Phonological Disorders Analysis

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

2B. In the field of speech-language pathology, a therapist needs to be prepared to work with individuals from diverse backgrounds with respect to language, dialect, culture, socioeconomic status, religion and sexual orientation. Describe some potential benefits and challenges to a speech-language pathologist in working with diverse populations? How would you address the challenges and benefits you described. We are all one.

Additional information is needed to analyze Justin’s pragmatic behavior, expressive and receptive language, and articulation. All of these areas contributed to Justin’s reason for referral for an evaluation. In order to collect all necessary information, the following procedures will need to be completed: a language sample, pure tone hearing screening, observations in multiple settings (general education setting, special education setting, unstructured- lunch or recess settings, home), and interviews with his educators and caregivers.

A phonological process is a typical pattern that all young children use when developing their speech. The child’s brain creates rules to simplify speech sounds and make words easier to say. As children grow older, they outgrow these patterns on their own and eventually, their speech becomes intelligible. A phonological process disorder is when a child continues to exhibit these patterns past the age expected for them to disappear. Phonological processes consist of syllable structure processes, substitution process, and assimilation processes.

Sample population: The diagnosis was that the children had to have CAS. The eligibility criteria were that they were between the ages of 5 years, 5 months to 11 years, 2 months. They also had to pass a pure tone audiometry test, have normal receptive vocabulary, and have a normal oral structure. They seemed to consent to the study, which appears to be a convenience sampling technique. Originally 11 children were selected, but six of them did not meet the criteria listed. Furthermore, one of the children used in this study did receive speech therapy during the posttreatment period.

A study by Skahan, Watson & Lof (2007) examined the assessment methods used by speech-language pathologists (SLPs) when assessing children with suspected speech sound disorders (SSD). Through a national survey, the study also examined the assessment of non-native English speakers and the length of the assessment process (Skahan, Watson & Lof, 2007). The study was pursued due to a lack of research regarding the assessment methods used by SLPs to identify children with SSD. Previous research by Tyler et al. (2002) discussed a variety of standardized and non-standardized assessments for SSDs. While the general areas of assessment were similar, the specific assessment procedures varied according to the clinicians’ theoretical perspective. Thus, the purpose of the study was to provide information about the current assessment methods used by SLPs in diagnosing children with suspected SSD (Skahan, Watson & Lof, 2007). The findings will allow clinicians to compare their own assessment methods with the participants of the study (Skahan, Watson & Lof, 2007).

Introduction. The acquisition of the plural is dependent on multiple phonological factors that can influence the production and comprehension of the plural marker. In Spanish, the rules of plural marking are simple and considering only non-verb words, the effect of stress preceding the plural marker could determine how the plural is acquired. If the word ends in an unstressed vowel, then simply /-s/ is added onto the word; if the word ends in a stressed vowel (except é) or a consonant, then /-es/ is added; and if the word ends in an unstressed vowel followed by s, then the plural form is the same. Considering these rules, there are other elements that have to agree with the plural tense, one of them being determiners. The articles that

Purpose: A minimal-contrast method to teaching phonological oppositions is a conceptual, rather than motoric, strategy to suppress phonological processes. This method was assessed for effectiveness in reducing the frequency of process use and generalization of treatment effect.

McEvoy and Dodd (1992) reported higher incidence of atypical phonological errors in twin children in their study. The children typically use a smaller number of different speech sounds than are used in the adult language. The structure of words may be simplified and there are systematic substitutions of one sound for another.

Traditionally, articulation and phonology-based treatments for speech sound disorders (SSD) have presented target sequences in an ‘easier-to-harder’ fashion. This order has shown efficacy in remediating SSDs; however, there is no evidence to support that this sequence is the best method. In contrast, other studies have used alternative sequences and evidenced efficacy. In this study, a randomized varying level of treatment targets was used to document the outcomes of treatment with four English-speaking, monolingual male and female seven-year-old children. All of the children attended

1 Treatment approaches are considered motor-based (traditional) or pattern-based, which are linguistically based and have to do with phonology and distinctive features. Both approaches use behavioral techniques in treatment as the traditional approach treats articulatory motor behaviors and the pattern-based approach helps treat language behaviors as well as misarticulation patterns displayed through use of phonological processes. Rules of phonology and rules of distinctive features cannot be taught as rules. Rather, children learn such rules subconsciously. Differences in treatment approaches are found in case-specific targets of treatment and before and after analysis, not in the actual treatment procedures.

The children will have a pretest and post-test analysis that aims at picking out the differences between the two states of learning. In the pretest stage, the child will be tested for the IQ, ability to recognize rhythm, and the level of attentiveness while with other children. The same parameters will also be assessed in a posttest analysis. Other than the children being in different groups, the pre- and posttest will be done for each child separately and the schedule for the testing is given in table 1. A comparison chart for each child will be established. The findings will then be tabled (table 2).

Phonemic awareness instruction is part of the classroom’s typical everyday routine. It is required for preschoolers and kindergarteners to have certain skills acquired before moving on. Preschoolers are expected to be aware of individual phonemes and kindergarteners are expected to be able to break down a small word into phonemes. This benchmark must be obtained by these students and if they do not acquire these skills it will be found by the DIBELS test. When children do not meet the requirements they get put into tiers according to the level that they are at. This would mean that the child will still receive classroom instruction but they will also receive additional instruction. Treatment intensity for phonemic awareness has not been a