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222 Cards in this Set
- Front
- Back
Apraxia of Speech - What is it?
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-motor planning disorder resulting from neurological damage
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Characterazation of Apraxia
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difficulty in execution of volitional movements inthe absence of muscle weakness, paralysis or incoordination
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Simple Test for Apraxia
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Stick tongue out - will not work if client has to think about it, but if you place ice cream in front of them, the tongue would automatically work.
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Three Types of Apraxia
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Oral
Limb Verbal |
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What is oral apraxia?
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problems with executing volitional nonspeech movements of the oral muscles (stick tongue out)
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What is limb apraxia?
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volitional movement difficulties of the arms and legs,
(wide based gait, off balanced look) |
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What is verbal apraxia?
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impaired ability to program and execute volitional movements for the production of phonemes and words.
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General Characteristics of Apraxia in Adults
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-They know they have it
-volitional sequencing of movements required for speech are notably effected -automatic speech is less noted (counting, singing familiar tune, etc) -highly variable speech errors (different kinds of erros on repeated attempts) |
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Apraxia in Adults Artic. Errors
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-Substitutions, distortions, and omissions
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Anticipatory Substitution noted in Apraxia patients
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pospital for hospital
phoneme that occurs later in the word affects one that occurs earlier |
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Regressive Substitution noted in Apraxia patients
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tatle for table
phoneme that occurs earlier in the word affects one that occurs later |
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Metathetic Errors
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switching position of phonemes in words
tephelone for telephone |
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Assessment of Apaxia in Adults (9)
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1) automatic speech tasks
2) Imitative production of single speech sound 3)DDK rates 4) Imitation of single words 5) Imitation of multisyllable words 6) imitation of words increasing in size (zip, zipper, zippering) 7) repeated imitative production of words 8)imitatation of sentences 9)standardized measures |
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Childhood/Developmental Apraxia aka Developemental Verbal Apraxia
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childhood disorder of unknown etiology; errors are similar to adults
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Childhood/Developmental Apraxia Characterisitics
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-Moderate to severe speech intelligibilty
-inconsistent or variable sound errors -unusual articulation errors -slow ddks -gap in receptive (higher)/expressive (lower) lang. |
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Childhood/Developmental Apraxia Assessment
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Nonimitative Speech Prod Skills (GFTA)
Imitative Speech Prod DDKs Intelligibility resonance problems -formal (screening Kaufman Speech Praxis Test) |
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What is Dysarthia?
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neuromotor speech disorder effection one, various or all parameters of speech prod: respiration, phonation, resonance, articulatioin, and prosody (stress rate patterns)
(mumble quickly or speak slowly) Muscle is damamged, drooping, muscle weakness |
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Names the 7 types of Dysarthia
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1) Flaccid
2) Spastic 3) Ataxic 4) Hypokinetic 5) Hyperkinetic 6) Mixed 7) Unilateral Uppoer Motor neuron Dysarthia |
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What is Flaccid Dysarthia
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lower motor neuron damage
(bublar palsy) |
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What is Spastic Dysarthia
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bilateral upper motor neuron damage (hyperfunctional voice/strained)
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What is Ataxic Dysarthia
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damage to cerebellum resulting in coordination problems
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What is Hypokinetic Dysarthia
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basal ganglia damage (Parkinson's)
client has a 'rest tremor' twitching/masked face |
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What is Hyperkinetic Dysarthia
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basal ganglia damage (Huntington's Korea)
too much movement, facial ticks, excessive blinking |
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What is Mixed Dysarthia
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combo of 2 or more, normally
Flaccid and Spastic is hte most common MS ->spastic and ataxic Lou Gehrig's Ataxic and Wilson's |
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Assessment of Dysarthia (8)
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connected speech production (over conversation time artic. decreases)
speech production mechanism (oral exam) DDKs - slow Respiratory Problems Phonatory Problems Resonance Problems (Hypernasality) Artic.Problems Prosodic Problems |
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Standard Measures for Dyarthia
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-Frenchay Dys. Assessment
-Assessment of Intelligibility of Dysarthic Speakers -Dysarthic Examination Battery |
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What is cerebral palsy?
