CSSD EXAM QUESTIONS AND ANSWEERS LATEST
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phonetic therapy/traditional approach/Van Riper therapy
one of several terms used for phonetic therapy techniques. aka motor approach, van
riper, traditional, artic, sensorimotor, vertical. applied to phonetic errors, may be
appropriate in some cases with phonemic problems. Aim is solely to improve the
articulatory production of a phoneme.
Start here if the child isn't stimulable. Goes from phonetic therapy and then moves on to
phonemic therapy. 6 steps. target one sound at a time till mastered. may be less
efficient. use elements of this approach in practice now, useful but dont always use.
applied to phonetic errors (distortions-more steps needed, S, O). may also be good for
some cases w/ phonemic probs. begins with auditory training, then prod in isolation,
nonsense syllables, words, structured phrases, the spontaneous sp. some criterion for
mastery, like 80-90 req'd to move to next level. research suggests that >50% accuracy
in spontaneous sp should be able to progress w/o much more help.. not very efficient
for schools.
auditory training
first step of phonetic therapy. only if discrim is a problem. teach to HEAR the diff bet the
target sound and what they usually use in its place. identify (recognize sound in
isolation), isolation (identify when sound is used), stimulation (hear and identify in
variety of contexts), discrim (error detection), and self-monitoring (be aware of their own
productions). relate to phono awareness.
do with amplification. repeat the word with the target sounds many times. do at
beginning and end of each session
phonetic
non pattern errors. particular sounds. consistently incorrect. not contrastic; meaning. not
affected (distortions usually). primarily older kids and adults. diagnosis: individ sounds.
Tx: teach how to make the sound. Cog: knows sound is incorrect, jsut can't produce it.
phonemic
errors: pattern, orga'd into rules, often inconsistently correct. contrastive (stop to top,
change meaning). primarily younger. diagnosiss: sound patterns. Tx: treat the rule. Cog:
doesn't know rules or that the errors are incorrect.
ear training/sensory-perceptual training
ear training=sensory-perceptual=aud training
first step of phonetic therapy sequence. most kids dont have problem with this.
(interpersonal training/external discrimination is easier). only needed if discrimination is
a prob (though did it all the time earlier). don't worry about their production. Teaching
child to hear the difference between the target sound and what they usually use in its
place. Want child to be able to recognize the target sound in isolation
1. want kid to recognize sound in isolation (compare w/ sim sounds, contrast w/ diff
sounds). use earobics.
2. identify when target sound is used, positions, words, phrases, narrative.
3. stimulation: hear and identify sound in variety of forms
, 4. discrimination/error detection (intrapersonal discrim = more of a prob. is target sound
correct?
5. self-monitoring
for some kids, simply training them to hear the sounds may result in correct production.
however, you can get training by working on production.
phonological awareness
the individual's awareness of the sound structure or phonological structure of a spoken
word in contrast to written words.
part of Auditory training of phonetic therapy. pre-reading task, metalinguistic: make sure
to work on! describes discrimination of sounds. doesn't develop independently when
focus so much on speech, its not normal for them.. appreciate that words consist of
smaller units (sounds) that can be separated). most pre-K kids have trouble with this.
by 4, most kids can segment into syllables and we dont have to teach it.
= segmentation, rhyming, alliteration, initial phoneme awareness. helps with literacy.
discrimination
also called error detection. Child hears the target sound contrasted with the error they
usually make in a variety of contexts. Then child is required to say whether the target
sound is correct or incorrect. Second stage is where child is asked to identify errors in
their own speech.
part of Auditory training of phonetic therapy. part of phonetic therapy, ability to hear the
target sound contrasted with the error they usually make in a variety of contexts- say
whether sound is correct. step 2: identify errors in own speech. when this is a problem,
do auditory training.
error detection
= discrimination
part of Auditory training of phonetic therapy. during early phases of phonetic therapy,
this helps child pay attention. to their productions, which is necessary to correct their
language. "language master."
self-monitoring
part of Aud training of phonetic therapy.
during the early phases of phonetic therapy, we need to help the child pay attention to
their own productions so they can judge the correctness of THEIR OWN productions.
production in isolation
step 2 of phonetic therapy after ear training. trying to teach the kid the specific physical
movements req'd to produce the sound by itself. Can do this by imitation, phonetic
placement, sound modification, and symbolic noise. should get a few good proudctions
in 5-10 min, and if not, switch to a diff target to avoid frustration. try to find words with
facilitating contexts and may not need to do everything.
phonetic placement
the clinician instructs the client how to position the articulators in order to produce a
norm production. part of production in isolation in phonetic therapy. tell kid specifically
where to put the articulators and what to do w/ them to make the sound
sound modification/shaping
part of production in isolation in phonetic therapy. take similar sound and show the kid
how to modify it so it becomes the target sound. use to remediate mistarticulation of s, z
UPDATE .Buy Quality Materials!
phonetic therapy/traditional approach/Van Riper therapy
one of several terms used for phonetic therapy techniques. aka motor approach, van
riper, traditional, artic, sensorimotor, vertical. applied to phonetic errors, may be
appropriate in some cases with phonemic problems. Aim is solely to improve the
articulatory production of a phoneme.
