Speech Sound Disorders Final Review Flashcards

Vocabulary flashcards for Speech Sound Disorders Final Review.

Articulation difficulties (Van Riper Method)

Child has articulation difficulties and can’t produce sounds; phonetic, not phonemic.

How to select targets (CFSIM)

Chronological age, frequency of use of sound, stimulability, inconsistency of errors, minor errors first.

Ear Training

Listening tasks to develop an auditory model as internal representation (identification, isolation, stimulation, discrimination).

Production Training (Sound Establishment)

Focus is to evoke the new sound pattern to replace the old pattern.

Stabilization of Sound

Stabilize the sound that the child can produce at the easiest level.

Transfer and Carryover

Taking the speech behavior from one setting to out of the therapy room.

Behavioral Methodology

Consequence of a behavior has effect on rate of behavior.

Antecedent

Events that occur before a behavior; stimuli, prompts, cues.

Behavior

Anything a person does that can be observed and measured.

Consequence

Something that follows a behavior.

Positive Reinforcement

Adding a stimulus to increase/strengthen a behavior.

Negative Reinforcement

Removing a stimulus to increase/strengthen a behavior.

Fixed Ratio

Set amount of RESPONSES to get a reinforcer (e.g., FR3).

Variable Ratio

Variable amount of RESPONSES to get a reinforcer (e.g., slot machines).

Fixed Interval

Set amount of TIME to get a reinforcer (e.g., FI2).

Variable Interval

Variable amount of TIME to get a reinforcer (e.g., VI3).

Steps to Phonological Disorders Intervention

Includes thorough assessment, identification of target processes, target sounds, stimulus materials, and language-based activities.

Analysis and Assessment Factors (SLP Questions)

Age appropriateness, disordered vs. delayed, intelligibility, history, criteria, consistency, factors, stimulability, phonetic vs. phonemic.

Premise of Phonological Based Therapy

Children developmentally organize sounds in systems of contrasts.

Principles of Phonological Therapy

Building of sound contrasts; treatment based on assessment, regularities in pronunciation, communication function, adequate sound contrasts.

Principle of Communicative Function

The child has to learn that sound production affects their communication.

Principle of Treatment by Sound Class

Target errors at rule level, not single isolated words.

Phonological Therapy

Emphasizes phonological rule, taught in context of contrast, may start by targeting sounds child doesn’t have.

Capability

Child’s potential for speech change; cognition, motor skills, language, socioemotional capacity.

Focus

Attention, motivation, effort, desire to change, distractibility.

Prioritizing Phonological Processes for Remediation

Prioritize phonological processes that should have disappeared based on developmental appropriateness.

NSOME (Non-Speech Oral Motor Exercises)

Any technique influencing speech development without actual speech sounds (e.g., tongue lifts).

Effectiveness of NSOME

Not effective because it's based on strength, part-to-whole fallacy, and not related to speech.

Cookie Cutter Hierarchies for Treatment Targets

Target syllable reduction, final consonant deletion, stopping; liquids are always last.

Treatment Targets

Target the processes that affect intelligibility, and what is the most stimulable + what affects intelligibility.

How to Write a Goal and Objective

Content, behavior, condition, and criteria.

Condition (Goal Writing)

Describe circumstance, situation, setting.

Content (Goal Writing)

Subject matter; what will they learn?

Behavior (Goal Writing)

Observable action (produce, point, say).

Criteria (Goal Writing)

Level of acceptable performance, include accuracy.

Talking with Parents

Model therapy, good communication, give updates, be honest and specific.

Metaphon Therapy

The ability to think about and reflect on the nature of phonology.

Selecting Targets for Metaphon Therapy

Age appropriateness, inconsistent use and bigger impact, stimulability.

Prerequisites for Change (Metaphon Therapy)

Knowledge that change is required, can be made, and information to assist change.

Therapy Process and Methodology

Begins at conceptual level about sounds and moves to word level.

Cycle Therapy

Designed to increase intelligibility for unintelligible children, stimulate emergence of sound.

Method Sequence (Cycle Therapy)

Auditory bombardment, target word cards, production practice, stimulatory probing.

Cycle

A prescribed period of time when you’re focusing on one phonological pattern.

Session includes

Clinician reading words, client draws/colors/pastes words, experiential play, stimulatory probing and auditory bombardment

Minimal Pairs final consonant deletion

tea vs. team ○ tie vs. time ○ new vs. noon ○ she vs. sheep

Minimal Pairs stopping

fit vs. pit ○ sit vs tit ○ fat vs. bat ○ fish vs. fit

Minimal Pairs fronting

tea vs. key ○ tar vs. car ○ dote vs. coat ○ dot vs. cot

Minimal Pairs liquid gliding

wed vs. red ○ wing vs. ring ○ white vs. right ○ wake vs. lake

Minimal Pairs DE affrication

chair vs. share ○ chips vs. ships ○ chop vs. shop ○ chin vs. shin

Minimal Pairs Affrication

share vs. chair ○ ships vs. chips ○ shop vs. chop ○ shin vs. chin

The Scott Method must have ACTS

Knowledge that change is required, Knowledge that change can be made, Trust you are the one can make the change.

Pay attention to resource allocation

If we give them too many words to practice it overwhelms their abilities.

Create a session routine

Pick them up, see how they’re doing, tell them what you’ll be working on ***always tell them how many more they will have to do of something.

Phonological Awareness (umbrella term)

The ability to understand that language breaks up into words, words break into syllables, syllables are composed of phonemes.

Phonemic Awareness

The ability to notice, think about and be able to segment the individual sounds in spoken words

How do you recognize if a child has PA difficulties?

Difficulty rhyming, learning alphabet, telling first sounds, breaking words into syllables, changing words by manipulating sounds.

Alphabetic Principal

The ability to map these individual sounds onto graphemes and sequence graphemes to make words.

Phonics

The method used to teach reader about correspondence between letters and sounds.