is used for this disorder?
|
Phonological Disorder
|
|
|
Minimal pairs are what kind of disorder?
|
Phonological Disorder
|
|
|
This disorder targets multiple sounds at a time
|
Phonological Disorders
|
|
|
Cycles approach is used for what disorder?
|
Phonological Disorders
|
|
|
This disorder focuses on suppression of phonological process
|
Phonological Disorders
|
|
|
Metaphone approach is used for what disorder?
|
Phonological Disorders
|
|
|
Which disorder is used for highly unintelligible children
|
Phonological Disorder
|
|
|
This disorder focuses on awareness of patterns
|
Phonological Disorders
|
|
|
This disorders not used in schools today as much as it should
|
Phonological Disorders
|
|
|
These approaches focus on speech sound patterns
|
Phonological Disorders
|
|
|
This kind of disorder is Functional – nonorganic
|
Phonological Disorders
|
|
|
3 types of traditional therapy
|
• Stimulus approach (Traditional Approach)
• Wedge approach • Multiple phonemic approach |
|
|
Stimulus Approach
|
Auditory training and production practice of target sound in progressively increasing levels of linguistic complexity
|
|
|
Phonemic Disorder
|
a phoneme is a family of sounds perceived to be the same speech sound, and when a phoneme is changed, the meaning of the word is different. So a phonemeic disorder would imply that they would be unable to distinct a difference between two phonemes.
|
|
|
Moto-Kinesthetic Therapy
|
Manipulation by the clinician of the articulators externally on the face and neck to guide the articulation mechanism in speech sound production
|
|
|
Moto-Kinesthetic Therapy
|
•speech is not a series of static positions, but a dynamic event.
•Sound productions rely on a motor process of shaping or obstructing exhaled air •This approach involves external manipulation of the articulators. oMovement must be “felt” and developed as a muscle sense of kinesthetic image •Most effective with neurological and motor deficits, such as cerebral palsy, other dysarthrias, acquired apraxia, and childhood apraxia of speech •The clinician says the syllables while manipulating the client’s articulators, and the client watches the clinician’s face; therefore, the client receives kinesthetic, tactile, auditory, and visual stimulations simultaneously |
|
|
P.R.O.M.P.T
|
use of multidimensional tactile prompts to guide the articulation mechanism in producing speech sounds
|
|
|
Minimal Pairs
|
•Contrasts child’s error with target sound
•The most widely used contrast approach •Eliminates common phonological processes oFronting, Stopping, Gliding, Cluster reduction, & Final consonant deletion •Useful with Mild to moderate errors •The task of treatment is to eliminate inappropriate rules or processes. •Compare and contrast two words. oExamples: bow/bone, me/meet –final consonant del. oCake/take, game/dame- velar fronting oSoon/spoon, feet/fleet- cluster reduction |
|
|
Treatment session for Minimal Pairs
|
o Establish the meaning of words-teach meaning with pictures
o Receptive testing and training-point to pictures that you hear o Production training-produces the word and clinician points o Carryover activities- words in phrases and conversations |
|
|
Percentage of Consonants Correct
|
A measurement used to calculate the severity of a disorder
•Compare the child’s production to the target production and write the number of correctly produced consonants |
|
|
Phonemic Awareness
|
a phoneme is a family of sounds perceived to be the same speech sound, and when a phoneme is changed, the meaning of the word is different.
|
|
|
Metaphone Approach
|
Developed to facilitate cognitive reorganization of children’s speech sound systems.
•Premise: children can change their sound productions through developing an awareness of the similarities and differences in duration, placement and manner of production for speech sounds. •Demonstrated through classification sorting |
|
|
Phases of the Metaphon approach
|
• 2 phases
o Phase 1:Properties of Sound • Phonological production concepts & terminology are enhanced through classification (sorting) of non speech sounds noisy/whispered; front/back o Phase 2:Sound Production • Clients become aware of communication breakdown which are facilitated by applying their knowledge of the phonological system. o Children learn to monitor themselves in sentence production & modify what they say for more effective communication. |
|
|
Stimulus approach
|
an approach for treating a phonetic disorder.
