SPHS-S 110 1nd Edition Lecture 16 Outline of Last Lecture I. What is speech sound disorder? (SSD)II. Articulation and/or phonological impairmenta. Articulation b. Phonological III. Prevalence IV. Linguistic Diversity V. How are speech sound disorders classified? a. Functional b. OrganicVI. How are speech sound disorders identified?a. Referralb. Screeningc. Diagnostic AssessmentVII. Diagnostic AssessmentVIII. Speech AssessmentIX. Consonants Outline of Current Lecture I. 4 dimensions of vowelsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.II. Speech sampleIII. Speech assessmenta. Independent analysesb. Rational analyses IV. Speech sound disorder characteristics V. How are speech sound disorders treated?VI. 2 approaches for target selectiona. Developmentalb. Complexity Current LectureI. 4 dimensions of vowels- Tongue height (high, mid, low)- Tongue advancement (backness) (front, central, low)- Roundness (lips)- Tension (tense, lax)II. Speech sample- Standardized vs. non-standardized tests- Sample all target consonants in all word positions (/s/ in sun, eraser, and bus)- Stimulability testing (can child produce /s/ when given model?)- Sounds in words vs. conversation - Contextual or deep testingIII. Speech assessmenta. Independent analyses- Inventory of sounds- Phonotactic patterns b. Relational analyses- Accuracy of production- Patterns of errorsIV. Speech sound disorder characteristics- Speech is unintelligible to listeners- Reduced consonantal inventory- Typical developmental, speech is 75% intelligible by age 3V. How are speech sound disorders treated?- Wide range of interventions used clinically- Up to 46 approaches- Primary focus on production training - Paucity of research comparing one method to another… Treatment is effective! - Research for SSD has focused on target selection- What you teach impacts learning in treatment (teaching clusters, teaching sounds in high frequency words promotes system-wide learning)VI. 2 approaches for target selectiona. Developmental- Earlier acquired sounds- Produced with some accuracy- Stimulableb. Complexity- Later acquired sounds- Produced with 0% accuracy - Non-Stimulable - Promote system-wide learning for children with SSD>developmental
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