SHS 402 EXAM 2 QUESTIONS AND REVISED ANSWERS ALL CORRECT
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Module
SHS 402
Institution
SHS 402
SHS 402 EXAM 2 QUESTIONS AND REVISED ANSWERS ALL CORRECT
What are uncommon phonological processes? - Answer- - Initial consonant deletion
- Backing
- Glottal substitution
What is the goal for phonological intervention? - Answer- Goals for intervention is to teach a child with a phonologi...
SHS 402 EXAM 2 QUESTIONS AND
REVISED ANSWERS ALL
CORRECT
What are uncommon phonological processes? - Answer- - Initial consonant deletion
- Backing
- Glottal substitution
What is the goal for phonological intervention? - Answer- Goals for intervention is to
teach a child with a phonological disorder the distinctive features missing and decrease
their use of phonological processes
What are the three phonological interventions? - Answer- 1. Minimal pairs / Contrastive
approach
2. Cycles approach
3. Distinctive features
What are minimal pairs/contrastive approach? - Answer- An approach that uses the
contrastive nature of sound to facilitate perception and production through word pairs
- Word pairs are used to teach distinctive features by using pairs that highlight the
feature to be taught
What is the cycles approach? - Answer- *Most widely used phonological process
approach*
- Time rather than percentage correct guides when to change treatment targets
- Replicates the gradual nature of articulation and phonological acquisition
- Treatment activities include auditory bombardment and drill play
What is a "cycle" for the intervention Cycles Approach? - Answer- A time period during
which all error patterns that need remediation are facilitated in succession
What is a Distinctive Feature? - Answer- An intervention focused on teaching missing
features
- clinician selects a feature for training and present syllable or word pairs that contrast
presence with absence of the feature
- start auditory discrimination
- move from through hierarchy: isolation, syllables to conversations
, What are Long term goals of therapy: Pre-Linguistic (birth to 12 months) - Answer- Long
term goals
- move from partner-perceived to intentional communication
- move for intentional to symbolic communication
- expand comprehension of common words and phrase
- expand v variety of vocalizations
Example of a short term objective example for the Pre-Linguistic stage - Answer- Joey
will use gestures, vocalizations and looks to request, comment and protest 5 times
during a 10 minute routine interactions
What are Long term goals of therapy: First word (12-18 mo) - Answer- Long term goals
- Expand receptive and expressive vocabulary
- Increase the variety of sounds and syllable shapes produced
- Increase the frequency of communication
What is a behavior objective goal example for a child in the stage of First words (12-
18mo)? - Answer- Katie will use selected target words following prompts from adults on
at least 3 occasions during play group
What are language intervention strategies and practices for children in the "First Word"
stage? - Answer- Strategies
- Select words that contain sounds the child is able to produce and are names for
objects that child likes and occur often
Practice
- Child: /b,d,p,m,n,w/ mainly CV syllables
What are Long term goals of therapy: Early Linguistic (18-30 mo) - Answer- Long term
goals
- Expand receptive and expressive vocabulary
- increase ability to combine words into phrases
- increase use of early morphological markers (-ing, in; on & plurals)
What are language intervention strategies and practices for "Early Linguistic (18-30
mo)? - Answer- Strategies
- create opportunities for word combinations during functional play-based routines
- expand childs one word responses into short phrase/sentence
- support family's ability to expand child's language
Practice
- create opportunities for two word phrases
What are Long term goals of therapy: Later Linguistic (3,4 & 5 year old's) - Answer-
Long term goals
- Expand the length and complexity of utterances
- Increase use of morphological markers (by stages)
- Increase narrative cohesion and emergent literacy skills
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