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non progressive, neuromotor disorder resulting from brain damage before, during, or shortly after birth
-not inherited -does not get worse |
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Etiologies of Cerebral Palsy
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-Prenatal
-Perinatal (trauma during birth) -Postnatal - sepsis, premie, head trauma |
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5 Classifications of CP for paralysis
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1) quadriplegia
2) diplegia 3) paraplegia 4) hemiplegia 5) monoplegia |
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What is quadplegia
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paralysis involving trunk AND all four extremities (chest up and arms)
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What is diplegia
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paralysis involving corresponding extremities on both sides of the body (arms or legs)
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What is paraplegia
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paralysis involving lower trunk and legs (chest and down)
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What is hemiplegia
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paralysis involving one SIDE of the body
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What is monoplegia
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paralysis involving a single extremity (uncommon)
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Classifying CP (5)
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Spastic (50%, exaggerated stretch reflex (rigid and relaxed), slow and effortful, jerky voluntarty movements)
Athethoid (10%) slow writhing movement (involuntary) Ataxic (5-10%)- balance issues Rigid (1%) - simulataneous contraction and release of all muscles at once - worse kind, exhausting Mixed (30%) Combination of one or more than one type (Spastic and Athetoid) |
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Cerbral Palsy Speech Problems (6)
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Artic Problems
Resonatory Phonatory Respiratory Prosidic Associated - tight heel cords |
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CP - Assessment (8)
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1) Neuromotor Functions
2) Motor Development 3) Mental Dev 4) Speech Disorders and Intelligibility 5) Prosodic Problems 6) Voice and Respiratory Problems 7) Oromotor Dysfunction (tongue thrust) 8) Augmentative/Alternative Communication (need another way to communicate needs) |
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Cleft Lip and Palate - Describe
Incidence 2 Causes |
-1 in 600-750 births
-usually associate with an autosomal dominant syndrome -environment teratogens (alcohol, drugs, etc.) |
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Cleft Lip and Palate Artic Characterisics (6)
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More difficulty with voiced sounds
decreased intraoral pressure velopharyngeal inadequacy nasal emissions vowel distortions compensatory errors (glottals, laryngeal stops and fricatives) |
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Cleft Lip and Palate Assessment
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Feeding Problems
connected speech production speech production mechanism (oral exam) artic and phonological problems phonatory problems resonance problems |
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Hearing Impairment Types
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Conductive (can be fixed)
Sensorineural (perm) Mixed |
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Hearing Impairment Articulation Problems
(Hint: 3 out of 6 are Os) |
Omissions of final consonants and consonant clusters
omissions of /s/ across word positions omission of inital consonants imprecise articulation epenthesis inappropriate release of final stops |
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Hearing Impairment Voice and Resonant Problems
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high pitched voice, harsh, hoarse, normal lack of intonation
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Hearing Impairment Prosodic Distrubances
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limited fluency
increased rate of dysfluency slow rate of speech inapproriate pauses |
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Hearing Impairment Associated Problems with language
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limited vocab
poor comprehension of words shorter sentences pragmatic problems poor reading comprehension omission of several grammatical morphemes |
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Hearing Impairment Assessment
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consult audiologist
auditory preception/speech discrimination speech prod mech. artic. and phonological assessment connected speech sample voice and resonance problems |
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How to select a treatment target (4)
what method is going to be used for target selected? |
1) Stimulability
2) Emerging Sound 3) Key Word 4) Phonetic Placement/Shaping |
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Stimulability as a treatment target, explain
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-is where the client is able to physically produce the sound.
-the therapist uses max visual and kinetic clues |
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Emerging sound as a treatment target:
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one produced correctly on 10 to 49% of all occassions in one or more phonetic environments.
-easier to generate |
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When would you want to use Key word as a treatment target
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-client successfully produceds treatment target in one word, but not other words.
Ex: Kyle, kite, kick (paired stimuli) |
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Phonetic Placement and Shaping should be used when?
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use this when the client has the ability to respond to these methods of manual guidance
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How should you determine the number of treatment targets?
