Comd 3120 Artic Orders Final Exam Study Mod 8 And 9

Front 1

Phonological Approach to Therapy is good for clients that

Back 1

actively use phonological processes
a lot of articulation errors
highly unintelligible

Front 2

Phonology

Back 2

looks at how speech sounds are classified, organized and how they are used in a gven language

Front 3

Phonological systems gradually evolve or regress?

Back 3

evolve

Front 4

Mastery of phonological processes begins at _____ and then proceeds to _____ and ends at _____

Back 4

simple sounds and arrangement of sounds to more complex

Front 5

With phonology, kids have to use only the few ____ that they have, until _____

Back 5

rules, until they get more

Front 6

Kids tend to learn by ___ not by _____

Back 6

rule, sound

Front 7

Phonological approach teaches ____ instead of _____ _____

Back 7

rules, sound classification

Front 8

Evaluations for Phonological Processes (3)

Back 8

Khan Lewis, based off of GFTA
Hodsons (bag of toys, natural)
Clinical Assessment of Articulation (CAAP)

Front 9

Khan Lewis meausres the usage of ___ phonological process

Back 9

10

Front 10

Khan Lewis has norms for these age ranges

Back 10

2-0 to 21-11

Front 11

Time required to complete the KLPA is typically

Back 11

30 minutes

Front 12

What are the 3 areas of phonological processes analyzed in the KLPA?

Back 12

Reduction Processes
Place and Manner Processes
Voicing Processes

Front 13

What are the 10 phonological Processes that are analyzed in the KLPA?

Back 13

Deletion of Final Consonants
Syllabe Reduction
Stopping of Fricatives and Affricates
Cluster Simplification
Liquid Simplification
Velar Fronting
Palatal Fronting
Deaffrication
Initial Voicing
Final Voicing

Front 14

In addition to the 10 process analyzed by the KLPA, how many other can be assessed?

Back 14

34, but not normed scored, some are non-developmental, occur infrequently, or prepresent regional dialectal differences

Front 15

Nondevelopmental Phonological Processes Include:

Back 15

Deletion of Initial Consonants
Glottal replacement (stop replaces a consonant)
Backing Velars
and more (stridency deletion, constant harmony, etc)

Front 16

Barbara Hodson, according to her, a process that receives a % occurance of greater than __ should be considered for remediation., why?

Back 16

40%, because this indicates excessive use

Front 17

KL steps

Back 17

1) Transcribe the GFTA words
2) Use the Scoring Table for each word
3) Add them up
4) Look up norms

Front 18

Phonological Therapy follows a _____ approach

Back 18

cycles

Front 19

What is a cycle in Phonological therapy?

Back 19

time periods during which all phonological patterns that need remediation are worked

Front 20

What are cycles used for?

Back 20

to correct phonological processes

Front 21

What does a cycle resemble?

Back 21

closely approximate the way in which normal phonological development occurs than does teaching phonemes one by one

Front 22

Phonological Therapy teaches the ____ and tries to eliminiate the _____

Back 22

pattern, processes

Front 23

Cycles length in a Phonological Therapy approach:

Back 23

varies
depends on individula childs number of deficient patterns and also number of STIMULABLE phonemes within each pattern
some are 5 or 6 weeks or can be as long as 15-16 weeks.
More errors = more time

Front 24

Cycles complexity is ______ gradually during succeeding cycles and how?

Back 24

increased, by incorporating production practice words with more difficult phonetic environments and by grouping patterns within target phonemes

Front 25

Example of a cycle complexity:

Back 25

Begin with 1 phoneme per process until done with process
Then group by cognants
Ex - fricatives
than pair with voiced and voiceless

Front 26

Processes are: and give an example.

Back 26

deviations that occur across phoneme classes.
Ex - devoicing or deletion of final consonants affect several phonemes

Front 27

Process are elminiated by:

Back 27

working on the speech pattern

Front 28

Patterns are what

Back 28

we try to teach to correct a process

Front 29

Patterns are where we work on

Back 29

phonemes within targeted patterns to facilitate emergence of the respective patterns

Front 30

Patterns are recycled how often?

