Term
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Definition
| the ability to produce a sound some of the time |
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Term
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Definition
| ability to produce a sound accurately 90% or more of the time in all word positions |
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Term
| Stages of Phonological Development |
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Definition
Paralinguistic (birth-12mos)
First word stage (12-18 mos)
Phonemic(18-48 mos)
Stablization (48mos- 4-8 years) |
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Term
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Definition
Birth-12 months
Phonation(birth-1month)
gooing (2-3 months)
expansion (4-6months): marginal babbling, vibrants
Reduplicated babbling (7-10months): better timing
Variegated babbling (11-12mos)
Gibberish (12+mos) |
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Term
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Definition
12-18 mos
single syllable/reduplicated syllable
CV, VC, V,CVC, etc.
Stops predominate
evidence of most manners |
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Term
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Definition
18-48 months
individual phonemes, phonological rules, suppression of processes |
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Term
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Definition
48months- 4-8 years
mastery of phonemes
metalinguistic development-begin to have interest in jokes with phonological changes
better with receptive skills.
most common processes in typically developing kid: FCD, unstressed syllable reduction, liquid gliding, CR. These are only for a short period of time. |
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Term
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Definition
| the ability to produce a sound in several word positions with a noticeable degree of accuracy. |
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Term
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Definition
By 2: can say all plosives, some fricatives, an affricate, some nasals, glides, and one liquid.
DSP says all phonemes acquired by age 4 and are in the process of mastery between 4 and 5. |
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Term
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Definition
typicall developing kids rarely demonstrate a pattern at 100% of the time.
Natural processes (listed from earliest to be suppressed to latest): FCD, Velar fronting, Stopping, Palatal fronting, liquid simplification, assimilation, CR, unstressed syllable |
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Term
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Definition
1. collect data from more than one assessment
2. analyze data
3. determine if problem exists
*1-3 for identification and diagnosis
If there is a problem...
4. identify related factors
5. determine remediation
* 4-6 for intervention/planning |
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Term
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Definition
standardized (norms)
non-standardized (no norms): give protocol with out norms. Not helpful to determine if child is WNL.
screening: concern vs. no concern
diagnositic: comprehensive evaluation to determine if there is a problem, its nature and what to do about it.
Artic tests vs. phonology test. |
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Term
Articulation tests
(Formal) |
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Definition
allow to obtain a complete sample of production of phonemes in I, M, F word positions
-Goldman Fristoe test of Articulation
-SPAT-II (Structures Photographic Articulation Test-II) : dudsberry |
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Term
Phonological tests
(Formal) |
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Definition
Allow you to obtain a complete sample of the clients use of phonological processes/rules across a large group of words
-HaPP
Kahn-Lewis Phonological Analysis |
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Term
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Definition
-typically administer 1 formal assessment of SS skills
-give second only when the first option misses something or provides new info.
-additional formal assessments must provide new info to justify administration and time
-avoid redundancy. |
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Term
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Definition
-Don't identify or diagnose a SS problem: you do!
-just make it easier
-help make analysis easier but not the only method. |
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Term
| Need this info in addition to formal assessment. |
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Definition
1. comprehensive case history
2. hearing/auditory discrimination
3. status of oral mechanism (structure & fxn)
4. cognitive skills
5. language abilities |
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Term
| Unique Speech Sound assessments |
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Definition
Secord Contextual articulation Test (S-CAT): uses coarticulation targets to see what sounds have an affect on production at the beginning and ends of words
Computerized articulation and phonology evaluation system (CAPES): respond to set of words-the program individualized additional items based on past productions. |
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Term
| Informal assessment-general info |
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Definition
-includes anything the clinician develops/does to gather data excluding administration of formal test
-conversational sampes are an ex. of an informal procudure. a number of analyses are based on the sample and provide important info to assessment process.
-reading a paragraph
-tongue twisters
-child creates sentences with target words |
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Term
| informal assessment procedure-Conversational Sample |
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Definition
-obtain a sample of the client's speech in conversation and compare to data collected from formal assessment.
-potentially more errors in coversation or differente errors.
-length is variable: 50 words vs. 50 utterances |
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Term
| Informal assessment- Intelligibility |
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Definition
-Guestimate method: not very percises
- Word by Word analysis (100 word): was the word intelligible? unintelligible/intelligible
- sentence by sentence analysis (50 utterances) |
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Term
PMLU
(Informal assessment- Intelligibility) |
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Definition
phonological mean length of utterance
-increase length of word, higher score is better, longer word= higher score.
