Phonology Final Exam

Traditional articulation approach

Focuses on teaching correct production of specific sounds one at a time (ex. /k/ and /ʃ/

Phonological approach

Focuses on correcting patterns of errors that affect multiple sounds (ex. Fronting, stopping, cluster reduction) to reorganize the child’s sound system

50%

They argue that termination criteria in spontaneous contexts should be set at _____

1. Sensory-perceptual training

2. Production of the sound in isolation

3. Sounds in context

What is the order of articulation therapy

Production of the sound in isolation

Which order of articulation therapy is the hardest?

Markedness

Sound that is relatively difficult to produce and less frequent in languages

Unmarked

More natural phonemes that are found more frequently in languages around the world

Plural, regular third person, possessive

If a child demonstrated a high degree of consonant cluster reduction, list some grammatical morphemes that might be misarticulated:

Speech sound

______ ______ disorders often co-occur with language disorders

Inconsistent use of vowels, inconsistent errors on consonants, inappropriate stress on syllables or words

Top 3 characteristics of childhood apraxia of speech

Groping behavior

Ongoing series of movements of the articulations in an attempt to find the desired articulatory position

Cleft palate

Occurs in ~1 in 700 births

Split in a structure due to failure of fusion during fetal development (can affect lip, hard palate, soft palate)

Causes: no single cause- many genetic and environmental factors

Submucous cleft: Tissue intact but underlying structures divided (may see bifid uvula)

Requires a multidisciplinary team (medical + SLP involvement)

Similar to regular speech delays (final consonant deletion, cluster reduction)

Posterior placement (overusing glottal stops) due to difficulty building pressure- compensatory (compensatory errors often involve posterior placement, such as glottal stops, to compensate for velopharyngeal insufficiency)

Backing, nasal emissions, distortions

Hypernasality

Nasal air emission

Sound distortions/substitutions

Reduced intraoral pressure affecting stops, fricatives, affricates

Speech characteristics of cleft palate

AT

the clinician helps the child produce the /ʧ/ sound correctly in isolation, then gradually practices it in syllables, words, and short sentences. AT or PT?

PT

treatment targets a set of sounds that share similar features (ex. all stops) to help the child understand and use contrasts like “bat”, “cat”, and “pat” AT or PT?

AT

therapy focuses on teaching correct tongue and lip placement to produce the /l/ sound accurately. AT or PT?

PT

the intervention uses pairs of words that differ by only one sound to show the child how swapping sounds changes word meaning. AT or PT?

PT

the clinician examines the child’s overall sound system, noting which sounds are present, which syllable structures are used, and patterns of errors to guide which sounds to teach. AT or PT?

B

The clinician begins with the child’s hardest-to-produce sounds first, hoping that learning these challenging sounds will help with easier, related sounds later. A. Contrastive approach, B. Complexity approach, or C. Cycles Approach

C

therapy is organized in repeated sequences where several target sounds are practiced briefly, then rotated to the next sound, repeating the cycle in future sessions. A. Contrastive approach, B. Complexity approach, or C. Cycles Approach

A

the child practices words that only differ by one sound (like “pin” vs. “bin”) to teach that changing a single sound can alter the meaning of a word. A. Contrastive approach, B. Complexity approach, or C. Cycles Approach

B

the clinician focuses on a more complex sound pattern or cluster, even if the child hasn’t yet mastered simpler sounds, to stimulate broader learning. A. Contrastive approach, B. Complexity approach, or C. Cycles Approach

C

during a session, the clinician spends a few minutes on /b/, /d/, and /g/ one at a time, then revisits them in the next cycle of the session plan. A. Contrastive approach, B. Complexity approach, or C. Cycles Approach

articulation therapy

therapy that emphasizes practicing the correct movement and placement of the articulators for individual sounds, often starting with sounds in isolation

phonological therapy

therapy that addresses the meaning and use of sounds in the language system, rather than just the motor production

complexity approach

intervention strategy where the clinician chooses to begin with more difficult or complex sounds or sound combinations to facilitate learning of simpler sounds

childhood apraxia of speech

speech-motor disorder in children marked by inconsistent errors, groping, and difficulty sequencing speech movements

cleft palate

congenital condition involving incomplete formation of the palate or lip that may require surgical correction

compensatory articulations

speech errors in which the child uses alternative articulatory placements to compensate for structural differences

intellectual disability

a developmental condition characterized by significant limitations in cognitive functioning and adaptive skills, appearing before age 18

phoneme function

focus on how differences between speech sounds (phonemes) can change the meaning of words

minimal pairs

therapy method that uses pairs of words differing by a single sound (ex. “bat” vs. “pat”) to teach phonemic contrasts

target selection

the process of determining which speech sounds or patterns should be addressed first in intervention