CH. 5 - Speech Sound Development and Disorders Flashcards

1
Q

4 year old in therapy. Substitutes th/s, t/f, w/r, d/th, and j/l. What sound will you address first?

A

/f/.

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2
Q

reduplicated babbling comes before what?

A

variegated babbling (natural course is phonation stage, cooing stage, expansion stage, redup babbling, var babbling)

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3
Q

which word contains a consonant cluster: bus, stopped, rich, lassie, shoes

A

stopped

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4
Q

phonetic placement is used to teach or establish ________.

A

production of a phoneme in isolation.

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5
Q

4 yr old has trouble with consonant clusters in words like spring, street, squirrel. is this normal for his age? what do you tell the parent?

A

this is typical. should master 2-element clusters like sp, st, sk and will acquire 3-element clusters like the ones he is having trouble with at a later age.

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6
Q

what is this phonological process: guck/duck; cow/tao

A

backing

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7
Q

The artic tx approach that emphasizes the syllable as the basic unit of speech production and heavily uses the concept of phonetic environment is..

A

McDonald’s sensorimotor approach.

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8
Q

4 yr 3 mo old demonstrates gliding, cluster reduction, stopping, reduplication, and final-consonant deletion. which process do you address first?

A

reduplication (should have been faded out by 2.5 yrs old).

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9
Q

is it important to look for dental deviations as an SLP

A

yes

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10
Q

Explain the “cycles” approach

A

by Hodson and Paden, linguistic approach. the clinician introduces correct patterns, gives the child limited practice with production of those patterns, and moves on to other error patterns. for highly unintelligible kiddos w/ lots of speech errors.

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11
Q

too/shoe is what?

A

stopping

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12
Q

distinctive features approach involves what

A

using minimal pairs & trying to find the child’s underlying patterns and then training one or several sounds in those patterns in hopes that generalization to other sounds in the patterns would continue

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13
Q

what should you tell an asian professor who comes to see you bc she got poor student evals saying students could not understand her (due to accent)

A
  • tell her you will assess her english intelligibility using an accent assessment instrument
  • you will analyze a conversational speech sample
  • she can participate in accent training
  • she does not have a communication disorder!
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14
Q

what phonological process is this: tar/kar; do/go; ti/ki

A

fronting of velar sounds

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