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PAI School Age Midte
PAI School Age Midterm
| Question | Answer |
|---|---|
| Progressive Assimilation | the influence of an earlier occurring sound on a later occurring sound |
| Progressive Assimilation Examples | doddie for doggie, beb for bed, coak for coat |
| Regressive Assimilation | the influence of a later occurring sound on an early occurring sound |
| Regressive Assimilation Examples | gog for dog, lellow for yellow |
| voiced alveolar fricative | /z/ |
| Phonological processes | Stopping=tee/see, dis/this Velar Fronting=tar/car, Palatal Fronting=su/shoe Gliding=w/r, wabbit/rabbit Final Consonant Deletion= bow/boat Reduplication=wawa for water Cluster Reduction=geen for green, sop for stop Deaffrication=wash for watch |
| Which features distinguish /s/ from /g/? | voice, place, manner s=voiceless alveolar fricative g=voiced velar stop |
| What are the two mid back vowels? | aw (backwards c) o |
| Which consonant is a voiced affricate? | dge |
| How do BW and others differentiate an articulation disorder from a phonological disorder? Articulation | refers to difficulties with the motor production aspects of speech, or an inability to produce certain speech sounds. -phonetic errors -problems in speech sound production -disturbances in peripheral motor processes |
| How do BW and others differentiate an articulation disorder from a phonological disorder? Phonological disorder | refers to an impaired system of phonemes and phoneme patterns within the context of spoken language -phonemic errors (fis/fish, su/shoe, tee/see) -difficulties with phoneme function -disturbances represent an impairment of organization of phonemes |
| What are three problems with the distinction between phonological disorders and articulation disorders? | 1. How one actually differentiates between phonemic and phonetic problems. 2. many children will show a developmental progression from a phonological to an articulation disorder 3. It is often assumed that the primary cause of disorder is linguistic |
| Differentiate between phonological processes and phonological processing. | Phonological processes are expected developmental patterns of sound errors or simplifications such as cluster reduction, fronting, etc. Phonological Processing is the ability to encode, store, and retrieve phonological information |
| What are some of the basic assumptions and treatment goals of oral motor therapy? | Assumptions: speech requires: strength, speed, accuracy, awareness of oral mvts. ability to produce sounds in isolation. |
| What are some of the treatment goals of oral motor therapy? | it's what you're working on: strengthening the tongue, moving the tongue tip to the alveolar ridge, puffing the cheeks, blowing, etc. |
| Why is oral motor therapy controversial? | -No evidence that practicing non-speech oral movements facilitates speech production -Problems in strength and tone would be associated with dysarthria not speech delay or DAS. Normal speech production requires little strength or tone. |
| Why else is oral motor therapy controversial? | -Evidence is often anecdotal or based on studies that use both oral motor therapy as well as other speech therapy, an obvious confound (because you can't know which one was effective) |
| What are three characteristics of CAS according to the recent ASHA position statement? | 1. inconsistent errors on C's and V's in rep'd productions of syllables or words 2. Lengthened and disrupted co-articulatory transitions btwn. sounds and syllables 3. inappropriate prosody, esp. in the realization of lexical or phrasal stress. |
| What makes differential diagnosis of CAS difficult? | -cant diff. it from other speech sound disorders -at present, no validated list of dx features of CAS that differentiates them from other types of SSDs -Particularly hard to distinguish children w/ CAS from those with severe speech sound disorders |
| What is the difference btwn. a traditional motor approach and a multiple sound approach? | Multiple Sound Approach- attempts to influence several error sounds simultaneously Traditional Motor Approach: each error sound is treated individually until mastery one after the other |
| What must the client do to eliminate a lateral /s/ problem? | -Tongue tip contact with the alveolar ridge must be released -raise the lateral edges of the tongue -direct airflow over the tip of the tongue |
| Which vowels are most facilitating for /s/? | high front vowels /i/ and /I/ because they support the relatively forward placement of the tongue and lack of lip rounding |
| What two questions must be considered to determine which contexts are most facilitating for production of /sh/? | 1. Is the problem based on difficulties with the tongue placement? 2. Is it primarily due to not enough lip rounding? |
| Is the problem based on difficulties with the tongue placement for /sh/? | put a high front vowel with the /sh/ sound (/i,I/) |
| Is the problem primarily due to not enough lip rounding? | different coarticulatory sequence is proposed. Use high back vowels with the /sh/ sound |
| Explain the basis for the vowel sequence suggested for teaching /r/ in the text. | Front vowels for retroflexed /r/ For bunched /r/ it would be central vowels, back vowels, and then front vowels. Basis: it has to do with the shape of the tongue for /r/. |
| Why does BW conclude that a phonological process therapy does not exist? | there is no specific tx designed to eliminate phonological processes however there are treatment approaches that target phonological processes (ie minimal pairs). It is assessment, not therapy. |
| What is the advantage of the cycles approach over a vertical goal attack strategy? | Cycles=good b/c targets more sounds quicker Vert=bad b/c-may spend long time on accurate production of 1 or 2 sounds-speech normalization will take a long time- better communication is typically not a short-term goal. |
| What are the 7 components of Hodson's treatment approach? | 1. Review of previous session word cards. 2.Auditory Bombardment, 3.Target word cards, 4.Production practice through experiential play, 5. stimulability probes, 6. Auditory bombardment, 7. Home Program, 8. Phonological awareness |
| Why is the Hodson approach not a phonological one? | because it is a motor practice-traditional speech motor-hodson's approach is broadest--non-commital-does everything |
| What makes a treatment approach phonological (phonemic)? | The only approach that is phonological (phonemic) is the one that targets contrasting phonemes (minimal/maximal pairs; multiple oppositions approach) |
| What does the evidence show about the effectiveness of different speech therapy treatment approaches? | To date, the available evidence has clearly demonstrated the positive effects of treatment. Despite the differences in goals, goal attack strategy, and procedures, numerous comprehensive reviews attest to the effectiveness of these approaches.. |
| what does the evidence show about the effectiveness of different speech therapy treatment approaches cont'd. | the effectiveness of these approaches in inducing both narrow and broad changes in children's sound systems that enhance their overall intelligibility and general communicative functioning |
| What are the implications of these findings for deciding what treatment approach to use? | What is treated is more important than how it is treated. Goals are important. Different approaches are effective-- therapy works. |
| Why is the use of a research supported intervention approach not considered to represent the process of EBP? | B/c by definition EBP should be a process in which practitioners gather and integrate info from a variety of sources (research, patient preferences, clinical experience) t make decisions thus allowing practitioners to evaluate different approaches |
| Why is the use of a research supported intervention approach not considered to represent the process of EBP? Cont'd | avoid fads and biases, generate knowledge, and provide empirical justification for clinical decisions and services to patients. Just using research-supported intervention approaches does not encompass or represent the full idea of EBP |
| Define ID and its key concepts | intellectual disability is a disability characterized by significant limitations in both intellectual functioning and conceptual, social, practical adaptive skills originating before age 18. |
| What are 2 key assumptions associated with the definition? | within an individual, limitations often coexist with strengths (especially in the mild to moderate range) -an important purpose of describing limitations is to develop a profile of needed supports |
Created by:
hellison1021
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