COMORBIDITY
SSDs and _______ disorders could possibly have a co-dependent relationship. It is suggested that children with SSDs possibly, due to reduced intelligibility, overcompensate by straining the this mechanism (SSD comes first). Conversely, it is plausible that this disorder causes limited or inadequate feedback necessary for appropriate speech sound development
Voice
____________ are speech sounds that are combined to create words and meaningful messages
Phonemes
Charles Van Riper
A highly unintelligible child may benefit from salient terms provided by the family. What type of intervention is this called?
Core Vocabulary
A condition caused by lack of fusion during fetal development impacting velum, uvula, lip, and palate
Cleft lip/palate
Disorders may include aphonia, mutism, or undocumented vocal pathology
Psychosocial
____________ can be described using a traditional phonetic description or by using distinctive features. In using traditional phonetic description, we think of consonants in terms manner.
Consonants
Three steps in Articulation Therapy
Establishment, Generalization, Maintenance
There are three primary types of goal attack strategies: Name them
Vertical, Horizontal, Cyclical
Name the Early 8 sounds
/m, b, j, n, w, d, p, h/
Motor speech disorder related to motor planning and characterized by inconsistent errors on repeated attempts at the same words, difficulty with prosody in phrases and words, and lengthened and disrupted transitions between syllables and sounds
_____________ are voiced, nonnasal speech sounds that are created by the varying positions of the tongue and lips. They are categorized based on the position of the tongue (front vs. back; high vs. low) and lips (rounded vs. unrounded) and the relative amount of muscular effort needed to produce them (tense vs. lax)
Vowels
This is also known as sound elicitation, it teaches the correct placement and production for the sound
Stimulability
A common instructional sequence for treatment is_______, _______, and then ___________
Name the Late 8 sounds
/ʃ, θ, s, z, ð, l, r, ʒ/
May impact variations of voicing, pitch, stress, and frequent omissions/distortions. Difficulty perceiving and producing high sound frequency phonemes
Name the types of Manner
Stops, fricatives, affricates, nasals, liquids, glides
Terms that are synonymous with habituation, transfer, generalization, and retention
Carryover/Maintenance
Name the types of treatment styles
Drill, Drill Play, Structured Play, and Play
Name the Middle 8 Sounds
/t, ŋ, k, g, f, v, tʃ, dʒ/
fluency disorder, that co-occurs with, but is NOT a SSD
Stuttering
Name the types of Place
1) bilabial, interdental, alveolar, palatal, velar, glottal
Motherese, Expansion, Strategic errors, Clarification, modeling, parallel talk
Describe the difference between Across-situations generalization and Across-linguistic unit generalization
Across-linguistic unit generalization refers to sound production occurring in one linguistic level (e.g., syllables) and then generalized to another (e.g., words) and Across-situations generalization is a child who produces target speech sounds correctly outside of the treatment room (at home, at school, etc.) has shown acquisition of these speech forms.
By what age should first words begin? Generally CV, VC, and CVC syllables, and simple word combinations
By age 1