SSD FINAL STUDY GUIDE
minimal oppositions - Answer -(also known as "minimal pairs" therapy)—uses pairs of
words that differ by only one phoneme or single feature signaling a change in meaning.
Minimal pairs are used to help establish contrasts not present in the child's phonological
system (e.g., "door" vs. "sore," "pot" vs. "spot," "key" vs. "tea"; Blache, Parsons, &
Humphreys, 1981; Weiner, 1981).
maximal oppositions - Answer -uses pairs of words containing a contrastive sound that
is maximally distinct and varies on multiple dimensions (e.g., voice, place, and manner)
to teach an unknown sound. For example, "mall" and "call" are maximal pairs because
/m/ and /k/ vary on more than one dimension—/m/ is a bilabial voiced nasal, whereas /k/
is a velar voiceless stop
treatment of empty set - Answer -similar to the maximal oppositions approach but uses
pairs of words containing two maximally opposing sounds (e.g., /r/ and /d/) that are
unknown to the child (e.g., "row" vs. "doe" or "ray" vs. "day";
multiple oppositions - Answer -a variation of the minimal oppositions approach but uses
pairs of words contrasting a child's error sound with three or four strategically selected
sounds that reflect both maximal classification and maximal distinction (e.g., "door,"
"four," "chore," and "store," to reduce backing of /d/ to /g/
complexity approach - Answer -speech production approach based on data supporting
the view that the use of more complex linguistic stimuli helps promote generalization to
untreated but related targets.
cycles approach - Answer --highly unintelligible kids with lots of errors
-targets phonological patterns
-in a session, focus on ONE target
-targeting each process for a short amount of time and then cycling through other
phonological processes
-therapy may target final consonant deletion for 6 weeks and then switch to target
stopping of fricatives for another 6 weeks. After all phonological processes are targeted,
the cycles start over again and the original process is targeted again.
-Therapy is continued for each process until it is eliminated from the child's
conversational speech.
procedure
-review last session
-auditory bombardment of this session
-practice productions
-assess stimulability of next session target
,-auditory bombardment of this session
-home program
treatment strategies: vertical - Answer -intense practice on one or two targets until the
child reaches a specific criterion level
treatment strategies: horizontal - Answer -less intense practice on a few targets;
multiple targets are addressed individually or interactively in the same session, thus
providing exposure to more aspects of the sounds system
treatment strategies: cyclical - Answer -incorporating elements of both horizontal and
vertical structures; the child is provided with practice on a given target or targets for
some predetermined period of time before moving on to another target or targets for a
predetermined period of time. Practice then cycles through all targets again
developmental approach/traditional approach - Answer -target sounds are selected on
the basis of order of acquisition in typically developing children.
-stimulable sounds
-early developing sounds
-inconsistently produced in error
-less complex sounds
-Within-class generalization
--within same sound class (working on s, might get z)
Reasoning: follow developmental progression, easier to learn, achieve success quickly
complexity approach - Answer -focuses on more complex, linguistically marked
phonological elements not in the child's phonological system to encourage cascading,
generalized learning of sounds
-not stimulable (won't emerge w/o intervention)
-later developing sounds (greater system-wide change)
-consistently produced in error
-more complex sounds
-across-class generalization
Reasoning: across-class generalization, efficiency, generalization to untrained targets
risk factors - Answer -Male
Pre and perinatal issues
Oral sucking habits (thumb or pacifier)
Ear nose and throat issues
Reactive temperament
Family history of speech probs
Low parental education
, Socioeconomic status
Lack of support for learning
Frequency ear infections on phonemic inventory acquisition
prevention - Answer -Annual check ups for hearing/ear infections
Early literacy intervention
Case history of family disorders
Family education
More persistent and sociable temperament
Higher level of maternal wellbeing
Development phonological process age of suppression - Answer -Final devoicing: 2-3
years
Initial devoicing: 2-2;5 years
Syllable reduction: 2;5-2;11 years
Velar fronting: 3-3;5 years
Final consonant deletion: 3-3;5 years
Stopping: 3-3;5 years
Deaffrication: 3;5-3;11 years
Stridency deletion: 4-4;5 years
Palatal fronting: 4;5-4;11 years
Cluster simplification: 4;6-4;11 years
Vocalization:6-6;5 years
Gliding: 6-6;11 years
Early 8: between ages 1 and 3 years - Answer -/m, n, p, b, d, j, w, h/
Middle 8: between ages 3-6;6 - Answer -/ f, v, t, k, g, ŋ, dʒ, tʃ/
Late 8: between ages 5-7;6 - Answer -/s, z, θ, ð, ʃ, ʒ, r, l/
articulation disorder - Answer -Difficulty producing speech sounds due to structural or
functional deficits or lack of understanding of how sound is produced in the oral cavity
phonological disorders - Answer --heavily correspond to language and literacy delays
-Characterized by difficulties with groups of sound, not production
-Consisted of phonological processes that are beyond age of suppression or
idiosyncratic
--Abnormal patterns in child's phonology; still systematic but abnormal because not
development once past age of suppression
-Target through different approaches
--Teach sounds have meaning: minimal pairs
minimal oppositions - Answer -(also known as "minimal pairs" therapy)—uses pairs of
words that differ by only one phoneme or single feature signaling a change in meaning.