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Traditional Approach: 1 per session
Phonological Approach: More than one (ex all fricatives or all stops) BUT alter the environment, activity or method |
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When to change the treatment targets? (switch from one sound to another)
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3 criteria
1) Flexibility Criterion 2) Time Criterion 3) Percentage Criterion |
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How is time criterion different than percentage criterion?
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Time is when you work on a target for certain period of time each session, works well for both Traditional and Ph. Approaches
Percentage is where you work on a sound until a certain percentage is obtained (90% mastery). |
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Which is used most (Flexibility, Time or Percentage) for when to change a treatment target?
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Percentage
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What is Flexible Criterion for knowing when to switch treatment targets?
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When the client is disinterested...switch, therapy should be FUN!
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Name all the Linguistic Levels (6)
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Isolation
Nonsense Syllables Words Phrases Sentence Spontaneous Speech |
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How do you know which Linguistic level does a child work best at?
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GFTA will help
When client is 70-75% then move up or perhaps need to switch back down if need to |
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Generally you work at ___ linguistic level until criteria is met, then move ___ a level
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ONE, UP
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Criteria for moving up a Linguistic Level
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Bingham - 70-75%
Others - 85-90% |
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Phonetic Environment - Word Position? Name 3
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Initial, Medial and Final
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Phonetic Environment - Syllable Position? Name 5
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Initial
Final Intervocalic Stressed Unstressed |
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Adminiatrative Decisions - Types of Sessions? and determined?
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Group or Individual
Determined by setting and number of clients needing treatment |
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Group Therapy is better for ____ stages
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later
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Group Therapy is great for (2 things)
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Generalization
Conversational Dialogue |
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Individual Therapy is ideal in the _____ stages of therapy
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EARLY
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Besides Group or Individual Therapy, what is an alternative?
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Overlap Sessions
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Group therapy is most likely in this setting:
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schools
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Individual or Group best for sounds in words at word level?
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Individual
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Frequency of Rx Sessions is determined by?
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Severity, Time avail, client avail, and MONEY
(remember teachers times as well, you do not want to pull a kid away from recess or art) |
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Length of Rx ACTIVITIES is deteremined by?
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Age
Interest Attention Behavior Group/Ind Rx |
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Length of Rx SESSIONS is determined for Individual?
and ideally? but realistically? |
From 10 - 60 min
Ideal is 20 min Realistically, in a school it will be 15-25 minutes |
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Length of Rx SESSIONS is typically ___ for Group, but ideal is ____?
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From 30-45 min, ideal is 45
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Format of Activities during Rx?
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Drill
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What does drilling do for therapy? and what is it best used for?
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Presents materials for mass practice
VERY important More drill, more progress GREAT for ARTIC problems |
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Drill Play - during therapy?
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game boards, cards, checkers, action games (hungry hippo (20 prods for each marble), lucky ducks, frog on a lily pad)
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Drill - Structured Play during therapy
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Shopping (grocery store for /l/ phoneme - lima bean, lemons, lemonade, limes, lollipops, etc.)
Basketball doll house car racing alligator golf |
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Play during therapy should be:
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child oriented activities that are spontaneous:
-what does the child want to play/discuss |
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Where can play therapy occur?
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Rx. room, home, grocery store, soccer field, wal-mart, anywhere)
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Maintaining in Therapy - making sure the new skill does not get lost by
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working with family
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How to Assess the Treatment Chosen, is it working?
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Pre and Post Tests
Intelligibility and Severity Tests |
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Assessing the Treatment using Pre and Post Tests are (2) and give examples of tests
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quick and easy, demonstrates progress
what kinds? CPAC Probes, Homemade, etc. |
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Assessing the Treatment using Intelligibility and Severity Tests - describe
What does the book suggest? Why is negative/positive about it? What are other options? |
books suggest using 3 different clinicians, not enough time for this
-time consuming BUT -effective for intelligibility clients in clinic, you can use lang. sample to compute intelligibility (evidence based practice) |
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Assessing the Treatment - how often and why?
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ONgoing!