Back 30

during ensuing cycles until each of the targeted patterns begins to emerge in spontaneous utterances. (process drops lower than 40%)

Front 31

Each phoneme within a pattern should be targeted for approximately ___ per cycle

Back 31

60 minutes

Front 32

In each cycle ___ deficient patterns are worked

Back 32

all

Front 33

Typical time required to achieve intelligibilty (how many cycles)

Back 33

3-6 Cycles (30-40 hours, 40-60 min a week)

Front 34

Intervention target patterns are:

Back 34

the ones that are selected which are greater than 40%

Front 35

Khan Lewis leaves some patterns to be determined by

Back 35

the clinician's gut

Front 36

Goals for the Phonological Therapy

Back 36

is a statement emphasizing facilitating emergence of intelligible speech patterns or suppression of phonological process

Front 37

Goals for the Phonological Therapy CONTRAST

Back 37

perfect phoneme production

Front 38

Examples of Short term goals in Phonological Therapy

Back 38

xx will suppres the process of final consonant deletion in spontaneous CVC words 80% of the time
xx will increase intelligibility from 20% to 75%

Front 39

Provide another example of a goal for Phonological Therapy where clinician sees a pattern

Back 39

To increase xx intelligibiltiy by increasing spontaneous production of the following phonological patterns with 90% accuracy:
postvocalic singleton consonants
nasals (word final /n/ only)
velars (word final /k/ only)

Front 40

Selecting target phonemes/patterns - it is important that the client have

Back 40

'readiness', the next stimulable pattern is targeted and so on
Must consider the processes that effect intelligibility the most

Front 41

Selecting target phonemes/patterns - typical order to increase intelligibility

Back 41

Syllable reduction
deletion of final consonants
stopping of fricatives
velar fronting

Front 42

Cycle 1 in Phonological Therapy

Back 42

maps to goals:
pattern 1: production of post vocalic singleton consonats
pattern 2: production of velars
pattern 3... etc

Front 43

Cycle 1 example

Back 43

1st session
work on final /p/
work on final /t/
work on fina /b/
etc

Front 44

Cycle 2

Back 44

continue to target each pattern, recycle same phoneme and add more words and additional phonemes, if stimulable
add words that have more phonetic complexity

Front 45

After cycle 2 then what

Back 45

next step is to then go back to cycle 1 and retest patterns,
retarget patterns,
recycle same phonemes, add words, etc.

Front 46

cycles 3-7

Back 46

same method, more words, expand complexity of words

Front 47

Structure of Therapy Session (Phonological) 7 steps

Back 47

1) Review preceding session word cards )if any)
2) Auditory Bombardment
3) Introduction of words to Child
4) Experiential play production
5) Probe stimulability
6) Repeat listening activity (Aud. Bombardment)
7) Homework

Front 48

Auditory Bombardment within Phonological Process

Back 48

Slight Ampilification for one to two minutes
Use headset - Phonological disordered kids do not hear their own speech well

Front 49

Intro Words as step 3 in Structure of Phonological Session

Back 49

Choose easy words first
child draws/colors
child says words
child writes words

Front 50

Step 4 of Phonological Session

Back 50

Experiential Play Production
Practice activities to help child hear and practice phoneme.
-Story Telling
Story Creation
Shopping
Animal Parade
Camping Trip
Fix Dinner
Go to School
Go to dinner
go to a farm
set up a doll house

Front 51

Step 7 homework for Phonological session

Back 51

2 min per day
100% accurate before taking it home
child names pics on card, adult reads word list, child listens

Front 52

RETESTING at then end of each? and why?

Back 52

cycle, to determine whether you need to continue with specific patterns, when patter is at least 40% accurate, no longer needs probing, deemed to develop naturally.

