Slpa 851 - Clinical Phonology - Exam 2

Front 1

What are the different ways you can analyze a spontaneous speech sample?

Back 1

MLU, intelligibility, types of words, Brown's stages, stuttering, voice, expressive and receptive language, articulation

Front 2

What are good strategies to elicit a speech sample?

Back 2

-variety of activities (vary vocab)
-interactive activities for conversation
-limit scaffolding
--For older students: "how to's", typical days

Front 3

What are the 3 major components of EBP?

Back 3

-research
-clinical expertise
-individual client needs

Front 4

Why is research important for EBP?

Back 4

shows that what you are doing has validity and reliability

Front 5

Why is clinical expertise important for EBP?

Back 5

????

Front 6

Why are individual client needs important for EBP?

Back 6

motivation, functionality, meets individualized needs/differences in goals

Front 7

Why would you choose a standardized test over non-standardized?

Back 7

-looks at all sounds
-standard score for progress
-compare to peers
-shows areas of strengths and weaknesses

Front 8

Why would you choose a non-standardized test of standardized?

Back 8

-not limited to what's on test
-can vary and explore sounds in more depth
-not as long to assess (maybe)
-better overall picture
-dynamic

Front 9

What would you tell someone if they said you should be using standardized tests over non-standardized tests?

Back 9

I would tell them non-standardized tests give a more dynamic view, but it would be smart to do both types of testing.

Front 10

What are key components of a case history?

Back 10

-developmental milestones
-birth/pregnancy
-family history of disorders
-hearing status
-medical history
-language at home
-family dynamics
-child's awareness

Front 11

What are the early 8 sounds?

Back 11

/m, b, j, n, w, d, p, h/

Front 12

What are the middle 8 sounds?

Back 12

/t, ng, k, g, ch, J, f, v/

Front 13

What are the late 8 sounds?

Back 13

/s, z, r, l, voiced th, voiceless th, sh, shz/

Front 14

What are minimal oppositions?

Back 14

one feature difference (manner, place, OR voice)
-e.g., con - gone

Front 15

What are maximal oppositions?

Back 15

2 or more feature difference (manner, place, and/or voice)
-e.g., phone - bone

Front 16

What are multiple oppositions?

Back 16

multiple words that differ by only one phoneme
-e.g., chore, tore, sore, shore

Front 17

When would you use minimal oppositions?

Back 17

use when the child is substituting one sound for another

Front 18

When would you use maximal oppositions?

Back 18

use when child is substituting one sound with multiple feature differences for another

Front 19

When would you use multiple oppositions?

Back 19

use when the child is collapsing multiple sounds into one sound

Front 20

How do you choose treatment targets?

Back 20

-stimulability (work on non-stimulable)
-generalization
-sonority
-developmental norms

Front 21

True or false: Sounds that are not stimulable will need direct treatment.

Back 21

True

Front 22

What is markedness?

Back 22

interplay between marked and unmarked sounds

Front 23

What sounds are the least sonorous?

Back 23

stops and affricates

Front 24

What is an unmarked sound?

Back 24

a sound that appears to be natural

Front 25

True or false: Marked sounds are acquired earlier than marked sounds.

Back 25

False: unmarked sounds are acquired earlier

Front 26

True or false: Unmarked sounds are typically established in a language before marked sounds can be added.

Back 26

True

Front 27

True or false: Unmarked sounds tend to occur in different languages more frequently than marked sounds.

Back 27

True

Front 28

What are examples of unmarked sounds?

Back 28

voiceless stops (more natural)

Front 29

What are examples of marked sounds?

Back 29

voiced obstruents (stops, fricatives, affricates)

Front 30

The smaller the sonority difference, the _________ marked the cluster.

Back 30

the MORE marked the cluster

Front 31

What is sonority?

Back 31

-a relative measure that is directly correlated with intensity (i.e., acoustic energy) and inversely correlated with intraoral air pressure

Front 32

Sounds that are highly sonorous are produced with ________ intensity and _________ intraoral air pressure.

Back 32

HIGHER intensity and LOWER intraoral air pressure

Front 33

What sounds are the most sonorous?

Back 33

vowels (followed by glides and liquids)

Front 34

Regarding sonority, what sounds should be targeted for treatment?

Back 34

sounds with smallest sonority

Front 35

The more ______ the sonority as defined by sonority difference will create the greatest amount of generalization and change in the sound system.

Back 35

the more COMPLEX the sonority

Front 36

What is homonymy?

Back 36

when a child says the same word for different words
-e.g., whip -> whip, lip, rip

Front 37

How does homonymy affect intelligibility?

Back 37

severely: don't know which word they are producing (the more sound collapsing, the worse the intelligibility)

Front 38

What is training deep (vertical)?

Back 38

-Mass practice on a limited range of treatment targets.
-One or two goals are trained to a performance criterion (whatever is determined) and the child has to reach it before moving on to another target.
-So, if a child has three pattern errors, the clinician might target one process, work on it until a child reaches a certain criterion, and then moves to the next target.

Front 39

What is training broad (horizontal)?

Back 39

-Multiple goals in each session.
-Working on several sounds or patterns in the same session.
-Hope is that child will learn the relationships or commonalities among sound productions, making treatment more efficient.

Front 40

What is the rationale for training deep?

Back 40

Mass practice on a restricted set of targets facilitates generalization to other nontrained items AND some clients do best when focusing on only a few targets, rather than many.
(GOAL: The goal of deep training is based primarily on stabilizing the accuracy of sound production rather than on rule learning.)

Front 41

What is the rationale for training broad?

Back 41

Limited practice with a range of sound contrasts.
GOAL: The goal is to expose the child to a wide range of target sound productions so that this broad-based training facilitates the simultaneous acquisition of several treatment targets.

Front 42

What was a 3rd tx strategy suggested by authors?

Back 42

Cycles Approach
-combo of vertical and broad approach
-single target is addressed for a session or week, then move to another target

Front 43

What are the 4 questions proposed in tx by Olswang and Bain?

Back 43

-Is the child responding to the intervention program?
-Is clinically significant and important change occurring?
-Is intervention responsible for the change?
-How long should a therapy target be treated?

Front 44

What are the 3 categories of clinical data?

Back 44

treatment, generalization probe, and control data

Front 45

What is treatment data?

Back 45

provide a measure of client's response to therapist's instructional feedback (collected during intervention)

Front 46

What is generalization probe data?

Back 46

provide insight into impact of tx on a child's phonological system (collected outside of tx conditions)

Front 47

What are the 2 types of generalization probe data?

Back 47

-response generalization data (response to untrained items)
-stimulus generalization data (generalization to new people, materials, or settings)

Front 48

What type of clinical data can be collected to address: "is the child responding to the intervention program?"?

Back 48

treatment data are collected to determine whether the child is responding to cues/prompts/feedback provided

Front 49

What type of clinical data can be collected to address: "is clinically significant and important change occurring?"?

Back 49

generalization data: to determine if child is showing generalized acquisition of the targeted speech skill

Front 50

What type of clinical data can be collected to address: "is intervention responsible for the change?"?

Back 50

control data: to determine if the targeted speech skill is improving in the absence of improvement in an unrelated but developmentally equivalent skill yet to receive intervention

Front 51

What type of clinical data can be collected to address: "how long should a therapy target be treated?"?

Back 51

generalization probe data: to determine when therapy on targeted speech skill can be discontinued

Front 52

What is control data?

Back 52

reflect behaviors that could result in a change as a result of other "cosmic occurrences" but their change would not be considered directly tied to treatment of effects (e.g., measuring the % occurrence of velar fronting while targeting stopping of fricatives)