STUDY GUIDE--TEST 4--CSAD 126

***For extra credit, please bring me 2 children’s books (1 point each). They can be new or gently used. On the front of each book, please put a post-it that indicates to me what sound you will be using the book to work on. In order for me to give you the 2 points, the books need to be given to me on the day of test 4 during class time. I can’t accept books for extra credit after the exam is over at 8:45. Thanks so much for your contributions! 

  1. When we are selecting potential target behaviors (speech sounds) to teach, what are some general considerations to keep in mind?
  1. Define the term baseline. What are the 3 purposes of baselines, and what procedures do we use to obtain them?
  1. Define the term successive approximation. When might we use this technique?
  1. Define the terms primary reinforcer and secondary reinforcer.
  1. You have been asked to give a workshop to new SLPs on how to help children achieve maintenance of their new trained sounds over time. What advice will you give them about how to help children achieve maintenance?
  1. Describe Van Riper’s traditional approach in detail. What are the main components of this approach?
  1. The new concurrent approach to therapy (Dr. Steve Skelton) uses different procedures than most approaches. What are these different procedures? What are some ideas and activities for eliciting at least 150 sound productions per child in a group therapy session?
  1. Define the terms minimal contrast training and maximal contrast training. What types of minimal pairs do they use?
  1. What is the premise of the complexity approach?
  1. You have a new job where you work in a special day preschool class. The children have such diagnoses as Down Syndrome, hearing loss, Autism Spectrum Disorder, and others. You decide to use the core vocabulary and naturalistic approaches to treatment. What are components of these approaches? Why are they ideal for this population?
  1. In this job, you also work with elementary-aged students with concomitant speech and language disorders. How can you combine therapy for these disorders in order to maximize your therapy time with these students?
  1. Several children with childhood apraxia of speech (CAS) move to your school. Their parents are very “on top of things” and want to know what you are going to do in therapy with their children. What are some general principles of treatment for CAS? What are some specific treatment approaches?
  1. Many clinicians across the U.S. use Barbara Hodson's cycles approach. In her approach, what does she feel are primary target patterns or phonemes that should be addressed early in therapy? What are secondary patterns that should be addressed?

14.Describe a "cycle." What are its components? How does it work?

15. Describe, in detail, a typical therapy session (sequence of activities, materials) for a child who is being treated by a clinician who is using Hodson's approach.

16. Describe specific therapy techniques and materials that we can use for children who have difficulties producing the sounds /k, g, s, z, l, θ, r/.

17. According to Gleason and Ratner (2017), at what age does phonological awareness mostly develop? Which years?

18. Define the terms unison speech and contrast training.