Level of complexity (Dinnsen)
Stops, nasals, glides (at least one of each)
What is level A
Generalizing to sounds that occur in a manner class different than the one trained.
What is across class generalization?
What treatment is best?
What is efficiency?
Phones the child produces on 2 time occurrence vs sounds child uses contrastively?
What is the difference between phonetic inventory and phonemic inventory?
Bottom-up approach- represents "what's next" on developmental scales. may be appropriate for few errors.
What are normative scales?
Add a liquid
Production of one sound expands to correct production of other behaviors that are not taught.
What is response generalization?
1.Characterization
2. Reorganization and predictions
3. Implementation & monitoring
What are the 3 steps to efficacious treatment?
Minimum sonority difference=
What is the highest level of complexity?
Top-down approach, greater system wide change
What is phonetic inventory complexity?
Add fricative or affricate
What is level C
Occurs when a client learns a sound in a given class and then extends that to other sounds in the same class.
What is within class generalization?
How does treatment change or improve behavior?
What is effect?
Sound occurs in same place in different words
What is overlapping
Most advanced constructs/categories of language are targeted
If you don’t target them they won’t be exposed
What is positive evidence?
Add strindency or laterality contrast
What is level E
Occurs when stimuli that are similar to that used in treatment also elicits that target behavior. Ex: child being taught /k/ in the word “kangaroo” when clinician says, “say kangaroo”, and then later child also produces /k/ when presented with a picture, rather than a prompt (stimulus conditioned), of a kangaroo.
What is stimulus generalization?
What treatment methods worked?
What is effectiveness?
What is the sonority hierarchy?
voiceless stops, voiced stops, voiceless fricatives, voiced fricatives, nasals, liquids, glides, vowels.
What are the steps in part 2 and 3 of the PATT?
1. Determine if 3-element /s/CC clusters are appropriate targets
2. Determine if 2-element cluster is appropriate target
3. If no, determine singleton target
Part 3
Monitor OUT singletons & clusters
Add voiced distinction [p,b] [t,d] [k,g]
What is level B
Phonotactic constraints, implicational laws, stimulable sounds, markedness theory
What is predicting?
What are the 4 steps in part 1 of the PATT?
1.Determine PHONETIC inventory based on 2x occurrence of sound
2. Determine PHONEMIC inventory based on 2x occurrence of minimal pair (showing contrast in meaning)
3. Determine word initial cluster inventory based on 2x occurrence of cluster
4. Record stimulability of out phones
Obstruents vs. sonorants
glides vs consonants
vowels vs consonant
What are major class differences?
syllables follow a predictable order in terms of sonority, with the nucleus, or middle component of the syllable, having the highest sonority. Sonority should increasingly rise from the onset to the nucleus, and then fall from the nucleus to the coda. Different sounds have different sonority values, with voiceless stops being least sonorous and vowels being most sonorous.
What is sonority sequencing principle?