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Question 1
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List and describe three possible causes for Childhood Apraxia of Speech (CAS). (10)
One possible cause for Childhood Apraxia of Speech is a neurobehavioral disorder which is a
cognitive, behavioral, and/or emotional disorder associated with damage or dysfunction in the
CNS. Another possible cause for Childhood Apraxia of Speech is a neurological impairment
which is a disorder of the nervous system that is structural or electrical abnormalities in the brain
or spinal cord. Another possible cause for Childhood Apraxia of Speech is idiopathic origins,
which are disorders that the cause are unknown.
Comments
Comment:
what are some examples of these neurobehavioural disorders?
CAS (regardless of cause) is a neurological disorder. A second cause is from some KNOWN
neurological insult such as a head injury or intrauterine stroke. When you say "abnormalities"
those could have a wide variety of causes.
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is a neurobehavioral disorder which is a cognitive,
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behavioral, and/or emotional disorder associated with
damage or dysfunction in the CNS. Another possible cause
for Childhood Apraxia of Speech is a neurological
impairment which is a disorder of the nervous system that is
structural or electrical abnormalities in the brain or spinal
cord. Another possible cause for Childhood Apraxia of
Speech is idiopathic origins, which are disorders that the
cause are unknown.
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03/22/14,
Attempt finished
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20:46
Manually graded 6 with comment: what are some examples
of these neurobehavioural disorders? CAS (regardless of
03/29/14,
cause) is a neurological disorder. A second cause is from
Complete 6.00
11:34
some KNOWN neurological insult such as a head injury or
...
Question 2
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Describe the usual way we decide if two people are speaking different dialects or different
languages? Why doesn’t this always work? (5)
The usual way that we decide if two people are speaking different dialects or different languages
is preforming the test of mutual intelligibility. The test of mutual intelligibility is if two people
understand what each other are saying, then they are speaking the same language. Big
differences in dialects tend to be on phonology, morphology, and then semantics. The test of
mutual intelligibility does not always work because language and dialects are constantly
changing.
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Saved: The usual way that we decide if two people are
speaking different dialects or different languages is
preforming the test of mutual intelligibility. The test of
mutual intelligibility is if two people understand what each
03/22/14,
other are saying, then they are speaking the same language.
20:46
Big differences in dialects tend to be on phonology,
morphology, and then semantics. The test of mutual
intelligibility does not always work because language and
dialects are constantly changing.
03/22/14,
Attempt finished
20:46
03/29/14,
Manually graded 5 with comment:
12:17
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Question 3
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Discuss at least three things to keep in mind when working with interpreters? (10)
One thing to keep in mind when working with interpreters is that they might not be familiar with
Speech Language Pathology terminology. It is important to train interpreters for what you are
doing and why you are doing that task. Interpreters need to know the details of why you are
doing the task, so they can ask the questions in the right way. This is a good way to help the
interpreter know what questions you are asking and why you are asking those questions, so their
modifications will not change the purpose of the question.
Another thing to keep in mind when working with interpreters is a de-briefing period. It is vital
to have a conversation about what went on during the session, and if there were any cultural
differences, problems, or special issues that that interpreter noticed. Interpreters are often a great
resource for explaining and noticing cultural differences that might impact treatment.
Another thing to keep in mind when working with interpreters is to try to avoid using family
members, or if you have no other option of using a family member, be observant of their
interaction. It is often ideal to use an interpreter who is not related to the client, in order to foster
a professional environment with little distraction from the therapy. Family members tend to have
complicated family dynamics that can interfere with treatment. This is also an opportunity to be
aware of how the family member asks the question that you want to ask. It is important to make
sure that the family member asks the entire question that you ask, and gets the entire answer
back. Family members might not feel completely comfortable asking questions that are
necessary to ask, and it is important to know this and notice if this happens during your session.
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Saved: One thing to keep in mind when working with
interpreters is that they might not be familiar with Speech
Language Pathology terminology. It is important to train
interpreters for what you are doing and why you are doing
that task. Interpreters need to know the details of why you
are doing the task, so they can ask the questions in the right
way. This is a good way to help the interpreter know what
questions you are asking and why you are asking those
questions, so their modifications will not change the purpose
of the question. Another thing to keep in mind when
working with interpreters is a de-briefing period. It is vital to
have a conversation about what went on during the session,
and if there were any cultural differences, problems, or
special issues that that interpreter noticed. Interpreters are
03/22/14, often a great resource for explaining and noticing cultural
20:46
differences that might impact treatment. Another thing to
keep in mind when working with interpreters is to try to
avoid using family members, or if you have no other option
of using a family member, be observant of their interaction.