• Van Riper’s—referred to as the traditional approach. Van Riper viewed misarticulations as more than placement or Production errors. o He viewed poor auditory sensory perception as a contributing factor in misarticulations. o Advocated auditory or ear training prior to production practice of individual sounds to stimulate the sensory perception of the phoneme. o Targeted 1 phoneme at a time |
|
|
3 Phases of the Stimulus approach
|
o Auditory Training
• Identification, Isolation, Auditory Stimulation, Discrimination, Self-hearing o Production (Sound elicitation established by) • Isolation, stabilization in isolation, nonsense syllable, words, sentences o Transfer of the sound production to other settings and Carryover and Maintenance of the sound in conversational speaking |
|
|
Phonological Awareness skills
|
o Rhyming :do these words sound alike: cat-hat?
o Phoneme isolation: tell me if /b/ is in the beginning or at the end of the word “ball”? o Phoneme manipulation: Say the word “man” without the /m/ sound. o Sound blending: What does tea---------cher say? o Sound segmentation: What are the 3 sounds in the word dog? |
|
|
Sensory-motor approach
|
Bi-syllable and tri-syllable drill for multisensory awareness of speech sound patters and production of error sound in facilitating phonetic contexts that gradually are expanded
|
|
|
Sequence of the Sensory-motor approach
|
o Heightened awareness of the speech movement patterns through bi-syllable and tri-syllable productions
• Sounds that the client already produces correctly are practiced in the context of bi-syllables and tri-syllables • After the production the client describes the movements of the articulators by stating which two articulators touched and what direction they moved o Correct production of sound sequences in syllables o Correct production in varied phonetic contexts o Primary goal of the program is to increase the child’s auditory, tactile, and proprioceptive awareness of the motor patterns involved in speech sound production through motor tasks. |
|
|
Cycles approach
|
Designed for intervention of highly unintelligible children
• Focus on facilitating emergence of phonological patterns, contrasted with meeting a criterion for mastery of individual phonemes • A phoneme that represents a deficient pattern becomes the target o 1. Stimulation o 2. Production Training o 3. Semantic Awareness Contrasts |
|
|
Facilitate the cycles approach
|
• A cycle is a period of time during which all phonological patterns needing treatment are facilitated in succession.
• Major phonological deviations present in at least 40% of the possible occurrences are to be targeted. • Each phonological pattern is targeted in for app 60 minutes per context before going on the next pattern. • One pattern is targeted per session. • The length of a cycle varies from 5 to 16 weeks • Three or four cycles are usually required for an unintelligible child to become intelligible. |
|
|
Transfer/maintenance
|
Last phase of artic/phono intervention is maintenance or retention.
• Continued use of the target sound/pattern in all speaking situations over time |
|
|
Carryover
|
the habitual use of target sounds in all speaking situations, including conversational speech in and out of the clinic.
• Carryover also involves articulation of the target sound without deliberate or conscious effort. |
|
|
In clinic strategies for Carryover
|
o Nonsense materials
o Timed productions o Self-monitoring o Self-regulation o Comparison of error and correct sounds o Paired-stimuli approach o Programmed approach o Creative drama o Group intervention o Proprioceptive feedback |
|
|
Out-of-clinic strategies for Carryover
|
o Assignments/homework
o Extra-clinic environments |
|
|
Know the aspects to consider in determining the need for treatment.
|
• 1. Clients below the second percentile or more than 2 standard deviations below the mean
• 2. Attitude of peers, family, & other important people in the person’s environment • 3. The nature of the articulation/phonological deficiency itself; the causes, severity, and effects on communication • 3. Age is also a critical factor in determining need |
|
|
Be able to identify the difference between delay vs. disorder.
|
• Delay: follows a normal sequence of development, but at a slower rate
• Disorder: the person is using an atypical developmental pattern |
|
|
Identify treatment strategies and know that cyclic and concurrent approaches have better outcomes than the other strategies.
|
o Simultaneous- addresses multiple problems at the same time
• Both articulation & phonological disorders are targeted at the same time o Cyclic - cycles; 2 days a week. 4 weeks work on sound system and 4 weeks work on language • Alternating treatment for each disorder for a specified time period o Concurrent- equal amount of time for different treatments in the same session o Sequential- treat 1 group of goals until they meet it, then treat a different goal • Treat one disorder until all targets are met before moving on to the next disorder |
|
|
What are the major approaches of phonetic disorders therapy and what are their main tenants or premises.
