II: Developmental Communication Disorders Flashcards Preview

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Flashcards in II: Developmental Communication Disorders Deck (155)
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1

SS d/os

liquids (2)

aka approximates, lateral:/l/ :: rhotic:/r/

2

SS d/os

monophthong vowel descriptions (4)*

tongue height, tongue advancement, tense/lax, lip configuration

*aka pure vowels

3

SS d/os

front vowels (5)

/i/ /ɪ/ /e/ /ɛ/ /æ/

4

SS do/s

central vowels (4)

/ɝ/ /ɚ/ /ə/ /ʌ/

5

SS do/s

back vowels (5)

/u/ /ʊ/ /o/ /ɔ/ /ɑ/

6

SS do/s

diphtongs (6)

onglide to offglide, /ɑɪ/ /ɔɪ/ /ɑʊ/ /eɪ/ /ou/

7

SS do/s

egressive vs ingressive

sounds with outflowing air stream :: sound with inflowing air stream

8

SS do/s

obstruents (4)

complete-narrow constriction of vocal tract (stops, fricatives, affricates)

9

SS do/s

homorganic sounds (1)

same place of articulation

10

SS do/s

sibilants vs stridents

speech sound with intense high-pitched noise :: sibilants but also with intense frication noise

11

SS do/s

behavioral theory (4)

learning theory that associates babbling with speech development, acknowledges role of input and speech sound perception, child's role is passive, correct productions are reinforced

12

SS do/s

distinctive features theory (2)

categorize speech sounds into acoustic and articulatory aspects, intervention may include phonemic contrasts

13

SS do/s

generative phonlogy (4)

similar to generative grammar theory, two levels of language (surface and deep), speech sounds categorized (natural or marked), emphasis on phonological rules

14

SS do/s

natural phonology (1)

phonological acquisition influenced by phonological processes (syllable structure, substitution, assimilatory)

15

SS do/s

cognitive theory (3)

aka interactionist-discovery theory, children are active learners and use strategies to understand speech and language, applicable only to the earliest stages of development

16

SS do/s

nonlinear theory (4)*

metrical phonology (prosodic features), feature geometry (features within segments), optimality theory (constraints), gestural phonology (aka articulatory phonology)

*helpful in choosing treatment targets

17

SS do/s

infant prelinguistic speech production (7)

phonation, vegetative sounds, coo and goo, exploration/expansion, canonical babbling (7-9 mo.), jargon (10 mo.), transition to first words

18

SS do/s

late 8 sounds

/ʃ/ /ʒ/ /θ/ /ð/ /s/ /z/ /l/ /r/

19

SS do/s

childhood apraxia of speech (4)

no weakness or incoordination of speech musculature, inconsistent articulatory performance (same word pronounced multiple ways), error patterns (substitutions, omissions, additions, repetitions), automatic speech is easier to produce

20

SS do/s

dysarthria (2)

decreased strength and coordination or speech musculature that leads to imprecise speech production (slurring and distortions), errors are generally consistent

21

SS do/s

learnability theory (1)

providing complex input to assist language learning by pushing the client to learn more complex structures

22

SS do/s

van riper approach (4)*

sensory-perceptual (ear) training -> elicit-establish sound(s) in isolation or syllable level -> sound stabilization -> transfer and carryover

*aka traditional approach

23

SS do/s

sensory-motor approach (3)

uses facilitative phonetic contexts, gradual and systematic change of production units, treatment using bisyllabic productions

24

SS do/s

multiple phoneme approach (2)

three phases (establishment -> transfer -> maintenance), simultaneous instruction on errored phonemes

25

SS do/s

paired-stimuli approach (2)

highly structured sequence approach (words -> sentences -> conversations), trains four key words with two targets in word initial and two targets in word final

26

SS do/s

integral stimulation (1)

multiple input modes for cueing

27

SS do/s

enhancing stimulability (1)*

increasing verbal communication attempts for unstimulable sounds

*fussy fish

28

SS do/s

distinctive features approach (1)

focuses on distinctive features missing from child's phonological system

29

SS do/s

phonological contrast intervention (3)

creates phonological contrasts using: minimal pairs, maximal oppositions (maximally distant), and multiple oppositions (for clients with phoneme collapse)

30

SS do/s

cycles remediation approach (3)

uses cyclical goal attack strategy (different targets are addressed in succession without the need to reach criterion), known for auditory bombardment, generalization is expected