Artic Final Exam: Ch 7-11

Van Riper

creator of the traditional motor approach of speech correction (treating each sound individually, one after the other)

Fey

theorized that most phonological approaches have 3 basic principles (groups of similar errors targeted, phonemic contrasts established, natural communicative contexts)

Hodson & Paden

creators of the cycles phonological remediation approach (approach for severe unintelligibility that “cycles” through groups of target sounds to encourage generalization through gradual phonological acquisition)

phonological processes

natural sound-simplification patterns used by young children to make speech easier; includes fronting, stopping, gliding, backing, deaffrication, final consonant deletion, cluster reduction, weak syllable deletion, assimilation

fronting

phonological process in which client replaces back sounds with front sounds

stopping

phonological process in which client replaces fricatives or affricates with stop consonants

gliding

phonological process in which client substitutes a liquid sound with a glide

backing

phonological process in which client replaces a front sound with a back sound

deaffrication

phonological process in which client replaces an affriacte with a fricative

final consonant deletion

phonological process in which client drops the last consonant in a word

cluster reduction

phonological process in which client reduces consonant clusters to a single consonant

weak syllable deletion

phonological process in which client omits the unstressed syllable

assimilation

phonological process in which client changes a sound to resemble a nearby sound

contact assimilation

type of assimilation where the sound changes to resemble directly adjacent sounds

remote assimilation

type of assimilation where the sound changes to resemble sound separated by another segment

progressive assimilation

type of assimilation where the segment changes sound that follows it

regressive assimilation

type of assimilation where the segment changes sound that is before it

total assimilation

type of assimilation where the changed sound and the influencing segment become identical

partial assimilation

type of assimilation where the changed sound is similar to, but not identical to, the influencing segment

citation form

type of transcription where you transcribe words in isolation, unconnected, using slashes / \ and spaces

connected form

type of transcription where you transcribe the way words are produced in the normal, continuous stream of speech without spaces, using brackets [ ]

articulation disorder, phonological delay, consistent phonological disorder, inconsistent phonological disorder, childhood apraxia of speech

What are the five kinds of speech sound disorders?

articulation disorder

type of speech sound disorder where client is unable to pronounce certain phones, using consistent substitution or distortion for target sound in spontaneous and imitated productions; typically mild-moderate severity

phonological delay

type of speech sound disorder where client uses phonological patterns that one would use to describe a normally developing child at a younger age; severe; also usually has language problems in vocabulary & phonological awareness

consistent phonological disorder

type of speech sound disorder where client has consistent use of some non-developmental error patterns; severe errors in expressive language, vocabulary, phonological awareness; low intelligibility

inconsistent phonological disorder

type of speech sound disorder where client has inconsistent non-developmental error patterns (40% variability, no clear pattern); severe with low intelligibility

childhood apraxia of speech

type of speech sound disorder where the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (abnormal reflexes & muscle tone); difficulty in planning and programming movement, resulting in speech sound & prosody errors; low intelligibility; early onset, lifetime disorder; inconsistent errors & lengthened or disrupted transitions

dialect

a variation of speech or language based on geographic area, native language background, and social or ethnic group membership; usually features varied syntax-grammar rules, vocabulary, and phonology; COMMUNICATION DIFFERENCE NOT DISORDER

Standard American English (SAE)

form of English relatively devoid of regional and social characteristics

vernacular dialect

dialect considered to be a nonstandard form of English

African American English (AAE)

form of English typically associated with African Americans; most noted dialect of English spoken in US; common differences: deletion of stops & nasals, weak syllable elision, ending consonant clusters reduced, stopping, fronting, devoicing, metathesis

English as a Second Language (ESL)

form of English spoken by someone with a different native language; typically phonology of native language influences the production of English

language transfer

when the phonology of a person’s native language affects their production of a new language

English language learner (ELL)

an individual who is attempting to master English as a second language

silent period

period of time when a child learning a new language becomes very quiet, speaking very little as they focus on understanding the new language; the younger they are, the longer it may last

code switching

speaker alternating between native language and secondary language (Ex: “It’s already full, mira.”)

language loss

as a person becomes more proficient in their second language, they lose skills and fluency in their native language

errors affecting intelligibility, typically earlier developmental sounds, stimulable sounds, sounds with facilitating contexts

