Random
Random
Random
Random
Random
100

List at least 3 risk factors

  • Male (1.5−1.8:1 male to female ratio).
  • Prenatal/postnatal factors (e.g., pregnancy complications, preterm birth).
  • Hearing loss.
  • Oral sucking habits (thumb, pacifier, bottle).
  • Persistent otitis media with effusion.
  • Reactive temperament.
  • Positive family history.
  • Low parental education/income (for PA skills)
100

what are the sonorants?

nasals, liquids, glides

100

what are the obstruents?

stops, fricatives, affricates

100

Which position is easier for a child to produce? initial or final? 

final

100

true or false: r is produce with tongue tension

true

200

Identify 1 protective factor

  • Female.
  • Persistent temperament.
  • Older siblings.
200

what is feedback of performance? Best use?

What it is: Feedback about how the movement or response was produced.

Examples

  • “Lift your tongue tip higher.”
  • “Use strong lip closure for /p/.”
  • “You kept your jaw too open.”

Best Use

  • Use early in treatment
  • More frequent at the beginning when teaching a new skill
  • Gradually reduce frequency as accuracy improves
200

Child: “I saw a wabbit in the yard.” (/r/ → [w])
What cues could help improve production?

  • “Keep your lips relaxed and avoid rounding them.”
  • “Pull the back of your tongue up like a silent /k/ sound.”
  • “Hold a ‘marble’ in the middle of your tongue to keep it tense and centered.”
200

child's goal: the client will produce /s/ in the initial position at word level with 80% accuracy

the child is struggling...how can we decrease complexity?

syllable level; final position

200

A child’s /s/ production consistently has air escaping from the sides of the tongue; this error type is best diagnosed as this.

lateral lisp

300

Identify 1 neutral factor

  • Race, language, younger siblings.
300

Child: “The tat is sleeping.” (fronting)
What cue could help improve production?

  • “Put your tongue at the back of your mouth like a /k/ sound.”
  • “Don’t use your tongue tip at the front — it should stay back.”
  • “Start with /k/ then add the rest of the word: /k/ + at.”
300

Child: “I want to go to the pawk.” (/r/ distortion)
What cue could help improve production?

  • Tighten the sides of your tongue against your back teeth like wings.”
  • “Bunch your tongue in the middle and lift it slightly.”
  • “Make a strong growling /r/ sound and keep your tongue tense.”
300

child's goal: the client will produce /s/ in the final position at word level with 80% accuracy

how can we increase difficulty?

initial position; at sentence level

300

what is a metaphonological cue? provide examples

Metaphonological cue: An intervention cue that focuses on a child’s awareness of sounds in language (phonology) rather than just articulator placement, helping them think about and compare sounds in words.

Examples:

  • “Listen: rock vs wock — which is the correct word?”
  • “What sound is missing in *“_ed” for red?”
  • “Do these words all have the same ending sound: car, far, star?”
400

suprise 

you win the points!

400

Child: “The fum is big.” (/θ/ → [f])
What cue could help improve production?


  • “Put your tongue gently between your teeth.”
  • “Let the air come from your tongue, not your lips.”
  • “Make a soft ‘th’ sound with your tongue showing slightly.”
400

Identify one treatment approach to CAS discussed in class:

TREATMENT APPROACHES FOR CAS

• DTTC – Dynamic Temporal and Tactile Cueing

• PROMPT – Prompts for Restructuring Oral

Muscular Phonetic Targets

• ReST- Rapid Syllable Transition Treatment


400

Explain the difference between the complexity approach versus the developmental approach.

Developmental approach: targets speech sounds in the order they typically develop, starting with early-easier sounds.

Complexity approach: targets later-developing or more complex sounds/processes to drive broader system-wide improvement.

400

Describe various components of a comprehensive eval (e.g., oral mech)

-standardized assessment

-intelligibility

-parent interview

-speech/lang sample

-structural functional exam

-case history

etc.

-perceptual testing

-hearing screen

500

Early 8

  • /m/
  • /b/
  • /j/
  • /n/
  • /w/
  • /d/
  • /p/
  • /h/
500

Middle 8

  • /t/
  • /ŋ/
  • /k/
  • /ɡ/
  • /f/
  • /v/
  • /tʃ/
  • /dʒ/
500

Late 8

  • /ʃ/
  • /ʒ/
  • /s/
  • /z/
  • /θ/
  • /ð/
  • /l/
  • /ɹ/
500

what is feedback of results? best use? 

What it is: Feedback about the outcome or accuracy of the response; focuses on whether the production was correct.

Examples

  • “That /s/ was correct.”
  • “You said all the sounds in the word.”
  • “That one was not accurate.”

Best Use

  • Increase later in treatment as skill becomes more established
  • Encourages self-monitoring and carryover
  • Often preferred during generalization stages

Fade

  • Also faded over time to promote independence/self-evaluation
500

Explain limitations of the traditional artic approach when it come to CAS.

Limitations in the Context of CAS

•Phoneme vs. Syllable: Traditional therapy focuses on static sounds, while CAS requires practice in transitions.

•Motor Programming: It lacks the "integral stimulation" (multisensory cueing) found in DTTC or PROMPT.

•Coarticulation: By perfecting sounds in isolation, it can inadvertently create "choppy" speech in children with apraxia.

•Clinical Takeaway: While a "gold standard" for articulation, it is often insufficient as a standalone for motor-speech disorders

M
e
n
u