|
o Phonetic placement
o Moto-Kinesthetic o Stimulus o Sensory-Motor |
|
|
Phonetic Placement
|
instruction in specific placement of the articulators to produce speech sounds
|
|
|
Moto-Kinesthetic
|
manipulation by the clinician of the articulators externally to the face and neck to guide the articulation mechanism in speech sound production
|
|
|
Stimulus Approach
|
- Poor auditory sensory perception is a contributing factor in misarticulations. Advocated auditory or ear training prior to production practice of individual sounds to stimulate the sensory perception of the phoneme.
|
|
|
Sensory motor
|
Bisyllable and trisyllable drill for multisensory awareness of speech sound patterns and production of error sound in facilitating phonetic contexts that gradually are expanded
|
|
|
Know phonological awareness skills. Be able to identify examples of these skills.
|
• Rhyming :do these words sound alike: cat-hat?
• Phoneme isolation: tell me if /b/ is in the beginning or at the end of the word “ball”? • Phoneme manipulation: Say the word “man” without the /m/ sound. • Sound blending: What does tea---------cher say? • Sound segmentation: What are the 3 sounds in the word dog? |
|
|
Developmental Apraxia of Speech….What is it? What are the main characteristics? What are the targets of treatment?
|
• Inconsistency in articulation performance and difficulty in predicting errors
• Difficulty with speech initiation, selection of phonemes, and sequencing phonemes • Most common types of articulation errors are substitutions and repetitions • Increasing speaking rate results in improved articulation • More accurate speech production in spontaneous speech, poorer in reading and in imitative activities • Discrepancy between voluntary, purposeful, and spontaneous reflexive performance; the former is much more difficult • Rate, rhythm, and stress of speech adversely affected by repetitions, hesitations, and groping for correct articulation positions. |
|
|
target of treatment for Developmental Apraxia of Speech
|
o Approach – Moto-kinesthetic & P.R.O.M.P.T.
|
|
|
Auditory stimulation/bombardment is characteristic of which form of treatment?
|
The cycles approach
|
|
|
What are the 2 schools of thought related to picking targets for treatment?
|
• Phonetic (motor approach) – intelligible, few misarticulated sounds, distorts speech sounds
• Phonologic approach – unintelligible, multiple misarticulated sounds. Goal is to facilitate reorganization of the child’s phonological system and enhance strategies for processing phonological information |
|
|
When considering treatment approaches in general, which have been noted as most useful with mild problems; which have been more effective with moderate to severe?
|
Mild to Moderate - Minimal Pairs (phonological)
Severe - Phonological Awareness Approach (phonological) |
|
|
Know the 4 structural modes of intervention. Which treatment style is the best based on research?
|
• Drill and drill play treatment modes were shown to more effective for artic/phono therapy.
• Clinicians perceived drill play as the most effective, most efficient, and most preferred of the 4 modes • Drill: • Drill play: • Structured play: • Play: |
|
|
Drill
|
stimuli are presented rapidly
o Treatment is a structured by a stimulus-response paradigm o Positive reinforcement is given for correct responses o Corrective feedback is given for incorrect responses • When the response is incorrect the clinician gives the client a second trial by repeating the stimulus o Last step is to modify the stimulus form by exaggerating the target in duration and intensity. |
|
|
Drill Play
|
Same as drill except a motivational event is incorporated before, during, or after the stimulus is presented.
|
|
|
Structured Play
|
Similar to drill play, but the stimuli are presented as part of play activities.
o Clinician may opt to NOT provide instructional feedback about incorrect responses. |
|
|
Play
|
The clinician arranges activities so that the target responses occurs naturally.
|
|
|
Know the different ways you can elicit speech sounds.
|
• Auditory-Visual Model
• Use a Mirror • Use Tactile-Kinesthetic Cues • Modification of nontarget sounds • Visual illustration of placement of articulators • Provision of visual cues • Facilitating phonetic contexts • Verbal instructions • Successive approximation (shaping) |
|
|
Know the connection between phonological awareness and reading problems.
|
• Tests for phonological awareness contain items that require skills such as rhyming, sound blending, syllable blending, sentence segmentation, syllable segmentation, phoneme segmentation, and sound manipulation; all are needed for reading comprehension
|