Keep running data to know: where client is when to move to next step IS REQUIRED by schools and most insurance co. |
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Elicitation and Facilitation - 4 stages of Articulation and Phonological Development (age ranges)
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Stage 1 (0-12 Months)
Stage 2 (12-24 Months) Stage 3 (2-5 years) Stage 4 (5 and up) |
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What do the Articulation and Phonological stages refer to?
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a level that corresponds to client's articulation and phono. development
-may or may NOT be client's age |
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Therapy during Articulation and Phonological Stage 1 does what
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facilitate practice of vocal skills that serve as a basis for later speech development.
Ex - encourage phonation babbling |
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Therapy during Articulation and Phonological Stage 2 does what
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Facilitage the acquisition of sounds and syllables in specific words
Ex: 1st word syllables |
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Therapy during Articulation and Phonological Stage 3 does what
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Facilitate the elimination of errors affecting classes of sounds
(Focus on reducing the errors) |
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Therapy during Articulation and Phonological Stage 4 does what?
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Facilitate the elimination of errors effecting late-acquired consonants, consonant clusters, and unstressed syllables in more difficult syllablic words
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What are the later acquired consonants?
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r, l, z, th, s, blends
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What is a therapy technique for Articulation and Phonological Stage 1
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Motherese
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What are some techniques Therapy during Articulation and Phonological Stage 2
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Expansion
Requests for more info/clarification Modeling Parallel Talk |
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What are some techniques Therapy during Articulation and Phonological Stage 3
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Expansion and Parallel Talk
STRATEGIC ERRORS Modeling Requests for more info/clarification |
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What is a therapy technique for Articulation and Phonological Stage 4
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Direct Instruction
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What is motherese?
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baby talk
serve to capture and keep infant's attention |
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What is expansion (during therapy)
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fill in the incorrect or missing speech
Child says: Kitty You say: Yes, a furry, little, white Kitty |
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What is strategic error during therapy?
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speech errors that mimic aspects of the cleint's artic disorder
ex: fronting - tar for car see if child will correct you |
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What is modeling during therapy?
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use of clinician, another person, or toy as speech example (extra person serves as a role model)
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Parallel Talk - what is it?
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clinician narrates client's actions and interaction with objects
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How do you use the request for confirmation/clarificatio technique?
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used to focus the client on communicative inadequacy of speech...sometimes can irritate child
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Other techniques used during therapy?
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Bombardment
Metaphors Descriptions Demonstrations Touch Cues Word Pairs Shaping |
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What is bombardment technique?
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few min to 10 minutes -read practice words at elevated volume while client listens
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What is the metaphor technique? and when is it effective?
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compare some aspect od speech to something with which the client is familiar.
/s/ is the snake sound not effective for stage 1 or 2 |
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What is the description technique? and when is it effective?
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describe what is happening to client's articulators..for /p/ you could say the /p/ sound is where you close your lips and build up air and release it quickly, not effective for stage 1 or 2
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What is the demonstration technique? and when is it effective?
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using tissue or puff balls to illustrate air puff in /p/ sound
good for stage 3 and 4 |
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What is the touch cue technique? and when is it effective?
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designed for clients with oral-motor dysfunctions...purpose is to draw attention to place of production. For example - /k/, place finger on upper most part of the neck to show it is a back sound. good for stage 3 and 4, some 2, but also hearing impaired.
/s/ sound point to lips. |
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What is the word pairs technique? and when is it effective?
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words that differ from eachother by one sound or distinctive feature:
car/tar bee/pea using meaning of words to facilitate perception and production of correct sound. good for stage 3 and 4. (bingo game is good) |
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What is the shaping technique? and when is it effective?
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use a sound client can already produce to learn a new sound.
/s/ -> /th/ by opening mouth and moving tongue forward. good for stage 4 and possibly advanced stage 3. |
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What is the phonetic placement technique?
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/l/ example
using tongue depressor touch aveolar ridge clinician is TOUCHING WHERE TONGUE SHOULD GO. |
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What is the manual guidance technique?
