Phonetics
study of speech sounds, their production, and the written symbols
Dysarthria
A group of motor-speech disorders due to paralysis, weakness, or incoordination
bilabial
a sound that is produced by the two lips
lingual frenulum
small cord of tissue that extends from the floor of the mouth to the midline inferior surface of the tongue blade
Watch my face, hand gestures
Two examples of visual cueing
Distinctive features
unique characteristics that distinguish one phoneme from another- based on Chomsky
Distributed and random practice
once a child is able to produce a targeted sound or syllable shape, this type of practice is used to facilitate retention and generalization
kinesthetic and proprioceptive feedback
when working with a child who has CAS, you may used delayed imitation
blend
two or more consonant sounds in the same syllable
co articulation
articulatory movements of one phoneme that are carried over to the production of previous or subsequent phonemes
source of turbulence along with the vocal folds. causes changes in airflow
articulators
theoretical assumption that sound characteristics are organized in a hierarchy
nonlinear- optimality theory
term to describe the cognative categorization of sounds in the phonological system
phonological map
ability to detect rhyme and alliteration
phonological awareness
moderate to severe speech sound disorder with many sound class errors
phonological process disorder
the study of speech sound patterns and the rules
phonolgy
example of what the SLP will vary during practice, especially when working with child who has CAS
rate of speech, loudness of voice, tone of voice
technique of having child say a word in which he produces the target sound correctly, then saying a word in which the sound is not produced correctly. use the same word with several target words
paired stimuli
the movement a child must produce to go from one sound to the next, difficulty seen in children with CAS
co articulatory transition
odd or unusual errors often seen in
idiosyncratic errors
what is the next level of cueing you do when child is being treated for CAS
simultaneous production
anatomical components of the vocal tract
pharynx, oral cavity and nasal cavity
two types of structural variables that can result in a child havind difficulty with speech sound production
cleft palate and craniofacial disorders
a group of consonants with the characteristics of stops and fricatives
affricates
childs ability to percieve store retrieve and manipulate sounds
phonological prcessing
therapy approach in which later developing, more difficult sounds are selected as targets.
complexity approach
type of cuing during which the SLP will touch the child
tactile cueing
a category of speech sounds that are produced by severely constricting the oral cavitly
fricatives
two types of sensory variables that may affect a childs ability to produce intelligible speech
hearing and visual impairment
child with speech sound disorder is at hich risk
deficits in language and phonological processing/reading
consonant speech sounds produced with the least restriction of the oral cavity
liquids
when a sound or syllable shape is being established, this is used with each response
feedback rate
seen in assimilation phonological process, also part of syllable shape complexity when both consonants are the same
consonant harmony
feedback that tells the child specific
knowledge of performance
velopharyngeal port open
nasals
simplification of a sound class in which target sound are systematically deleted or substituted
phonological process
CAS approch that begins with imitation at word level. depeding on childs response, slp continues at that level or reduces complexity as needed.
Dynamic temporal and tactile cueing(DTTC)
speech sounds produced by complete obstruction
stops or plosives
phonological process in which a non labila velar nasal becomes a labial
assimilation process
omission or substiution of one or more sound in a consonant blend
cluster reduction
wake for lake
liquid glididng
process in which number of syllables is affected
syllable structure process
speech sounds that are made by gradually changing the shape of articulators
glides
procedure by which SLP provides multiple models of words containing particular sound
auditory bombardment
nana for banana
unstressed syllable deletion
error pattern in which one class of sounds is replaced
substitution process
changes in word meaining due to production errors
contrast therapy
two for sue
stopping
therapy approach for CAS that uses nonsense words and focus on beats, movement, and sound.
ReST
treatment programs that focus on motor behaviors associated with the production
motor based therapy
classification system for phonological process errors
SASS
tack/sack, big/pic, bake/ bait
minimal pairs
baa is error and used for bat, bag, bad.
multiple opposition
a highly structured classic approach
traditional therapy approach
type of cueing when SLP tells child to lift his tongue, round lips
verbal cueing
Childs ability to differentiate correct production for incorrect
perception/ discrimination
share for chair
deaffriction
this approach is the basis for all other approaches
traditional approach
tat/bat, set/get, fun/done
maximal pairs
phrases used to transition from word level to sentence level
carrier phrases
classification of errors for child with mild to mod SSD
SODA
CAS, initial treatment focus is on movement for production of this
syllable shape
theoretical assumption that sounds have distinctive features
linear- natural phonological theory
feedback during which SLP will tell child if response was correct or incorrect
Knoweldge of Results
Build physiologic factors such as volume and strength
intervention for dysarthria
practice to establish a new sound
massed block practice
VCV, VC, CV syllables such as aka, ibi
nonsense syllables
what to do when oral speech is not an option
consider AAC devices
disorder with treatment approach that focuses on movement
childhood apraxia of speech
bay for bake
final consonant deletion
development of this for correct sound production the goal of intervention and reason practice is the most important
motor memory
focus on intervention with child who has other disabilities
core vocabulary
last phonological awareness skills to develop for decoding written info
phoneme grapheme corresondence
first groups of sounds to develop
stops nasals glides
last groups of sounds to develop
fricatives affricates liquids
strategy that involves teaching new sound for sound child can produce
progressive assimilation or shaping
rules for how sounds can be combined to form syllables
phonotactics
treatment that targets a process for period of time
cycles approach
assessment procedure to determine specific sound combinations in which target sound is correctly produced
contextual assessment
consistent sound sequences a young child will produce that carry meaning but are not words
protowords
component of a therapy session when child is taught production
pre-practice
changes in vocal tract shape caused by articulator movement and sometimes vocal fold movement
resonance
SLP will do this when a child cannot complete a NR test
collect phonetic/phonemic inventory
used in therapy to avoid interference from previously learned incorrect sound productions
nonsense words
syllable shape used to teach a child a new phoneme
established
tat for cat
velar fronting
therapy approach for CAS that involves SLP holding child neck and jaw staple while providing tactile cues
PROMPT
movement of the artiulators to produce the sounds of speech
articulation
a disorder of impaired ability to plan and sequence motor movements
apraxia
the formation and release of articulatory movement that unfolds during speech production
articulatory gesture
the speed at which a speaker can repeat selected syllables
diodokinetic rates
consonants produced in the same place and manner eccept one is
cognates
other areas beyond speech sound production with hearing impairment
a. Voice and resonance b. Fluency and prosodic disturbances
intervention approach similutanious training of up to four target sound
concurrent
The prosodic feature of language
suprasegmentals
Thinking about and talking about sounds and sounds in words
metaphonolgoy
building intraoral pressure
cleft palate therapy
prof term for tongue tied
ankylogosia
falure to use developmentally expected speech sounds that are appropriate for age and dialect
Articulation disorder
effect one sound has on another
assimilation