Final Exam pt 1

What intervention would best be used for a child with a mild-moderate phonological disorder who has few phonological error patterns and does not have a phonemic contrast A. Cycles B. DTTC C. Minimal Pairs D. Meaningful Minimal Pair

C. Minimal Pairs

What intervention would best be used for a child with a highly unintelligible speech and multiple phonological error patterns? A. DTTC B. Minimal Pairs C. Traditional Approach D. Cycles

D. Cycles

Which intervention would be best for a child with childhood dysarthria who has been assessed as having the potential to use speech? A. Systems Approach B. Integrated Phonological Awareness Intervention C. Cycles D. Traditional Approach

A.Systems Approach

What intervention starts with auditory bombardment and ends with auditory bombardment? A. Cycles B. Minimal Pairs C. Traditional Approach D. PROMPTS

A. Cycles

Which intervention would be best for treating a child with CAS who has difficulty with motor speech processes

difficulty establishing phonological representations for words

Which intervention would be best for treating motor speech disorder (CAS or childhood dysarthria) in children and adults? A. Cycles B. PROMPTS C. Minimal Pairs D. DTTC

B. PROMPTS

Which intervention would be best for young and older children with severe CAS who have motor planning and programming difficulties? A. Cycles B. Minimal Pairs C. DTTC D. Multi-Phonetic Approach

C. Dynamic Temporal and Tactile Cueing (DTTC) Intervention

Which intervention would be best for a child who has five or more articulation errors? A. Traditional Approach B. Cycles C. Stimulus Shift Approach D. Multi-Phonetic Approach

D. Multi-Phonetic Approach

DTTC has three components which include: A. visual

verbal

Which intervention was originally developed for young children and/or mentally challenged? A. Stimulus Shift Approach B. DTTC

C. Multi-Phonetic Approach D. Traditional Approach

A. Stimulus Shift Approach

Which intervention would be best for a child with an articulation disorder that has difficulty with sibilants and rhotic /r/? A. Multi-phonetic Approach B. Stimulus Shift Approach C. Traditional Articulation Approach D. Cycles

C. Traditional Articulation Approach

Which intervention would be best for a child who inconsistent speech disorder and focuses on improving a child's consistent production of the core set of words. A. Traditional Approach B. Core Vocabulary C. Stimulability Intervention D. Multi-Phonetic Approach

B. Core Vocabulary

Which intervention targets all consonants at once during a session?

What intervention is best for children with phonological impairment can have concomitant language impairment

particularly involving the production of finite morphemes? A. Morphosyntax Intervention B. Core vocabulary C. Stimulus Shift Approach

What intervention is used help a child acquire a stable perceptual representation for the target phoneme or phonological structure? A. Integrated Phonological Awareness Intervention B. Core Vocabulary C. Speech Perception Intervention D. Cycles

C. Speech Perception Intervention

What intervention uses pairs two sounds that are unknown (not used) by the child? A. Minimal Pairs B. Meaningful Minimal Pairs C. Empty Set D. PROMPTS

C. Empty Set

What intervention pairs one sound that is known (used) by the child with one sound that is unknown (not used) by the child. A. Minimal Pairs B. Meaningful Minimal Pairs C. Empty Set D. Maximal Pairs

D. Maximal Pairs

What intervention targets several error sounds that are part of a phoneme collapse (to one sound) in a child's phonological system? A. Minimal Pairs B. Multiple oppositions C. Empty Set D. Maximal Pairs

B. Multiple oppositions

T/F. The processes for articulation approaches goes from initial

medial

What intervention approach has a story phase section where the child will get three cards and have to create their own funny story?

What intervention assumes that children with phonological disorders have failed to acquire the rules of the phonological system.

Metaphon

What intervention's primary goal is to approximate the gradual typical phonological development process. Cycle's Approach

What intervention uses 3 to 4 error sounds (including consonant clusters) from a phoneme collapse are selected as intervention targets.

Multiple Oppositions Approach

What disorders fall under phonological disorders?

Phonological Impairment Inconsistent Speech Disorder

What disorders fall under articulation disorder?

Articulation Impairment CAS Childhood Dysarthria

What disorder is a cognitive-linguistic difficulty with learning the phonological system of a language characterized by pattern-based speech errors

such as replacing velar plosives /k

What disorder has problems associated with a phonological assembly difficulty (i.e.

difficulty selecting and sequencing phonemes for words) without accompanying oromotor difficulties

What disorder is a motor speech disorder associated with a difficulty planning and programming movement sequences

resulting in dysprosody and errors in speech sound productions

What disorder is characterized by speech sound errors typically only involving sibilants and/or rhotics (typically /s

z

What disorder is often resulting from a neurological impairment during or after birth

through traumatic brain injury

What phonological processes is being used

\

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

What phonological process is being used

Who suggested that children's perceptual (rathern than productive) phonological knowledge may influence the efficiency of intervention.