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put gloved hands or depressor on child's articulators and physically move the articulator to where it should go
ex: /k/ push back tongue with depressor |
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what is the verbal or physical prompt technique? (touch cue)
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vocalic /r/ example: demonstration with hand
(hold out hand to demonstrate how tongue is bunched when producing /r/) /k/ - touch back of upper throat |
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Physical Prompts are the same as Manual guidance. (T/F)
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FALSE
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What is different about Physical prompting and manual guidance technique?
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manual - move the articulators
physical prompt - demonstration of artic or touching placement outside artic (upper throat) Ex /k/ -pushing tongue back with depressor is manual guidance -touching back of throat is physical prompt |
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Traditional Articulation Approach Guiding Principles (3)
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Usually treat ONE or a FEW sounds at a time
Comprised of a series of steps Progressivley train sound (from simple isolation to conversational stage) |
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Name the Steps in Traditional Artic. Therapy Approach
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1) Discrimination Training
2) Stimulability (Sound Establishment) 3) Sound Stablization 4) Generalization (Transfer and Carry Over) 5) Maintenance |
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Discrimination Training is
and what are the 2 types? |
ability to listen and discriminate between error and correct production
2 Types: Clinician Client (Clinician provides sounds) Client-Client - Client listens to recording of themselves |
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Stimulability Training is:
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Sound Establishment
Teach correct placement and production Use these items as aids: mirrors, tongue depressor Personal Amplifier Tube from mouth to ear See-Scape (oral and nasal flow) Palatometer (palate with tongue sensor) straw Spectrograph - hard to use, don't use under stage 4 |
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What are the hardest sounds to work on:
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s, r, and l
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Stimulability Approaches
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Auditory Stimulation/Imitation-listen and imitate
Use of context - coartic. effects sometimes help produce a sound, sometimes don't - avoid those Moto-Kinesthetic-gloved hands, tongue depressor - godd for k and g sound approximations (shaping)- shape s from t |
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Traditional Artic Therapy - Sound Stabilization Tech:
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expanding the productions in which it occurs:
Linguistive Levels- Isolation Syllables Words (Imitated/Spontaneous) Phrases (Imitated/Spontaneous) Sentences (Imitated/Spontaneous) Conversation (Imitated/Spontaneous) (Imitated is easier for clients) |
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Traditional Artic Therapy - Generalization Step:
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No more errors!! (Transfer and Carry Over)
ability to generate more natural practice situations to make production more natural and automatic -often the OTHER toughest part of therapy (use it outstide of therapy: visit and listen to the child in class, recess, or lunch) |
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Traditional Artic Therapy - Generalization Techniques
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Speech Assignments - book report
Speech Buddy - listens and gives feedback -'Clear' speech time periods (10-15 min of practice) Involve Parents - have them keep data at home, have them report back to you, keep them informed, involve them in therapy |
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Traditional Artic Therapy - Maintenance Stage
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Progressive Check up
-1,3 or 6 month |
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Traditional Artic Therapy - How to select Target BEHAVIORS (4)
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those that have immediate and socially significant difference in the communicative skills of the client
-produced and reinforced at home -help expand communicative settings (plurals could be problem, final d could be a problem - past tense) -are linguistically and culturally appropriate for child hisscel he is so cocky ethel lamented |
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Traditional Artic Therapy - Choosing SOUNDS: (10)
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-are functional
-stimulable (90% of the time clinician choose this) -occur in key words -are visible -occur mroe frequently (L,E,S,T,E,R) -affect intelligibility -are inconsistently mispronunced -are acquired earlier -are part of the child's phonetic inventory -may generalize to others (cognates) |
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Traditional Artic Therapy - How many sounds should you target/train?
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Training Deep: select number of sounds is taught intensively
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Phonological Artic Therapy: How many sounds should you target?
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Training Broad: Simultaneous teaching of multiple targets
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Therapy Session - Baseline definition:
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measured rates of behavior in the absence of treatment
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Baselines in Therapy Sessions are used to: (3)
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Evaluate child's progress over time
Establish treatment effectiveness (or ineffectiveness) Establish clinician accountability |
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Baselines - 4 Steps
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1) Specify Treatment Targets
2) Prepare the Stimulus Items 3) Prepare recording sheet 4) Administer Baseline trials |
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Baseline - when you prepare the stimulus items what should it be based on? and how many opportunites should be provided for each item?
