Module 5 Lecture/ Q+As

what is involved in traditional treatment

treatment sequencing and elicitation techniques

what is treatment sequencing

targeting sounds in a logical order:

isolation→ syllables→ words→ phrases→ sentences→ conversation

what are elicitation techniques

techniques focusing on physical placement and figuring out shortcuts to misunderstanding. if a child can’t figure our where their tongue goes, we do:

how: phonetic placement, visual feedback, tactile cueing, sound shaping

why: minimal pairs, metaphon therapy, conceptual cueing

motor-based therapy

focuses on movement and placement: “move your tongue up”

linguistic -based therapy

focuses on meaning and contrast: “did you mean tea or key?”

auditory based therapy

focuses on perception and listening: “listen to how these sounds are different”

what is phonetic placement

what is visual feedback

what is tactile cueing

what is sound shaping

what is metaphon therapy

what is conceptual cueing

what is used in phonological/ phonemic treatment

contrastive word pairs (max/min) and cycles approach

what is the cycles approach

what is sensory/ perceptual training

we use identification, isolation, stimulation, discrimination, and self-monitoring

what does production of sound in facilitating contexts mean

what is identification in sensory-perceptual training

what is isolation in sensory-perceptual training

what is stimulation in sensory-perceptual training

what is discrimination in sensory-perceptual training

what is self-monitoring in sensory-perceptual training

if you are treating /r/ → [w], avoid contexts with ____

labials rounded vowels

which of the following is likely to make a target word easier to produce?

1. it is an unfamiliar word

2. it is monosyllabic

3. target sound is in a stressed syllable

4. target sound is in syllable final position

production training for phonological treatment begins at the

1. sound level (isolation)

2. word level

the beginning phase of therapy begins with _____

minimal pairs

what is targeted when a clinician shows a white box and a lightbulb, and asks, “which picture is the color of your teeth?” and “which picture makes the room bright?”

what is targeted when a clinician shows a white box and a lightbulb, and asks, “point to light” “point to white”

what is targeted when a clinician shows a white box and a lightbulb, and asks, “tell me the word for this picture”

phonological patters trained in ____ period means a new pattern is trained

finite

what does contingent mean

rotation / cycling of treatment targets is not contingent on mastery (% accuracy) true or false

true

the cycles approach is specifically designed or children with _________

low intelligibility

what sounds/ sound patterns are targeted first in cycles approach

1. anterior-posterior contrasts (alveolar-velar)

2. s- clusters (final most facilitating)

3. liquids

4. all other targets that are stimulable

5. omission processes impacting syllable structure (sounds earlier developing as targets)

what is cultural competence

understanding and appropriately responding to the combination of cultural variables and the full range of dimensions of diversity that the professional and client bring

what speech sound features are consistent with AAE

habitual be (he always be late for dinner)

• not used for one-time actions/ long-term states

does standard english violate the definition of dialect?

no it doesnt violate the definition because standard english is a dialect.

what is the definition of standard english

a neutral label that refers to any variety of language shared by a group of speakers (GAE is preferred for this reason)

dialects are ____ ____ NOT ____ english

rule based; lazy

what are some strategies for speech sound assessment / treatment in non-GAE dialects

• be knowledgable about the childs language/dialect

• know patterns and interference from childs first language/dialect

• choose standardized tests normed on children from that linguistic background or use tests in their language.

• use conversational speech samples

• ask parents if child performs similarly to same language peers

• observe child interacting with same language peers

we should assume that race/ethnicity = dialect true or false

false

slps are meant to identify children with dialects true or false

false

difference does not equal disorder true or false

true

some individuals choose to make their dialects more consistent with GAE true or false

true

people from all backgrounds cannot be impacted by speech language disorders true or false

false

what should treatment for delays/disorders avoid

target sound patterns that are attributable to differences in native language/dialect

A child produces /fɪʃ/ - [pɪt], /θɪŋk/ - [pɪt], and /kʌp/ - [tʌp]. Which of the following is an example of a phoneme collapse in this child’s inventory?

A. [f] - /p/, /θ/

B. [t] - /ʃ/, /ŋ/, /k/

C. [p] - /ʃ/, /f/, /k/

D. [t] - /ʃ/, /ŋk/, /k/

what is the rationale for using maximal oppositions

by contrasting by the maximal number of features, the client will experience broader change in their speech

Why do many consider Mandarin and Cantonese Chinese, which are not

mutually intelligible, dialects rather than languages?

A. Because Mandarin and Cantonese are still mutually intelligible in written form.

B. Because the definition of language vs. dialect is influenced by the cultural

power structure.

C. Because Cantonese is a lower form of Mandarin Chinese.

D. Because Cantonese is understood by fewer people

Which of the following is true of Spanish? More than one answer is correct.

A. It does not include short and lax vowels

B. /d/ is articulated as an alveolar

C. It does not include /ɹ/

D. It does not include the phoneme /t/

E. A and C

F. B and C

what is screening

what is assessment battery

what is single-word naming tests

what are spontaneous speech samples

what are some issues related to emerging phonology

what are the phonological processes

what is meant by “special populations”

intellectual disabilities

what is the difference between traditional/phonetic treatment vs. phonemic

what is meant by least phonological knowledge

what is meant by most phonological knowledge

how is dialect and language inextricable from culture

what does inextricable mean

To be diagnosed with a intellectual disability, according to the Bauman-Waengler text, the person must have which of the following characteristics?

A. Intellectual abilities below normal limits

B. Impairment in three or more adaptive living skills

C. Cognitive impairment after age 18

D. Impairment in communication and one adaptive living skill

E. A and B

F. A and C

G. A and D

considerations for intellectual disability

• limitations in 3+ adaptive living skills (communication, self-care, work)

• 70% have speech production difficulty

• nearly half testes manifest hearing impairments (which means they need a hearing assessment)

for intellectual disability, what assessments should we perform

language and standard speech sound (including intelligibility)

In speech sound treatment for an individual with intellectual disability, what approach is recommended?

A. Least phonological knowledge

B. Most phonological knowledge

what are the guiding principles for treatment with intellectual disability

1. Overlearning and repetition is encouraged

2. Train in natural environment

3. Begin early on in development

4. Follow developmental sequence

5. Concentrate on overall intelligibility rather than individual sounds

6. Enlist help of caregivers

7. Skills serve daily routine

8. Intervention commensurate with ability to grasp and attend to the tasks – short, repetitive, reinforced activities – meaningful to the situation – real, tangible consequences