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Quiz 3
Artic. Grad 2018 study
| client type for the complexity approach? | Clients whose clusters are complex, who is not stimulable, who is late developing, and has consistent errors. The errors that they make don’t result in homonyms. 2-8 years old (best used in the older (6,7, 8) ages) moderate - severe |
| sonority | a sound’s loudness relative to that of other sounds with the same length, stress, and pitch |
| Sonorants | vowels, nasals, liquids, and glides. *Vowels are the most sonorant |
| onset | rising sonority |
| nucleus | sonority peak |
| coda | falling sonority |
| VL stops/affricates | level 7; /p, t, k, tS/ |
| V stops/affricates | level 6 ; /b, d, g, d3/ |
| VL Fricatives | level 5; /f, “th”, s, “sh”/ |
| V Fricatives | level 4; / v, “th”, z, 3/ |
| Nasals | level 3; /m, n, g/ |
| Liquids | level 2; /l, r/ |
| Glides | level 1; /w, j, h/ |
| vowels | Level 0; all vowels most sonorant |
| T or F: treating clusters with small sonority difference should lead to major changes across the system | T |
| Good targets with small sonority difference? | /vj/, “sh”r, /fl/, /sl/, /fr/, VL “th”r, /sm/, /sn/, and /mj/ |
| Which one has a larger sonority difference an adjunct or a true cluster? | TRUE CLUSTER |
| On our level of sonority, is a vowel a low number or a high number? | LOW NUMBER |
| Dialects are a ______ system and a ________ system | sound system + language system |
| Core Vocab Approach | Idea of functional words that you want the client to be able to use. *used as pre-treatment |
| client type for the Core Vocab Approach? | 2+y/o, who has inconsistent errors (hallmark of client population) 40% of the time or greater, NOT a child who has been diagnosed with childhood apraxia of speech (CAS) , Client WILL present with an impairment in phonological planning |
| Childhood Apraxia of Speech | Poor sequencing of sounds marked by syllable segregation, Poor oro-motor skills, Groping, silent posturing, |
| Childhood Apraxia of Speech pt. 2 | Prolongations and repetitions of speech sounds, Poorer in imitation than spontaneous production, dysfluent, short utterance length, prosocid disturbance, slow speech rate, Best therapy focuses on phonetic gesture |
| Inconsistent Phonological Disorders | Inconsistent errors, Increasing errors with increasing length, Wrong choice of phoneme rather than order errors; no syllable segregation, Oro-motor skills within normal limits |
| Inconsistent Phonological Disorders pt.2 | No groping of silent posturing, No prolongations and no repetitions of speech sounds , Better in imitation than spontaneous production, Fluent, normal utterance length, normal affect, normal-rapid speech rate, Best therapy focuses on word production |
| Quick Drill Therapy | 5 minute therapy, An approach that allows SLP to distribute the practice Common for artic. Kids, the ones that have a learning difficulty with articulator placement , Allows us to drill and give many opportunities. will it generalize? |
| Concurrent Treatment | Motor learning with randomized- variable task, Not sequence, Works at all levels simultaneously once they get past the syllable level, Teach /r/ → syllable → variable tasks, Belief = make a mental connection to the sounds by randomizing the tasks. |
| Speech Improvement class model | RTI model - make changes in the classroom before they are identified as having a disorder --> 7 years +, with mild articulation needs Clients need to be motivated and willing to practice at home (Richard had clients sign a contract) |
| criterion for identifying a speech disorder before Tap Richard: | Makes an impact on intelligibility Attracts adverse attention Has a significant impact on educational performance Richard was looking at how to catch the children falling through the cracks |
| Dysarthria | Motor speech disorder (neuro), Muscle weakness, Not that they can’t program articulators, A disorder that is going to connect with all the basic processes-1. articulation, must consider also reparation, phonation, resonation, and prosody |
| 3 most common types of dysarthria | spastic, flaccid, and ataxic |
| spastic dysarthria characteristics | (upper motor neuron involvement) Imprecise consonants, Monopitch, Reduced stress, Harsh voice quality , Monoloudness, Low pitch (inappropriate for A&G), Slow rate (inadequate BS), Hypernasality, Strained-strangled voice quality,, Short phrases |
| flaccid dysarthria characteristics | (lower motor neuron involvement)Hypernasality, Imprecise consonants Breathiness (not using air efficiently), Monopitch, Nasal emission |
| ataxic dysarthria characteristics | (cerebellar involvement) Imprecise consonants, Excess and equal stress, Irregular articulatory breakdowns, Distorted vowels (schwa = most neutral vowel, other vowels→ schwa = neutralized), Harsh voice, Loudness control problems, Variable nasality |
| age for remediation of dysarthria | 3+ years |
| goal for dysarthria remediation | To increase efficiency, effectiveness, and naturalness of communication |
| Modifications for Respiration for clients w/ Dysarthria | Maximum vowel prolongation Use breath groups Inhale more deeply Posture Stop speech prior to running out of breath |
| Modifications for Phonation for clients w/ Dysarthria | Open the mouth wider Medication Botox injections Amplifier Relaxation exercises for the larynx |
| Modifications for Resonance | se mirror feedback on nasalization Contrast nasal/non-nasal (say maybe baby) Avoid blowing in tubes, straws…. Non-speech oral motor exercises |
| Modifications to articulation | Botox to the mandible → to control the jaw better Don’t do posture on floor → have client in upright position May involve a bite block → helps client stabilize the jaw (client practices words with bite block first and then take it out |
| Modifications to articulation pt. 2 | Instruct Demonstrate Model Phonetic placement Tongue depressor Reduce rate → increase intelligibility You can use drill, minimal pairs, all those techniques that are typical to articulation therapy. |
| Modifications in prosody | Rate → longer pauses at the juncture → give client’s more time, Chunk, Contrast stress → tell the client which word to stress and practice where stress is needed, Vary the number of words per breath group → which will give speech a more normal feel, |
| Modifications in prosody pt. 2 | Have them be self-aware of their prosody → which will help their listener, Tell their listener the topic , Use gestures and facial expressions, Maintain eye contact , Minimize background noise, AAC option → alphabet board |
Created by:
jofalu
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