1. Competence vs. Performance (how you're using the language and what shows externally)

2. Levels/domains of language (ex. syntax, semantics)

1. what sounds occur

2. how the sounds combine to form words

3. which sounds function to contrast meaning

4. the rules/constraints that change sounds in different contexts

1. make judgements about acceptability of a syllable, word, phrase, or sentence

2. create accurate morphological forms by adding appropriate endings

3. create acceptable utterances even when making speech errors (spoonerisms)

4. find it difficult to master the phonology of another language (especially as an adult)

breakdown in the use of a sound system at any one or a combination of the following levels:

articulatory imprecision

discrimination of sounds

representation of contrasts in lexicon

modification of target sounds through rules

phonological awareness

1. functional

2. etiological

Which classification of phonological impairment is most common?

1. no known cause for impairment

2. may require articulatory and/or phonological focus in treatment

1. peripheral mechanism, neural factors, general developmental delays

2. may require articulatory and/or phonological focus in treatment

1. etiology

2. organization

3. systematicity

4. heirarchical structure

1. development

2. cognition

3. linguistics

1. treatment effects

2. treatment effectiveness

(What treatment methods work?)

3. treatment efficiency

(Which treatment is best?)

1. characterization

(What's the problem?)

2. reorganization and predictions

(what needs to be done to minimize/improve the problem?)

3. implementation and monitoring

Why complete an assesment?

1.to diagnose and classify phonological difficulty

2. to determine a need for intervention

3. to determine how to implement intervention

4. to make predictive statements about change with(-out) intervention

collect and analyze a speech sample

make a severity judgement

test perceptual abilities

identify "better abilities"

1. single word: standardized test or (homemade) probe

2. connected speech: conversation, play, story re-tell, reading, repetition

3. spontaneous, elicited, or imitated

• use of speech sounds
• error patterns (nature, extent, and type)
• contrastive use of sounds
• distribution of sounds in different contexts (ex. word positions or consonant clusters)

the child's errors and error patterns, as compared to the target system

Types:

1. place-voice-manner

2. distinctive feature

3. phonological process

1. Phonetic and Phonemic Inventory Analysis

2. Phonotactics and Phonological Rule Analysis

finding out 1) what sounds occur and 2) which of these sounds are used contrastively

type of independent analysis

the different contexts in which each sound can occur

how sounds change in different contexts

type of independent analysis

segmental

pattern-based

different types: Place-voice-manner (PVM), distinctive feature, phonological process analyses

determine error patterns that affect sound classes, syllable shapes, and/or word shapes

type of relational analysis

evaluate each individual sound for errors, determine accuracy on individual sounds

different types: sound-by-sound analysis, Percent Consonants Correct (PCC)

type of relational analysis

useful for discussing with families

establishes the need for clinical services

helps determine frequency/intensity of intervention

determines the total number of correct consonants out of the total number attempted by client, yielding a percentage score

#correct

#attempted

objective measure of severity

the clients ability to differentiate the adult's standard from their own productions

the client's discrimation of phonological contrasts

using the misperception formula and the performance data, calculate whether the child has perceived or misperceived the stimulus phoneme based on the adult input and the child's own input

compare and contrast the patterns of perception for the target phoneme in the 2 input conditions

• sound stimulability
• key words and key environments
• phonetic placement and shaping
• variability in substitution patterns

1. results of overall assesment

2. models of assesment and treatment

3. treatment efficacy research

4. personal experience/intuition

1. deep/vertical: 1 or 2 goals trained to performance-based criterion

2. broad/horizontal: several goals trained simultaneously to a time-based criterion

1. horizontal: expanding what's already known

treat sounds within a level that the child already knows

2. vertical: acquiring new knowledge

treat sounds at a more advanced level

child acquires all advanced and all lower levels

[image]

treated sounds to untreated sounds

untreated with-in class

untreated across class

1. surface change in behavior:

automatization or consistent use of language structures, such as gains in production accuracy

evident from relational analyses

2. underlying change in linguistic knowledge:

change in phonemic inventory, phonotactics, phonological rules

evident from independent analyses

stops

fricatives

affricates

advances beyond sound-by-sound analyses

relational analyses

refer to sound patterns, or the way in which classes of sounds behave in a sound system

a type of relational analysis developed for speech of school-age children with only a few sounds in error, usually phonetic in nature

each sound error is viewed as a separate entity needing remediation

identify sounds in error and determine if errors constitute a clinical problem

Standard Articulation Tests

Recording responses can be done through a) 2 way scoring or b) 5 way scoring

Result is a list of sounds produced in error, which are compared to developmental norms

1. errors are organized and characterized in general terms

2. errors affect sound classes and are accordingly referred to as error patterns

3. errors can be grammatical, rather than just articulatory, in nature

4. remediation on one aspect of a sound class can have an impact on other related aspects of that same sound class

1. articulatory

2. place

3. voice

4. manner

sounds produced in error

error

place

voice

manner

whole word

single-word

connected speech

syllable position

prevocalic

intervocalic

postvocalic

The assesment of place-voice-manner analysis drives these treatment goals:

1. does not provide in-depth view of child's own independent system

2. vowels are not usually analyzed

1. somewhat time consuming

2. certain redundant relationships among features may not be recognized, and it may appear that the client has difficulty with more features

3. syllable structure is typically ignored

substitution

omission

addition of sounds

1. neutralizes a featural contrast between two sounds resulting in the sound thats easiest to produce

2. applies to sound class that shares some characteristic complexity (a natural class)

3. changes a single feature (or phonetic property)

4. multiple feature changes are due to application of more than one process ex. stopping and prevocalic voicing 'fin' as [bIn]

In phonological process analysis, multiple feature changes are due to...

(Provide an example)

syllable, word structure

omission (or addition)

application of more than one process

ex. 'plane' as [peI]: cluster reduction and final consonant deletion

stopping

fronting

gliding

vocalization

affrication

deaffrication

prevocalic voicing

postvocalic devoicing

final consonant deletion

cluster reduction

(weak) syllable deletion

epenthesis

coalescence

reduplication

place assimilation

manner assimilation

fronting

backing

raising

lowering

tensing

laxing

dipthongization

dipthong reduction

derhotacization

initial consonant deletion

backing

glottal replacement

denasalization

metathesis

1. certain redundant relationships among features may not be recognized, and it may appear that the client has more errors

2. much variation across sources in terms of number and definition of processes