Procedure:
1. count # of sounds in words
2. compare to # of correct consonants
3. select 25 random words
4. 1 pont for each C and V
5. 1 additional point for each correct consonant
score= # of point / # of words
* this is not very helpful |
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Term
PWP
(Informal assessment- Intelligibility) |
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Definition
Proportion of whole words proximity
production / PMLU target
* typically high from the begining of phonological development |
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Term
PWC
(Informal assessment- Intelligibility) |
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Definition
proportion of whole words correct
-easy measure & helpful for inteligibilty
-correct is scord when entire word is accurate.
# of accurate words / total # of words |
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Term
Other methods for
(Informal assessment- Intelligibility) |
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Definition
whole word accurate (WWA)
percentage of identifiable words (PIW) |
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Term
PCC
(Informal assessment- Intelligibility)
p. 250-252 |
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Definition
Percentage of consonant correct
-correlates with listener perception of severity
-5-10 minutes of convo needed
PCC >90% = mild
65-85%=mild-moderate
50-65% = moderte-severe
<50% = severe |
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Term
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Definition
Is the client's ability to correctly produce an error sound/word/pattern given a model.
stimulability= ability to imitate!
stimulability is used in determining whether the error will correct without intervention
75% or greater accuracy will likely fix themselves. |
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Term
Vertical
(Goal attack Strategies) |
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Definition
| one target is addressed at a time, over time, until a client meets a specified level of performance. not seen in clinic a lot because we see clients for individual and long therapy sessions so have ability to work on multiple things. |
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Term
Horizontal
(Goal attack Strategies) |
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Definition
| work on 2 or more goals within the same period of time not working on 2 goals simultaneously in the same activity. the # of targets in a session depends on how long the session is and how many goals need to get to. |
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Term
Cyclical
(Goal attack Strategies) |
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Definition
| addresses a set of goals across time for a specified period of time and don't care about level of master. Don't make decision to move on based on how well the client's doing. How many targets is up to you. This is mainly used for phonological therapy not artic. |
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Term
Multiple targets
(Goal attack Strategies) |
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Definition
| working on 2 or more goals simultaneously |
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Term
| Articulation TX focuses on... |
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Definition
1. proper positioning of articulators
2. individual phonemes in easiest to most difficult word environments
3. discrimination of productions (usually not needed). |
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Term
selecting targets
(Articulation TX) |
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Definition
1. clients age
2. frequency of sound
3. client's stimulability
4. improvement with probing?
5. ammount of error: if not 100% erred, then may just observe how phoneme changes on its own.
6. type of error: more support for distortions instead of substitutions |
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Term
Stages in Tradition Approach
(Articulation TX) |
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Definition
1. sensory perceptual training (?)
2. production training
3. Stabilization
4. transfer and carryover
5. maintenance when SLP not present |
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Term
Stages in Tradition Approach- Sensory perceptual training
(Articulation TX) |
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Definition
Client identifies the sound in isolation, in variations of the sound, the client may also detect error in sound.
* not suggested because evidence does not support this as first step, only clinician doing the production. |
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Term
Stages in Tradition Approach- Production training
(Articulation TX) |
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Definition
*probably first step
1. sound establishment/sound acquistion
*meat of artic therapy/ most important
2. establishing phonemes- try easing ethods first
-imitation
-nonspeech sounds
-sound shaping
-instruction of placement
-motokinesthetic approaches: uses fingers to manipulate oral mech
-bio-feedback devices
-secord book. |
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Term
Stages in Tradition Approach - Stabilization
(Articulation TX) |
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Definition
-isolation
-nonsense syllables (don't use)
-words: IMF
-phrases
-sentences
-conversation
-transfer and carryover |
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Term
Oral motor Exercises
(Articulation Tx) |
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Definition
| any technique that does not require the child to produce a speech sound but is used to influence the development of speaking abilities. |
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Term
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Definition
1. should focus on suppressing inappropriate rules
2. depends on the analysis system, focus may be described as establishing features or syllable structures
3. in the end, goal is to improve intelligibility by changing underlying rule system.
intervention is based on phonological analysis: there is a dynamic interaction bt analysis and intervention
"order in the disorder" |
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Term
| Phonological reorganization |
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Definition
need to confront the child sustem with adult system thorugh minimal parirs
communication centered. less drill and practice, more functional activities
focused practice.
goal is to achieve the greatest amount of change in the least amount of time. |
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Term
Selecting targets
(Phonological TX) |
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Definition
1. client's age
2. types of processes exhibited (natural vs. atypical)
3. frequency of occurrence (>40%)
4. client's stimulability
5. client's improvement with probing |
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Term
Remember...
(Phonological TX) |
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Definition
1. work at the word level or higher--do not teach specific speech sounds.
2. specific speech sounds only a tool for teaching the rule system. (exemplars) |
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Term
Cycles Approach (Hodson, 2010)
*read chapter 6 |
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Definition
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