When performing articulation therapy, what guidelines are used to prioritize various errors?

isolation, syllables, words, sentences, stories, conversation, generalization

What are the seven parts of the articulation therapy hierarchy (pinwheel diagram)?

traditional motor approach

approach where clinician treats each error sound individually, one after the other; aka phonetic approach; best for articulation based errors; Van Riper’s (1939)

multiple-sound approach

approach where clinician attempts to influence several error sounds simultaneously; Van Riper’s (1939)

sensory perception training

training in which clinician attempts to help the client develop the ability to discriminate between the target sound and other sounds; focus is on judging target sounds distinctness from other sounds instead of trying to produce it

sequence: identification, isolation, stimulation, discrimination

identification, isolation, stimulation, discrimination

What is the correct sequence for sensory perception training?

identification

the first step in the sequence of sensory perception training where clinician focuses on teaching the recognition & discrimination of sound when compared to other similar & dissimilar sounds; the sight, sound, feel of target sound

isolation

the second step in the sequence of sensory perception training where clinician says words with sound in initial, medial, and final positions, client asked to recognize the sound and pick which position the sound was in

stimulation

the third step in the sequence of sensory perception training where clinician gives client many variations (louder, softer, longer, shorter, different speakers) of the target sound and must identify the sound; goal: continued i.d. in different contexts and sources

discrimination

the fourth step in the sequence of sensory perception training where clinician gives error production of the target sound similar to how the client does it, client must detect error and explain why it’s wrong; knowledge of correct and incorrect production; emphasize self-monitoring skills

phonetic approach

therapy approach done after sensory-perceptual training that works from the awareness built in that training to actual productions using isolation, contexts, nonsense syllables, spontaneous speech

sound in isolation

step of phonetic approach that has the goal to elicit normal production of the target sound alone, not in combination with other sounds and stabilize it (make it consistent, usually through repetition); easier with fricatives and approximants;

Potential activities: auditory stimulation, phonetic placement, sound modification

auditory stimulation

isolation activity where the client is asked to imitate the clinician’s production of the target sound

phonetic placement

isolation activity where the clinician shows client how to position their articulators for the target sounds

sound modification

isolation activity where the clinicians start with a phonetically similar sound the client can accurately produce and then correct from there to reach the target sound

facilitating contexts

certain contexts or key words in which the client can produce the target sound accurately (usually because of the coarticulatory conditions); used to build on target sounds and transition it to other words

sound in nonsense syllables

step of the phonetic approach where the goal is to maintain accuracy of the production of the target sound when embedded in various contexts, typically consonants surrounded by various vowels; helps stop the old articulation pattern the client is used to, but can be boring for clients, since it typically involves drill work

sound in words

step of the phonetic approach where the goal is to maintain production accuracy of target sound within words; works through a list of words with increasing articulatory complexity (shorter words, words with the sound in the initial position, open syllables, reduplicated syllables, & familiar words = easy) (longer words, words with the sound in the final or medial position, closed syllables, unfamiliar words = hard); avoids blends (too hard & confusing)

sound in structured contexts

step of phonetic approach where the goal is to maintain accuracy of production of the target sound as words are placed in short phrases and sentences

carrier phrases

phrases that have the target sound/word at the end or within the phrase to prompt the client (“I see a ______.”)

sound in spontaneous speech

step of phonetic approach where the goal is to maintain accuracy of production when target sound appears in conversation spontaneously; attempting carryover, generalization into real world

target groups of sounds with similar error patterns, establish phonemic contrasts with minimal pairs, natural communicative context

What are the Fey principles of phonological approaches? (list of 3)

minimal pair approach

phonological approaches that utilize minimal pairs to differentiate between phonemes; used to differentiate between phonemic positions in children with moderate to severe phonological disorders and poor intelligibility; highlight that different sounds produce different meaning

minimal pairs

words that differ by only one phoneme

minimal pair contrast therapy

therapeutic use of minimal pairs to establish contrasts not present in the child’s phonological system; for moderate to severe phonological disorders & poor intelligibility

minimal opposition contrast therapy

therapy where minimal pair words that have articulatory similarities (place, manner, voicing) are used at the start of therapy; mild to moderate disorders, young children who are stimulable for the target sound

multiple oppositions approach

approach that directly addresses the collapse of multiple phonemes; confronts the child with 2-4 sound in minimal pairs that are within their one phoneme collapse; those sounds are maximally distant from the error and from each other; used for SEVERELY unintelligible kids who use phonemic collapse

phonemic collapse

when a client substitutes a single phoneme for multiple (sometime 10+) phonemes, such as substituting /h/ for many other phonemes