Rvachew

Who recommended that intervention of MINIMAL PAIRS "should be structured such that sounds of which a child has least knowledge be treated first"

Gierut

Who created the cycles approach?

Hodson

Who created the Dynamic Temporal and Tactile Cueing (DTTC) Intervention

Edith Strand

Who created the traditional articulation approach

Van Riper

Who created multiple phonemic approach?

McCabe & Bradley

Who created ReST is based on principles of motor learning

which is used for children who have difficulty transitioning from sound to sound or syllable to syllable and articulation accuracy are also considered.

Who developed the stimulus shift approach?

McLean & Rayemore

Who developed 2 contrastive interventions and Created the six types of productive phonological knowledge

Gierut

What type (1-6) of phonological knowledge would this be: a child displays knowledge of target /s/ would produce this sound correctly in all word positions and for all morphemes.

What type (1-6) of phonological knowledge would this be: a Child displays knowledge of target /s/ and produces the sound correctly for all morphemes and positions. However

a phonological rule would apply to account for observed alternations between

What type (1-6) of phonological knowledge would this be:

What type (1-6) of phonological knowledge would this be:

What type (1-6) of phonological knowledge would this be:

What type (1-6) of phonological knowledge would this be:

What approach is used to target several error sounds that are part of a phoneme collapse in a child's phonological system.

Multiple Oppositions Approach

What is the knowledge of having an awareness of the phonological system in a language.

Metaphonology

What are the four phases of multiple oppositions approach?

1. Phase 1: Familiarization and production of contrasts

Who developed the Speech Assessment and Interactive Learning System (SAILS) for children with phonological impairment.

Rvachew

What system targets speech perception via lexical judgement and mispronunciation detection tasks that contain speech samples from multiple speakers.

SAILS

What approach involves four levels where each level has four activities that include: sensory perceptual training

learning how to produce the target

What approach starts at the word level and was originally developed for young children and/or mentally challenged?

Stimulus Shift Approach

What goal attack strategy targets several speech production targets within a specified period of time

independent of accuracy.

What goal attack strategy targets of one or two speech sounds (e.g.

phonemes

What goal attack strategy targets several speech production targets within a session.

Horizontal

What has a lexical stress pattern where unstressed syllables precede stressed syllables

that is weak strong (wS) (ex. About) Iambic Stress

What stress patterns that occur when strong syllable is followed by a weak syllable (ex. Mushroom)

Trochiac Stress

What approach is based on an understanding that children with CAS have difficulty with motor speech processes

difficulty establishing phonological representations for words

What intervention addresses 3 areas 1. Speech production practice

Who is integrated phonological awareness intervention used with

1. CAS 2. Children with phonological impairments 3. Children with Down Syndrome

What approach uses speech intelligibility to target intervention by addressing one or more of the four speech subsystems

Systems Approach

What are the four subsystems targeted in systems approach

1. Respiratory

What is the goal for systems approach Goals are individualized according to the speech subsystems impacting intelligibility

Who is Systems approach best used for?

Children with dysarthria

What approach includes these targets 1. Segmental tier (speech segments) 2. Prosodic tier (syllable shape

stress patterns

Which approach considers the function of sounds within children's phonological systems as opposed to the characteristics of individual sounds

Systemic

Which approach targets are identified from the child's largest collapse of contrast and uses specific consonants and consonant clusters within a collapse of contrast must reflect maximal classification and maximal distinction

Systemic

What process uses assimilating and accommodating changes such as the addition of a new phoneme takes place through facilitating the system as a whole

Neuro-network

What uses retention and generalization (transfer) of skills learned including how the movement is performed at another time or in another setting outside of speech therapy. The process of the learner acquiring a skill and making a movement automatic.

Motor learning

What refers to how the practice is divided over time including spreading practice out over a longer period of time.

Distributed Practice

What is practicing a given number of trials in a short period of time

Mass Practice

What considerations need to be made when working with multilingual children

· Language(s) to be targeted · Intervention approaches suited to the languages a child speaks · Appropriate goals of intervention · The order for targeting each language (if they are all to be treated) · The intervention agent · Child's cultural context

What approach is designed for an individual with multiple articulation errors (5 or more) and can target multiple sounds in one session and the sounds can be in different steps

Multi-Phonemic Approach

What approach was originally designed for children with cleft palates

Multi-Phonemic Approach

What approach allows the child's progress (or ability to consistently produce a sound) to determine which sounds are moved further in therapy steps.

Multi-Phonemic Approach

What cue involves the clinician places her own hands on the client's articulatory mechanism (usually the lips

jaw

The clinician draws the client's attention to the place at which movements begin

the amount of tension or pressure needed

What cues involve the clinician provides a child with spoken information about/or instruction about how to articulate speech sounds.

Verbal-phonetic Cue

What cue involves using a sound that the client can produce/is stimulable for and use that to help produce the target sound

Shaping