Front 53

Data Collection in Phonological Session? is it important?

Back 53

Needs to be done, not initially advocated, but now it is important to document progress

Front 54

Unstressed Syllable Deletion

Back 54

Omission of one or more syllables from a polysyllabic word
ex butterfly -> buffly
banana -> nana

Front 55

Reduplication (Doubling)

Back 55

repetition of a syllable of a target work resulting in the creation of mulitsullabic word form, may be a total or partial.
ex:
mama, dada,
bada -> partial example for bottle

Front 56

Diminutization

Back 56

addition of the /i/ vowel to the target word
ex:
cup -> cuppy
bike -> bikey

Front 57

epenthesis

Back 57

insertion of an unstressed vowel,usually a schwa, between two consonants
ex:
blue -> balue
school -> eschool

Front 58

final consonant deletion

Back 58

omission of a final singleton consonant in a word, deletion of a final consonant cluster is also considered FCD.
be aware of open vs closed syllable words
ex. task -> tas

Front 59

initial consonant deletion

Back 59

omission of the singleton consonants in the initial word position.

Front 60

Which syllable structure process is uncommon, but effects intelligibility a lot?

Back 60

initial consonant deletion

Front 61

cluster reduction/simplification

Back 61

deletion or substitution of some or all members of a cluster (total vs. partial)
broom -> boom (partial)
broom -> oom - total
grass -> gwass (not a sub, partial)
grass -> gass - total

Front 62

stopping

Back 62

substitution of stops for fricatives of affricates
farm -> tarm

Front 63

for stopping what is a typical pattern?

Back 63

voiced affricate/fricative for a voiced stop and
voiceless affricate/fricative for voiceless stop

Front 64

deaffrication

Back 64

replacement of an affricate with a stop of fricative
(multiple definitions)
ch/ju

Front 65

velar fronting

Back 65

replacement of velars /k, g. ng/ with sounds that are made in a more anterior position.
ex: cup -> tup
dog -> dod

Front 66

depalatalization

Back 66

substitution of a alveolar fricative for a palatal fricative or an alveolar affricate for a palatal affricate
sh/z (beige) example

Front 67

backing

Back 67

sounds with an anterior point of constriction are replaced by posterior sounds
opposite of fronting
td->kg
uncommon

Front 68

liquid gliding

Back 68

substitution of a glide for a prevocalic liquid
may also occur in consonant clusters
l, r -> w, y

Front 69

vocalization

Back 69

or vowelization
substitution of a vowel for a syllabic liquid.
/er/ and /air/ replaced by a schwa or any other vowel
ex
chair -> cher

Front 70

Labial assimilation

Back 70

nonlabial consonant becomes a labial becauseof the influence of another labial sound in a word
(consonant harmony)
monkey -> momey

Front 71

velar assimilation

Back 71

assimilation of a nonvelar sound to a velar sound
ex: cot -> kok
(consonant harmony)

Front 72

nasal assimilation

Back 72

non-nasal sound assimilates to become a nasal
naught -> none
(consonant harmony)

Front 73

alveolar assimilation

Back 73

assimilation of a non-alveolar sound to an alveolar sound
tuck -> tut

Front 74

prevocalic voicing

Back 74

a voiceless sound preceding a vowel becomes voiced
toad -> doad
tote is a good word to use in therapy

Front 75

postvocalic voicing

Back 75

a voiceless obstruent following a vowel becomes voiced
bus-> buzz

Front 76

reasons for data collection

Back 76

assessment
accountability
motivation

Front 77

assessment for data collection what does it do? (2) and what should it be?