Start here if the child isn't stimulable. Goes from phonetic therapy and then moves on to
phonemic therapy. 6 steps. target one sound at a time till mastered. may be less
efficient. use elements of this approach in practice now, useful but dont always use.
applied to phonetic errors (distortions-more steps needed, S, O). may also be good for
some cases w/ phonemic probs. begins with auditory training, then prod in isolation,
nonsense syllables, words, structured phrases, the spontaneous sp. some criterion for
mastery, like 80-90 req'd to move to next level. research suggests that >50% accuracy
in spontaneous sp should be able to progress w/o much more help.. not very efficient
for schools.
auditory training
first step of phonetic therapy. only if discrim is a problem. teach to HEAR the diff bet the
target sound and what they usually use in its place. identify (recognize sound in
isolation), isolation (identify when sound is used), stimulation (hear and identify in
variety of contexts), discrim (error detection), and self-monitoring (be aware of their own
productions). relate to phono awareness.
do with amplification. repeat the word with the target sounds many times. do at
beginning and end of each session
phonetic
non pattern errors. particular sounds. consistently incorrect. not contrastic; meaning. not
affected (distortions usually). primarily older kids and adults. diagnosis: individ sounds.
Tx: teach how to make the sound. Cog: knows sound is incorrect, jsut can't produce it.
phonemic
errors: pattern, orga'd into rules, often inconsistently correct. contrastive (stop to top,
change meaning). primarily younger. diagnosiss: sound patterns. Tx: treat the rule. Cog:
doesn't know rules or that the errors are incorrect.
ear training/sensory-perceptual training
ear training=sensory-perceptual=aud training
first step of phonetic therapy sequence. most kids dont have problem with this.
(interpersonal training/external discrimination is easier). only needed if discrimination is
a prob (though did it all the time earlier). don't worry about their production. Teaching
child to hear the difference between the target sound and what they usually use in its
place. Want child to be able to recognize the target sound in isolation
1. want kid to recognize sound in isolation (compare w/ sim sounds, contrast w/ diff
sounds). use earobics.
2. identify when target sound is used, positions, words, phrases, narrative.
3. stimulation: hear and identify sound in variety of forms
, 4. discrimination/error detection (intrapersonal discrim = more of a prob. is target sound
correct?
5. self-monitoring
for some kids, simply training them to hear the sounds may result in correct production.
however, you can get training by working on production.
phonological awareness
the individual's awareness of the sound structure or phonological structure of a spoken
word in contrast to written words.
part of Auditory training of phonetic therapy. pre-reading task, metalinguistic: make sure
to work on! describes discrimination of sounds. doesn't develop independently when
focus so much on speech, its not normal for them.. appreciate that words consist of
smaller units (sounds) that can be separated). most pre-K kids have trouble with this.
by 4, most kids can segment into syllables and we dont have to teach it.
= segmentation, rhyming, alliteration, initial phoneme awareness. helps with literacy.
discrimination
also called error detection. Child hears the target sound contrasted with the error they
usually make in a variety of contexts. Then child is required to say whether the target
sound is correct or incorrect. Second stage is where child is asked to identify errors in
their own speech.
part of Auditory training of phonetic therapy. part of phonetic therapy, ability to hear the
target sound contrasted with the error they usually make in a variety of contexts- say
whether sound is correct. step 2: identify errors in own speech. when this is a problem,
do auditory training.
error detection
= discrimination
part of Auditory training of phonetic therapy. during early phases of phonetic therapy,
this helps child pay attention. to their productions, which is necessary to correct their
language. "language master."
self-monitoring
part of Aud training of phonetic therapy.
during the early phases of phonetic therapy, we need to help the child pay attention to
their own productions so they can judge the correctness of THEIR OWN productions.
production in isolation
step 2 of phonetic therapy after ear training. trying to teach the kid the specific physical
movements req'd to produce the sound by itself. Can do this by imitation, phonetic
placement, sound modification, and symbolic noise. should get a few good proudctions
in 5-10 min, and if not, switch to a diff target to avoid frustration. try to find words with
facilitating contexts and may not need to do everything.
phonetic placement
the clinician instructs the client how to position the articulators in order to produce a
norm production. part of production in isolation in phonetic therapy. tell kid specifically
where to put the articulators and what to do w/ them to make the sound
sound modification/shaping
part of production in isolation in phonetic therapy. take similar sound and show the kid
how to modify it so it becomes the target sound. use to remediate mistarticulation of s, z