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client's age, cultural background, linguistic abilities, at least 20 chances for items/target behavior
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Goals 3 types:
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Long term
Short term daily |
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For each goal you need (7)
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criteria for each daily goal
reinforcement plan activities for each goal courage enthusiasm (during contact time) planning time materials to use |
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Baselines should be done when?
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prior to treatment and then post treatment to see if treatment is working
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goals provide a ________ to move in
allows you to _______ progress and helps _______ see progress |
direction, document, parents/clients
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Articulation Goals - how to select?
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Normative Data
Developmental Charts Intelligibility Stimulability Family Concerns Personal 'Gut' Feelings (not normally used) FINDS |
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Long term goals are
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what the client will accomplish when therapy is completed
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Provide an example of a Long Term Goal
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Johnny will be 100% inteeligible in conversation al speech during 3 consecutive 3-minute language samples.
or Johnny will correctly produce all age-appropriate phonemes with 95% accuracy duing cnversational speech |
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Short Term Goals are typically where the client will be _______
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at the end of the semester/school year
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Short term goals must be (2)
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justified by test results and
criteria should be ATTAINABLE |
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A short term goal statement should have these 4 things:
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Phoneme
Position level of complexity criteria |
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In a short term goal the level of complexity is:
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examples: isolation, syllables, words, sentences, conversation
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In a short term goal the criteria is:
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example - 80-90% of the time (whatever phoneme and complexity chosen)
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Short Term Goal Example:
Mary will correctly produce the /s/ phoneme in isolation following clinician model with 95% accuracy. Identify 4 items of goal |
/s/- phoneme
isolation - level of complexity position is understood to be initial given phoneme in isolation (initial) 95% accuracy -criteria. |
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Short Term Goal Example:
Mary will correctly produce the /s/ phoneme in the initial position of ten one syllable words following clinician model with 95% accuracy. Identify 4 items of goal |
phoneme - /s/
position - initial complexity - word 95% - critieria |
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How to write progress on a goal -
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use baseline data, therapy approcah and post-data
may want to include specific material, reinforcers, family participation |
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Before a session 3 things to prepare:
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plan goals/activities
plan criteria for advancement use daily therapy plan log |
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During therapy - 3 things
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Try to follow plan but
Be flexible remember that sometimes children finish an activity before the clinician is done |
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After a session: (3)
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determine daily performance
figure # of responses and correct fill out daily therapy plan log (goals, criteria achieved, activities, future plan) review lecture 6 B Holding a Therapy Session for document examples |
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Primary and secondary language and phonological characteristics, rules, and properties can be very _______
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diverse
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In order to correctly assess a child with more than one language spoken, a clinician must assess the ______ language to determine if there is a disorder
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primary (and it may not be English)
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AAVE - how did it develop
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first by a pidgin, which eventually turned into a creole
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What is a pidgin?
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a simplified and limited system of communication that develops out of NECESSITY when two communities with no common language are forced to communicate. (slavery example)
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What is a creole?
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more complex system of primary communication with its own phonological, semantic, syntactic and pragmatic rules.
-stems from a pidgin |
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AAVE Phonological Characteristics? (8)
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/l/ lessoning or omission
/r/ lessoning or omission f/voiceless /th/ in word-final postion or medial position (baf vs. bath) d/voiced th in initial and final medial position (dis or dat) v/voiced th in word final position (bav vs. bathe) different stress syllable pattern - POlice metathetic productions (aks vs ask) devoicing/deletion of final consonants |
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Selecting treatment targets of AAVE
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1) Choose phonemes whose pattern of usage is the same as SAE and AAVE
2) Then choose phonemes that the child does no sue or misues in patterns of AAVE |
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Remember what about treatment targets for AAVE:
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respect the parents' wishes. SAE could be a goal or not.
