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Shs 402 Exam 2 Questions With Correct Detailed Answers.
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Shs 402 Exam 2 Questions With Correct Detailed Answers.
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Shs 402 Exam 2 Questions With CorrectDetailed Answers.
articulation - ANSWER- motor production of sound
have difficulty producing the sounds correctly
primary focus motor practice (drill)
Substitution, omission, addition, and distortion of sounds at the "motor" level
phonology - ANSWER- sound system of our language
difficulty in acquiring a phonological system not necessarily in production of the sound
teach contrast (feature) needed
Developmental strategy - ANSWER- therapy targets selected based on order of
developmental acquisition
Non-developmental strategy - ANSWER- therapy uses client specific factors (relevance,
stimulability, ease of correction - visibility)
Perceived deviance (what most affects intelligibility)
Omission, Substitution, Distortion, Addition
Stimulability - ANSWER- testing whether a child can imitate correct production of a
speech sound
If a child can correctly imitate a sound, we say he/she will likely develop to correct
production without direct intervention
Methods to select treatment targets - ANSWER- Stimulability
Emerging Sound
Key word
Phonetic placement and shaping
Emerging Sound - ANSWER- The client can produce the treatment target in either
several phonetic environments or one key phonetic environment
Key word - ANSWER- The client can produce the treatment target in one or a few
selected words
Phonetic placement and shaping - ANSWER- The client can produce the treatment
target through phonetic placement or through shaping an existing sound
Treatment Approaches Articulation and Phonology - ANSWER- Traditional
Motor Kinesthetic
Distinctive Features
, Paired Oppositions/minimal pairs/contrastive approach
Phonological Process (cycle's approach)
Traditional (Van Riper approach) - ANSWER- Incorporates several teaching strategies,
such as imitation, placement cues, successive approximations
Speech sound discrimination
Phonetic placement of articulators for the sound
Produce sound in isolation
Sound in nonsense syllables
Initial, medial, final position in words
Phrases and sentences
Conversation
Move from through hierachy: isolation, syllables to conversations
Motor-Kinesthetic (Stinchfiel-Hawk & Young, 1938 approach) - ANSWER- Use tactile,
kinesthetic, and proprioceptive cues to map out motor movements to produce target
phonemes
development of correct movement patterns.
Requires clinician to manipulate articulators.
Focus is on the isolated sound.
Assumes that the direct manipulation of the articulators provide positive kinesthetic and
tactile feedback.
PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets: Chumpelik,
1984).
Distinctive Features - ANSWER- Articulatory patterns and acoustic properties of sounds
Each phoneme in a language consists of a bundle of binary features (presence or
absence of feature specified)
Intervention focused on teaching missing features
Distinctive Features (McReynolds & Bennett, 1972 approach) - ANSWER- Phonological
approach based on how speech sounds are defined in terms of articulation patterns and
acoustic properties.
analyzed according to place, manner and voicing
How it works:
Select a feature to train, Present the target feature in syllables/words and contrast that
with syllables/words that has the absence or presence of the target feature (/fo/ vs
/po/, /vo/ vs /bo/),
After the contrast through auditory discrimination has been established, then can move
to traditional approach, (Blache, 1989).
Paired oppositions- minimal and maximal (Weiner, 1981)
contrastive approach - ANSWER- This approach uses the contrastive nature of sound
to facilitate perception and production through word pairs
Word pairs are used to teach distinctive features by using pairs that highlight the feature
to be taught (e.g., pat/sat, bet/vet, cave/shave to teach stridency)
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