Cycles Phonological Remediation Approach

approach where there are periods of intervention for one set of multiple phonological targets, followed by periods of intervention for a different set of targets (cycles, does 2-3 before going back to 1st one); assume phonological acquisition is gradual & generalization will occur; used for children with severely impaired intelligibility

Three key elements: auditory bombardment, minimal pairs to train production, cycling of phonological targets

liquids

What type of sound are kept through all the cycles if the client does not have them because of their typical difficulty?

metaphon approach

approach that emphasizes child’s metaphonological knowledge by developing phonological awareness at different levels (concept, sound, phoneme, & word) and then using that knowledge to recognize and repair their own errors; based on metaphonology & metalinguistic awareness; works well with preschool children

metaphonology

the ability to pay attention to and reflect on the phonological structure of language

metalinguistic awareness

ability to think about and reflect on the nature of language and the way it functions

cerebral palsy

nonprogressive disorder of motor control caused by damage to the developing brain during the prenatal, perinatal, or early postnatal period; the most common developmental motor impairment; lack of voluntary speech-motor control, respiration & disordered prososdy; spastic conditions of muscles → decreased cognition, perception, sensation, language, hearing, emotional behavior, feeding, and seizure control

cleft palate

an opening or split in the roof of the mouth that occurs when the tissue doesn’t close fully during development which affects feeding and speech; usually fixed via surgery soon after birth; More frequent speech-language delays and many compensatory strategies present;

typical error patterns: nasaly consonant distortions, hypernasal vowel distortions, compensatory articulations (substitution or coarticulation), atypical backing

compensatory errors

specific errors in the placement of the articulators that typically involves backing phonemes; meant to work around structural deficiencies; occurs in patients who have VPI, cleft, or fistula in the hard palate

submucous cleft

cleft type where there is an intact mucous membrane covering the cleft so the cleft is less noticeable; doesn’t cause as many feeding or speech problems

VPI (velopharyngeal insufficiency)

symptom of cleft palate; when the seal between your oral and nasal cavity doesn’t close completely, impairing the intraoral pressure build up necessary for the production of many speech sounds; consonant distortions associated with nasal emissions

intellectual disability

mental disorder where there is significant limitations both in intellectual functioning and in adaptive behavior seen through conceptual, social, and practical adaptive skills; same phonological processes as normally developing kids but with more frequency

three criteria: limitations in adaptive skills, < 70 IQ, before 18 y.o.

limitations in adaptive skills, < 70 IQ, before 18 y.o.

What are the three criteria to be diagnosed with intellectual disability

adaptive skills

skills related to conceptual, social, and practical that help a person function in society

conceptual skills

skills in language, reading, writing, math, reasoning, knowledge, and memory

social skills

skills in empathy, social judgement, interpersonal communication skills, ability to make and retain friendships

practical skills

skills in self-management, recreation, and organizing school and work tasks

down syndrome

condition in which a person is born with an extra copy of chromosome 21, resulting in a variety of symptoms including distinct facial abnormalities, cognitive impairments, decreased muscle tone, hearing loss, and many other symptoms; consonant articulation errors; cognitive impairments not significant, just slower than children without disabilities

hearing impairment

generic term for any diminished ability in normal sound perception; the greater, the more errors, typically in stress, pitch, and voicing areas, and typically the more unintelligible; resemble younger speech

Common errors: deletions, distortions, mispronunciation of specific consonants (affricates, fricative, and consonant blends)

Common phonological processes: final consonant deletion, cluster reduction, devoicing of stops, stopping, fronting, liquid simplification, gliding

conductive hearing loss

hearing loss caused by issues in the outer or middle ear

sensorineural hearing loss

hearing loss caused by issues in the inner ear or auditory nerve

mixed hearing loss

hearing loss caused by issues in both the outer half and inner half of the ear track