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Native American Languages
nearly a ___ are under 21 and many of the languages are becoming _____ |
1/4, extinct
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Native Americal Phonological Characteristics?
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too many to list except:
glottal stop is common in Cheyenne, the /p/, /t/. and /k/ are always unaspirated of 3 vowels they may be voiced or voiceless |
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Native American communication style: (6)
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-respect - no eye contact from children
-mothers may be silent with infant -one learns from listening rather than by talking -speech, lang. and hearing dififculties occur 5x more (ear infections) -children are discouraged from speaking tribal language until articulation is 100% correct -etiquette requires a lapse of time before answer is given to question |
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Spanish - how many dialects and what are they?
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6
mexican/southwest central american caribbean highlandian chilean south paraguay, urugray, and argentina Spain (not listed) |
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Spanish - phonological system easier than English - how?
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only 5 vowels all pronounced the same
19 consonants (no v,th, z, zh, dz) |
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Spanish Articulation Characteristics
Hint: Lots of subs |
/t,d, n/ may be dentalized
final consonants may be devoiced b/v substitution sh/ch substitution d/voiced /th/ t/voiceless /th/ Schwa inserted before word inital consonant clusters (uhsky - like Antonio Banderas talks) Initial /h/ is silent Frontal /s/ is produceed more frontally vowel substitutions (beet for bit) |
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Spanish Assessment tests
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Spanish Articulation Measures
Austin Spanisth Artic Test Assessment of Phonological Process-Spanish PLS-4 Spanish Artic Screener or Use interpreter |
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Asian and Pacific Islander
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China, India, Southeast Asia, Pacific Islands
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Asian Articulation Characteristics (8)
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final consonant deletion
truncate ploy syllabic words or emphasize wrong syllable devoicing of voiced cognates r/l confusion -rice/lice /r/ omitted no voiced or voiceless /th/ epenthesis (emphasis of schwa) b/v substitions |
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What is bidalectal
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speak 2 dialects of the SAME language
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what is bilingual and what types are there?
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speak 2 different languages
-simultaneously learned OR -successively learned |
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code switching
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switching between two languages OR dialects depending on audience
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3 Therapy Approaches
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Paired Stimuli
Minimal Contrast Deliberate Speech |
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Paired Stimuli was developed by
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Irwin and Weston 1971-1975
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Paired Stimuli assumes
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an acceptable produced target phoneme can be generalized from selected phonetic contexts to a variety of phonetice contexts through a program of BEHAVIOR MODIFICATION
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Paired Stimuli is used to teach _____ ____ ____ ____ ___ _____ through the use of a ____ ______
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one speech sound at a time through the use of KEY word
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Paired Stimuli has 3 Levels
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Word Level (note no isolation level)
Sentence Level Conversation Level |
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For Paired Stimuli word level, a ____ is chosen
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target
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For Paired Stimuli, after a target is chosen then _____ ____ ______ are chosen
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4 key words
(2 initial, 2 final) |
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For Paired Stimuli what is a key word
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word in which sound is produced correctly at least 90% of the time
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Paired Stimuli also uses ______ words with the key word
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training words
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for Paired Stimuli what are the training words?
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10 words that have the same error in the same word position and are produced in error 2/3 of the time
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For the Paired Stimuli, what is the criterion for word level success
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when client moves though all four key words:
80% of target sounds in words over two successive probes |
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for Paired Stimuli sentence level - what does clinician do?
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same key words used at word level with 10 training words as before, however, clinicial points to training word and asks a question that evokes a target response in the form of a sentence.
client moves through all 4 key words |
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Example of Paired Stimuli at Sentence level:
Picture of SUN |
Clinician says: What do you see here?
