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ISU CSD 115 - Continuation of Speech Sound Disorders
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CSD 115 1st EditionLecture 11Outline of Last Lecture I. Modes of Communicationa. Gestureb. Oral Languagec. Written LanguageII. Components of Languagea. Phonologyb. Pragmaticsc. Semanticsd. Syntaxe. MorphologyIII. Theories of Language Acquisitiona. Nature vs. NurtureIV. Nurturistsa. Skinner- Behavioral Theoryb. Vgotsky and Tomasello- Social interaction Theoryc. Terminology associated with Social Interaction Theoryi. Intersubjectivityii. Scaffoldingd. Piaget- Cognitive Theorye. Terminology associated with Cognitive Theoryi. Schemataii. Assimilationiii. Accommodationiv. EquilibriumV. Naturistsa. Chomsky- Linguistic Activation Deviceb. Gleitman and PinkerOutline of Current Lecture (Goes with Lecture 9, finishes it up)I. Hearing LossII. Speech Symptoms Associated with Hearing LossIII. Treatment of Speech Sound Disordersa. Traditional Articulation Therapyi. Therapy with Physical Limitationsb. Phonological Based Therapyi. Typical Phonological SessionCurrent LectureThese 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.Hearing Loss- The ability to perceive and hear sound is critical to the development of normal speech- With early identification and treatment of hearing loss, normal skills can be achieved- Children who are deaf stop babbling about 8 months old because they can’t hear themselves or the reinforcement they are getting from othersSpeech Symptoms Associated with Hearing Loss- Difficulty hearing and producing and voicing distinctionso Back-Bag- Difficulty with vowel distinctionso Beat-Bit- Difficulty with sounds that look alike on the moutho Poor, More, BoreTreatment of Speech Sound Disorders- Traditional Articulation Therapyo Teach correct place and/or manner of productiono Drill new production in: isolation, words, sentences, and connected speecho Generalization of new production to everyday speecho Therapy with Physical Limitations Such as dysarthria, apraxia, and hearing loss Typically traditional articulation model is altered to allow for prolonged and repeated drill on motor tasks that are difficult Auditory, visual, tactile, kinesthetic cues assist in teaching and stabilizing new production patterns- Phonological-based Therapyo Feature Awareness: focus on teaching sound contrasts and use of appropriate patternso Cycles: Typically use this approach; cycling from one process to the next over a period of time, moving on and recycling before masteryo Auditory Bombardment: each cycle contains production activities, but also emphasizes auditory bombardments- child is exposed to correct production of soundo Typical Phonological Session Review: production words from last therapy session Feature Awareness: emphasizes feature of pattern Auditory of Bombardment: listening to lists of target words or story filled with target words Target Words: use or make pictures of target words with target sounds Production Practice: play based Stimulability Probe: for next phoneme in current or next pattern Auditory Bombardment Home Program: listening and


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ISU CSD 115 - Continuation of Speech Sound Disorders

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