CSSD TERMS FINAL EXAM
QUESTIONS WITH COMPLETE
ANSWERS
hearing loss - Answer--generic term for an diminished ability in normal sound
reception
horizontal strategy - Answer--working on multiple behaviors simultaneously. -For
example, we could address Early Stopping and work simultaneously on teaching a
child /s/ and /ʃ/. We would work through the stages of skill acquisition for both sounds
together.
intellectual disability - Answer--special population
-health issues may compromise treatment
-poor generalization of new learning
-fragile X shows typical error patterns
-down syndrome show more problems with syllabicity
interdental lisp - Answer--also known as frontal lisp
-the tongue tip is too far advanced so that it makes contact with the teeth
intraoral pressure - Answer--the pressure created inside the mouth by closing the
velopharynx and creating a constriction with either the tongue or the lips
-speakers who cannot adequately close the velopharynx cannot created sufficient
intraoral pressure to produce certain consonants.
lateral lisp - Answer--when the shape of the tongue allows air to flow
sideways/laterally instead of centrally as it egresses from the mouth.
light /l/ - Answer--prevocalic and produced with apex alveolar tongue placement
major class feature - Answer--define the five major sound classes of vowel, syllabic
nasals and liquids, non syllabic nasals and liquids, obstruents, and glides or
semivowels.
many to one substitution - Answer--when a child substitutes the same phoneme for
many phonetic targets
-this is when the multiple opposition approach to therapy can be used
-known as sound preference
maximal opposition approach - Answer--based on idea that error sounds should be
contrasted with very different sounds to make error stand out more
-both should not be in phonemic therapy
-differences can be based off or original or latest version
-glides vs. any other consonant
-nasal or liquid v obstruent
, minimal pair - Answer-words that differ by only one phoneme
morphophonemic function - Answer--some phonemes serve a specific morphological
role in English
-ex: /s/ and /z/, when functioning as suffixes, can signal possession, plurality, or
present tense of a verb
multiple oppositions approach - Answer--most useful when one phoneme is being
used for more than one other
-create maximum cognitive stress on the sound system and force a complete
reorganization
-does impose a lot of semantic demands
-not good for kids who struggle with generalization or have low frustration levels
natural processes approach - Answer--currently one of most widely used
-most effective for child with a few processes
-target processes that occur the most often or have greatest impact on intelligibility
-select minimal pairs that contrast what child usually does with correct production
-weed vs read for gliding
nonsense syllable - Answer--use a syllable without meaning
-may be used in phonetic therapy for kids who revert to old habits with known words
-can get boring for child
oral apraxia - Answer--the inability to perform non-speech oral movements
voluntarily (on command)
-exs: stick out your tongue, round your lips, open and close your jaw.
orofacial anomalies - Answer--special population
-health issues may compromise treatment
-problems with velopharryngeal closure
-problems avoiding palatal or labial contact
-problems from compensatory articulatory gestures
phonemic form - Answer--form of sound
-phonetic form that contrasts with other phonetic forms to signal a difference in
meaning
phonemic function - Answer--function of sound
-a word's meaning within the language.
- ex: two homonyms have the same phonetic form but different phonemic function.
phonemic therapy - Answer--is focused on the contrasts among phonemes and how
those contrasts signal differences in meaning
phonetic placement - Answer--part of production in isolation
-tell the child specifically where to put the articulators and what to do with them to
make the sound
QUESTIONS WITH COMPLETE
ANSWERS
hearing loss - Answer--generic term for an diminished ability in normal sound
reception
horizontal strategy - Answer--working on multiple behaviors simultaneously. -For
example, we could address Early Stopping and work simultaneously on teaching a
child /s/ and /ʃ/. We would work through the stages of skill acquisition for both sounds
together.
intellectual disability - Answer--special population
-health issues may compromise treatment
-poor generalization of new learning
-fragile X shows typical error patterns
-down syndrome show more problems with syllabicity
interdental lisp - Answer--also known as frontal lisp
-the tongue tip is too far advanced so that it makes contact with the teeth
intraoral pressure - Answer--the pressure created inside the mouth by closing the
velopharynx and creating a constriction with either the tongue or the lips
-speakers who cannot adequately close the velopharynx cannot created sufficient
intraoral pressure to produce certain consonants.
lateral lisp - Answer--when the shape of the tongue allows air to flow
sideways/laterally instead of centrally as it egresses from the mouth.
light /l/ - Answer--prevocalic and produced with apex alveolar tongue placement
major class feature - Answer--define the five major sound classes of vowel, syllabic
nasals and liquids, non syllabic nasals and liquids, obstruents, and glides or
semivowels.
many to one substitution - Answer--when a child substitutes the same phoneme for
many phonetic targets
-this is when the multiple opposition approach to therapy can be used
-known as sound preference
maximal opposition approach - Answer--based on idea that error sounds should be
contrasted with very different sounds to make error stand out more
-both should not be in phonemic therapy
-differences can be based off or original or latest version
-glides vs. any other consonant
-nasal or liquid v obstruent
, minimal pair - Answer-words that differ by only one phoneme
morphophonemic function - Answer--some phonemes serve a specific morphological
role in English
-ex: /s/ and /z/, when functioning as suffixes, can signal possession, plurality, or
present tense of a verb
multiple oppositions approach - Answer--most useful when one phoneme is being
used for more than one other
-create maximum cognitive stress on the sound system and force a complete
reorganization
-does impose a lot of semantic demands
-not good for kids who struggle with generalization or have low frustration levels
natural processes approach - Answer--currently one of most widely used
-most effective for child with a few processes
-target processes that occur the most often or have greatest impact on intelligibility
-select minimal pairs that contrast what child usually does with correct production
-weed vs read for gliding
nonsense syllable - Answer--use a syllable without meaning
-may be used in phonetic therapy for kids who revert to old habits with known words
-can get boring for child
oral apraxia - Answer--the inability to perform non-speech oral movements
voluntarily (on command)
-exs: stick out your tongue, round your lips, open and close your jaw.
orofacial anomalies - Answer--special population
-health issues may compromise treatment
-problems with velopharryngeal closure
-problems avoiding palatal or labial contact
-problems from compensatory articulatory gestures
phonemic form - Answer--form of sound
-phonetic form that contrasts with other phonetic forms to signal a difference in
meaning
phonemic function - Answer--function of sound
-a word's meaning within the language.
- ex: two homonyms have the same phonetic form but different phonemic function.
phonemic therapy - Answer--is focused on the contrasts among phonemes and how
those contrasts signal differences in meaning
phonetic placement - Answer--part of production in isolation
-tell the child specifically where to put the articulators and what to do with them to
make the sound