Client responds: I see a sun. |
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for Paired Stimuli at Conversation Level - describe when clinician stops the child
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Engage child in conversation
clinician STOPS client whenever client CORRECTLY produces a target sound in four words or child INCORRECTLY produces a target sound in any word |
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for Paired Stimuli at Conversation Level - when is training finished
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when client produces target successfully on 15 CONSECUTIVE opportunities in CONVERSATION held on TWO successive treatments that are separated by at least ONE day
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for Paired Stimuli - teaching key word criteria for success is
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9/10 correct productions with no reinforcement
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Minimal Contrast Approach is similar to _______ but more appropriate when child has confusion between 2 phonemes - provide example
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paired stimuli approach,
ex: f/th - frill vs. thrill |
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Minimal Contrast Approach definition
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attach meaning to error productions as well as target productions, contrast in meaning NOT production
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in the Minimal Contrast Approach clinician models ____ words
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both
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Minimal Contrast Approach assumes
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child will soon realize the importance of correct articulation to get the desired outcome
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Minimal Contrast Approach - once sound is developed, it can be _____to others and can be ______ in conversation
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transferred, generalized
Examples: w/r k/t |
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Deliberate Speech approach -
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as client produces SLOWER speech, he becomes more aware of errors produced in his own speech and how they are produced correctly by clinician
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IN Deliberate Speech approach, the clinician models slow or fast speech
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SLOW
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Deliberate Speech approach Steps (4)
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Describe
Demonstrate Discrimination Production |
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Deliberate Speech - Discrimination
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have client tell you when turtle talk vs. bunny talk is used
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Deliberate Speech - Demonstrate
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use turtle and talk slow
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Deliberate Speech - Describe
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concept of rate reduction and accurate production (Turtle Talk)
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Deliberate Speech - Production
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single words, imitated phrases or short sentences, spontaneous sentences, short periods (5 min), or longer periods
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Interpretation vs. Translation
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Conveying Oral vs. written information on one language to another
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Methods of Interpretation/Translation
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Consecutive Interpretation
Simultaneous Interpretation Prepared Translation Sight Translation |
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Consecutive Interpretation
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message is transalted AFTER it has been SPOKEN
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Simultaneous Interpretation
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message is conveyed at the SAME TIME as it is being produced
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Prepared Translation
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written docs prepared beforehand (IEP)
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Sight Translation
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written docs are translated orally at the time they are being read
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Code Switching - within terms of 2 languages
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alternate use of two languages (Spanglish)
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Code Mixing
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a word from an alternative language is used within a given sentence:
Dame el fork. |
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Using an Interpreter 3 Important Steps
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Briefing
Interaction Debreifing |
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Using an Interpreter - Briefing
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SLP meets with interpreter to formulate an agenda for meeting
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Using an Interpreter - Interaction
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actual time that SLP and interpreter work together in the session.
IMPORTANT to address client and parent directly NOT the interpreter |
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Using an Interpreter - Debriefing
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interpreter and SLP review the outcomes of the session
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Phonological Awareness?
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refers to childs underlying knowledge that words are created from sounds and sound combinations
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With good Phonological Awareness a child can
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break down the word and analyze the individual components
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Skills associated with good Phonological Awareness
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rhyming
alliteration phonemic isolation sound blending syllable identification sound segmentation invented spellings phoneme manipulation |
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Phonological Awareness - invented spellings
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ability to spell words phonetically
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Phonological Awareness - sound segmentation
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ability to breakdown into individual sound components (identify number of phonemes in word)
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Phonological Awareness - syllable identification
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the ability to identify the number of syllables in a word through clapping, finger tapping, etc.
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Phonological Awareness - rhyming
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ability to identify words that sound alike, provide words that rhyme with another, and sort rhyming words vs. non-rhyming words
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Phonological Awareness - alliteration
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the ability to identify words that begin or end with a certain sound
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Phonological Awareness - phoneme isolation -
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the ability to identify whether a specific sound occurs in the beginning, end, or middle of a word
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Phonological Awareness - sound blending
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the ability to blend two or more sounds that are temporally separated by a few seconds into a word (what does tea.......cher say?)
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Phonological Awareness - phoneme manipulation
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ability to delete, add or substitute a sound in a word to create other words
(What do you get when you take h from hat?) |
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What are phases for Stage 1 Traditional Therapy?
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Stage 1 Sensory Perceptual Training (Discrimination)
Phase 1: Identification Phase 2: Isolation Phase 3: Stimulation Phase 4: Discriminiation |