Back 77

distinguishes communication problem (artic vs. phonological)
diagnostic purposes and baseline
must be continual (measure the change)

Front 78

accountability for data collection

Back 78

no longer can we use, better, worse, or somewhat improved
clients and parents have a right to know
-can be used in a lawsuit (child custody)

Front 79

motivation for data collection

Back 79

clients have difficulty detecting sbutle changes in behavior
more impressive and meaningful
reinforceing to SEE improvement

Front 80

data collection devices

Back 80

videotape
audiotapes
electronic/mechanical counting devices
written forms

Front 81

what is drill

Back 81

repetition of target in a variety of different activities

Front 82

when do you drill

Back 82

throughout therapy process

Front 83

why do you drill

Back 83

provides multiple opportunities for client to porduce target in a variety of situations

Front 84

drill is especially good for...

Back 84

Developmental apraxia of speech
> 300 prods in 1 hour

Front 85

how do yu drill

Back 85

series of activities

Front 86

what kind of activities used for drilling

Back 86

school related
home related

Front 87

Group therapy what is it?

Back 87

3 or 4 clients about the same age working on similar target behaviors

Front 88

group therapy age range should not exceed

Back 88

a 3 year age range

Front 89

group therapy should be structured so that individuals can

Back 89

benefit from interaction with other members and from activities that involve entire group

Front 90

group members can serve as

Back 90

correct models

Front 91

are different phonemes ok to work on in group therapy?

Back 91

yes

Front 92

Do not group what with what in group therapy?

Back 92

lang with artic OR
fluency with with artic

Front 93

benefits of group therapy

Back 93

group memers monitor and reinforce each other's productions
-can address carry over not possible in individual therapy
(reminders in the classroom from members of group)

Front 94

why have group therapy

Back 94

trend is for SLP to have a collaborative role in classroom
especially for language kids
helps with phonlogical awareness skills in kindergarten

Front 95

bernthal and bankson reported...in 1964 and 1966

Back 95

50 minutes of group instrudtion resulted in as much articulation change as 30 minutes of individual instruction
4x per week over 4 weeks

Front 96

When to have group therapy?

Back 96

after the child has masterd sound production at the single word level
-large case load
-when you have a number of clients who are at the same level in therapy, about the same age and would benefit from group experience

Front 97

Isolation training should be done in group therapy. T/F

Back 97

FALSE

Front 98

How to do group therapy?

Back 98

group clients together after phoneme has been established at word level
-don't let one do all the talking
-use clock timers, etc, to keep track of whose turn it is to talk
(spin the bottle or pass a stuffed animal)
-rewards must be easy to apply and not take too much time

Front 99

how to manage group therapy?

Back 99

introduce children
-select 'teacher' to choose who goes next, what to talk about
-select monitor who gives points for staying on task and taking away points for going off task
-give each group member a data sheet
-

Front 100

Characteristics of Group therapy

Back 100

group members listen and evaluate eachothers speech
each members models, guides, and provides rewards/penalites
constant interaction
clinician monitors individuals as needed
clinician teaches members to act as 'clinician'

Front 101

characteristics of therapy in a group

Back 101

clincian is working with one client at a time
clinician makes all judgments of accuracy, correctness,
clients are waiting for turns
time wasted

Front 102

different set ups for group therapy

Back 102

2 or more clients workingin a session with 1 clinician
both have same goals
both involve using correct phonemes
both involved in monitoring each other's production

Front 103

Advantages of Group Therapy

Back 103

more natural intercations
group members monitor eachother
can see more clients in a shorter amount of time

Front 104

Disadvantages of group therapy

Back 104

must deal with behavior control
more time neede for material prep
difficult to involve all group members all the time

Front 105

20/20/20 Split set up of group therapy of Group Therapy

Back 105

first client comes in 20 min
second client joins for second 20 min
first client leaves for last 20 min to be spent with 2nd client to have indivisual therapy

Front 106

20/20/20 Split set up of group therapy Advantages

Back 106

able to spend individual time on uncommon goals (no time wasting)
individual goals are practiced and then generalized in group

Front 107

20/20/20 Split set up of group therapy Disadvantages

Back 107

time is short (20 min not long)
some time is wasted due to transition from one to the next
prep time is large
difficult to get kids to come in on their own