Minimal pairs are used to help establish contrasts not present in the child's phonological
system (e.g., "door" vs. "sore," "pot" vs. "spot," "key" vs. "tea"; Blache, Parsons, &
Humphreys, 1981; Weiner, 1981).
maximal oppositions - Answer -uses pairs of words containing a contrastive sound that
is maximally distinct and varies on multiple dimensions (e.g., voice, place, and manner)
to teach an unknown sound. For example, "mall" and "call" are maximal pairs because
/m/ and /k/ vary on more than one dimension—/m/ is a bilabial voiced nasal, whereas /k/
is a velar voiceless stop
treatment of empty set - Answer -similar to the maximal oppositions approach but uses
pairs of words containing two maximally opposing sounds (e.g., /r/ and /d/) that are
unknown to the child (e.g., "row" vs. "doe" or "ray" vs. "day";
multiple oppositions - Answer -a variation of the minimal oppositions approach but uses
pairs of words contrasting a child's error sound with three or four strategically selected
sounds that reflect both maximal classification and maximal distinction (e.g., "door,"
"four," "chore," and "store," to reduce backing of /d/ to /g/
complexity approach - Answer -speech production approach based on data supporting
the view that the use of more complex linguistic stimuli helps promote generalization to
untreated but related targets.
cycles approach - Answer --highly unintelligible kids with lots of errors
-targets phonological patterns
-in a session, focus on ONE target
-targeting each process for a short amount of time and then cycling through other
phonological processes
-therapy may target final consonant deletion for 6 weeks and then switch to target
stopping of fricatives for another 6 weeks. After all phonological processes are targeted,
the cycles start over again and the original process is targeted again.
-Therapy is continued for each process until it is eliminated from the child's
conversational speech.
procedure
-review last session
-auditory bombardment of this session
-practice productions
-assess stimulability of next session target
,-auditory bombardment of this session
-home program
treatment strategies: vertical - Answer -intense practice on one or two targets until the
child reaches a specific criterion level
treatment strategies: horizontal - Answer -less intense practice on a few targets;
multiple targets are addressed individually or interactively in the same session, thus
providing exposure to more aspects of the sounds system
treatment strategies: cyclical - Answer -incorporating elements of both horizontal and
vertical structures; the child is provided with practice on a given target or targets for
some predetermined period of time before moving on to another target or targets for a
predetermined period of time. Practice then cycles through all targets again
developmental approach/traditional approach - Answer -target sounds are selected on
the basis of order of acquisition in typically developing children.
-stimulable sounds
-early developing sounds
-inconsistently produced in error
-less complex sounds
-Within-class generalization
--within same sound class (working on s, might get z)
Reasoning: follow developmental progression, easier to learn, achieve success quickly
complexity approach - Answer -focuses on more complex, linguistically marked
phonological elements not in the child's phonological system to encourage cascading,
generalized learning of sounds
-not stimulable (won't emerge w/o intervention)
-later developing sounds (greater system-wide change)
-consistently produced in error
-more complex sounds
-across-class generalization
Reasoning: across-class generalization, efficiency, generalization to untrained targets
risk factors - Answer -Male
Pre and perinatal issues
Oral sucking habits (thumb or pacifier)
Ear nose and throat issues
Reactive temperament
Family history of speech probs
Low parental education
, Socioeconomic status
Lack of support for learning
Frequency ear infections on phonemic inventory acquisition
prevention - Answer -Annual check ups for hearing/ear infections
Early literacy intervention
Case history of family disorders
Family education
More persistent and sociable temperament
Higher level of maternal wellbeing
Development phonological process age of suppression - Answer -Final devoicing: 2-3
years
Initial devoicing: 2-2;5 years
Syllable reduction: 2;5-2;11 years
Velar fronting: 3-3;5 years
Final consonant deletion: 3-3;5 years
Stopping: 3-3;5 years
Deaffrication: 3;5-3;11 years
Stridency deletion: 4-4;5 years
Palatal fronting: 4;5-4;11 years
Cluster simplification: 4;6-4;11 years
Vocalization:6-6;5 years
Gliding: 6-6;11 years
Early 8: between ages 1 and 3 years - Answer -/m, n, p, b, d, j, w, h/
Middle 8: between ages 3-6;6 - Answer -/ f, v, t, k, g, ŋ, dʒ, tʃ/
Late 8: between ages 5-7;6 - Answer -/s, z, θ, ð, ʃ, ʒ, r, l/
articulation disorder - Answer -Difficulty producing speech sounds due to structural or
functional deficits or lack of understanding of how sound is produced in the oral cavity
phonological disorders - Answer --heavily correspond to language and literacy delays
-Characterized by difficulties with groups of sound, not production
-Consisted of phonological processes that are beyond age of suppression or
idiosyncratic
--Abnormal patterns in child's phonology; still systematic but abnormal because not
development once past age of suppression
-Target through different approaches
--Teach sounds have meaning: minimal pairs
