CSSD FINAL EXAM TERMS
ambisyllabic cluster - ANSWER--word medial cluster that can't be clearly assigned to
one syllable or another
-ex: /st/ cluster in mustard
-in therapy we could create a syllable break in the middle of the word: mus-tard. Then
we would ask the child to slowly bring the syllables together until he produces a true
intervocalic cluster.
articulatory feature - ANSWER--features required to produce a phoneme
-height, advancement, lip rounding, tenseness, place, manner, voicing
auditory training - ANSWER--first step in phonetic therapy before production
-also known as ear training
-teaching the child to hear the difference between the target sound and what they
usually use in its place
-steps during this stage include: identification, isolation, stimulation, discrimination,
special considerations, and self monitoring
binary feature - ANSWER--defines each phoneme as a bundle of features, articulatory,
and acoustic, each of which have either positive or negative values
carrier phrase - ANSWER--a repeated phrase used to introduce different words that
contain a target phoneme, e.g., "I want the (target word)."
cycles approach - ANSWER--a goal attack strategy in which each phonological target is
worked on for a set amount of time before moving on to the next target
-when all targets have been worked on, you cycle back to the first target and repeat the
sequence
-also known as cyclical strategy
cyclic strategy - ANSWER--also known as cycles approach
-goal attack strategy where each phonological target is worked on for a set amount of
time before moving on to the next target
dark /l/ - ANSWER-postvocalic and velarized
derhotacization - ANSWER--distortion error where sound loses /r/ coloring
dialect density - ANSWER--number of dialectal features manifestsed by a particular
speaker
carryover - ANSWER--refers to generalize from a clinical setting to an extra-clinical
setting, e.g., home, school, playground.
, -also could be called generalization
childhood apraxia of speech - ANSWER--inability to sequence speech movements after
exclusion of sensory, cognitive, and language disruptions
-motor speech disorder involving deficits in prearticulatory sequencing of segmental
targets
-inability of child to perform volitional/imitative productions of sounds and sequences
coarticulatory effect - ANSWER--effects produced by sequences of sounds
-the brain programs series of articulatory movements and takes into consideration the
preceding and following phonemes as a result we do not produce
-for example, /s/, the same way each time.
-wow we produce it is influenced by the vowel or consonant that precedes or follows it.
compensatory articulatory gestures - ANSWER--articulatory movements made by
speakers who must adjust/compensate for some type of anatomical or physiological
impairment.
congenital neuromuscular impairment - ANSWER--special population
-spastic, athetoid, ataxic
-impairment likely in all speech systems (respiration, phonation, articulation)
-ID often co-exists
-AAC viable alternative
-health issues can compromise treatment
criterion for mastery - ANSWER--refers to the target behavior a child must achieve
before advancing in therapy
-for example, the child must produce a target sound in monosyllabic words with 90%
accuracy.
discrimination - ANSWER--the ability to distinguish between a target sound and the
substituted sound or omission that replaces it
-also called error detection
-child hears target sound contrasted with the error they usually make
-says if sound is right or wrong
dismissal criteria - ANSWER--those behaviors that a child must achieve before therapy
is ended
dysarthria - ANSWER-muscle weakness
ear training - ANSWER--auditory perceptual training that's done as the first step in
phonetic therapy, prior to working on production
epenthesis - ANSWER--insertion of a vowel in a word.
ambisyllabic cluster - ANSWER--word medial cluster that can't be clearly assigned to
one syllable or another
-ex: /st/ cluster in mustard
-in therapy we could create a syllable break in the middle of the word: mus-tard. Then
we would ask the child to slowly bring the syllables together until he produces a true
intervocalic cluster.
articulatory feature - ANSWER--features required to produce a phoneme
-height, advancement, lip rounding, tenseness, place, manner, voicing
auditory training - ANSWER--first step in phonetic therapy before production
-also known as ear training
-teaching the child to hear the difference between the target sound and what they
usually use in its place
-steps during this stage include: identification, isolation, stimulation, discrimination,
special considerations, and self monitoring
binary feature - ANSWER--defines each phoneme as a bundle of features, articulatory,
and acoustic, each of which have either positive or negative values
carrier phrase - ANSWER--a repeated phrase used to introduce different words that
contain a target phoneme, e.g., "I want the (target word)."
cycles approach - ANSWER--a goal attack strategy in which each phonological target is
worked on for a set amount of time before moving on to the next target
-when all targets have been worked on, you cycle back to the first target and repeat the
sequence
-also known as cyclical strategy
cyclic strategy - ANSWER--also known as cycles approach
-goal attack strategy where each phonological target is worked on for a set amount of
time before moving on to the next target
dark /l/ - ANSWER-postvocalic and velarized
derhotacization - ANSWER--distortion error where sound loses /r/ coloring
dialect density - ANSWER--number of dialectal features manifestsed by a particular
speaker
carryover - ANSWER--refers to generalize from a clinical setting to an extra-clinical
setting, e.g., home, school, playground.
, -also could be called generalization
childhood apraxia of speech - ANSWER--inability to sequence speech movements after
exclusion of sensory, cognitive, and language disruptions
-motor speech disorder involving deficits in prearticulatory sequencing of segmental
targets
-inability of child to perform volitional/imitative productions of sounds and sequences
coarticulatory effect - ANSWER--effects produced by sequences of sounds
-the brain programs series of articulatory movements and takes into consideration the
preceding and following phonemes as a result we do not produce
-for example, /s/, the same way each time.
-wow we produce it is influenced by the vowel or consonant that precedes or follows it.
compensatory articulatory gestures - ANSWER--articulatory movements made by
speakers who must adjust/compensate for some type of anatomical or physiological
impairment.
congenital neuromuscular impairment - ANSWER--special population
-spastic, athetoid, ataxic
-impairment likely in all speech systems (respiration, phonation, articulation)
-ID often co-exists
-AAC viable alternative
-health issues can compromise treatment
criterion for mastery - ANSWER--refers to the target behavior a child must achieve
before advancing in therapy
-for example, the child must produce a target sound in monosyllabic words with 90%
accuracy.
discrimination - ANSWER--the ability to distinguish between a target sound and the
substituted sound or omission that replaces it
-also called error detection
-child hears target sound contrasted with the error they usually make
-says if sound is right or wrong
dismissal criteria - ANSWER--those behaviors that a child must achieve before therapy
is ended
dysarthria - ANSWER-muscle weakness
ear training - ANSWER--auditory perceptual training that's done as the first step in
phonetic therapy, prior to working on production
epenthesis - ANSWER--insertion of a vowel in a word.