It is often ideal to use an interpreter who is not related to the
client, in order to foster a professional environment with
little distraction from the therapy. Family members tend to
have complicated family dynamics that can interfere with
treatment. This is also an opportunity to be aware of how the
family member asks the question that you want to ask. It is
important to make sure that the family member asks the
entire question that you ask, and gets the entire answer back.
Family members might not feel completely comfortable
asking questions that are necessary to ask, and it is important
to know this and notice if this happens during your session.
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03/29/14,
Manually graded 10 with comment:
12:51
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Question 4
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Near the end of their book chapter Goldstein and Iglesias (2013) mention that it is possible to
adapt both motor-based and a linguistically-based approaches to intervention with speakers of
other languages. But there are challenges in either case. What are those challenges? (10)
It is possible to adapt both motor-based and linguistically-based approaches to intervention with
speakers of other languages, but there are challenges. One challenge is that the SLP must be able
to preform the perceptual training of this approach, such as being able to produce an auditory
model for the child in their language. Another challenge is that the SLP must have knowledge
about the child’s home language, the language that is already in the child’s repertoire, the order
of acquisition in that language, the ease of production of the sounds, the frequency of occurrence
of sounds, and phonemic contexts of the target sound. A third challenge is that each specific
program would have to be adapted to the child’s language, but also the child’s dialect. A fourth
challenge is that the SLP would have to differentiate a series of unrelated errors from a single
phonological rule. A fourth challenge is that the SLP would have to identify errors that affect
intelligibility despite errors that disappear at the earliest age of typically developing peers. A
fifth challenge is that the order of intervention advocated by the approach might need to be
changed to a language other than English.
Comments
Comment:
which of these challenges relate to motor based approaches and which apply to linguistically
based approaches?
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03/22/14,
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Saved: It is possible to adapt both motor-based and
linguistically-based approaches to intervention with speakers
of other languages, but there are challenges. One challenge
is that the SLP must be able to preform the perceptual
training of this approach, such as being able to produce an
auditory model for the child in their language. Another
challenge is that the SLP must have knowledge about the
child’s home language, the language that is already in the
child’s repertoire, the order of acquisition in that language,
the ease of production of the sounds, the frequency of
03/22/14,
occurrence of sounds, and phonemic contexts of the target
20:46
sound. A third challenge is that each specific program would
have to be adapted to the child’s language, but also the
child’s dialect. A fourth challenge is that the SLP would
have to differentiate a series of unrelated errors from a single
phonological rule. A fourth challenge is that the SLP would
have to identify errors that affect intelligibility despite errors
that disappear at the earliest age of typically developing
peers. A fifth challenge is that the order of intervention
advocated by the approach might need to be changed to a
language other than English.
03/22/14,
Attempt finished
20:46
Manually graded 8 with comment: which of these challenges
03/29/14,
relate to motor based approaches and which apply to
14:07
linguistically based approaches?
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Question 5
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How does the published evidence differ from practice-based evidence? (5)
Published evidence is studies that have controlled conditions and have yielded some sort of
effect. This is evidence of what has worked before, but that doesn't necessarily mean that it will
always work. Practiced-based evidence is evidence that a clinician gathers from experience,
knowledge of what is currently working for clinicians, and a combination of patients values and
preferences. This type of evidence is evidence that the treatment works in real life and with real
patients.
Comments
Comment:
Published evidence is based on REAL PATIENTS. It's just that they may or may not be similar
to the patients you have.
Practice-based evidence must include patient data.
We need BOTH kinds of evidence. Even if your own data show your treatments are working, if
you ignore the published data you may be short-changing your clients by not trying what may be
a more efficient treatment.
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Saved: Published evidence is studies that have controlled
conditions and have yielded some sort of effect. This is
evidence of what has worked before, but that doesn't
necessarily mean that it will always work. Practiced-based
03/22/14,
evidence is evidence that a clinician gathers from
20:46
experience, knowledge of what is currently working for
clinicians, and a combination of patients values and
preferences. This type of evidence is evidence that the
treatment works in real life and with real patients.
03/22/14,
Attempt finished
20:46
Manually graded 4 with comment: Published evidence is
based on REAL PATIENTS. It's just that they may or may
03/29/14,
not be similar to the patients you have. Practice-based
15:06
evidence must include patient data. We need BOTH kinds of
...
Question 6
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What did Wolfe et al (2003) conclude about the need for perceptual training? (5)
Wolfe et al. (2003) concluded that if there is a perceptually based problem, then there is a need
for perceptual training. Overall, the results showed that there was no significant differences
between conventional articulation training and sound identification training combined with
traditional articulation training. Although there were no significant differences for the
combination of traditional articulation therapy and sound identification training, there were
improvements when target sounds that had a perceptually based problem were targeted with
perceptual training. Wolfe et. al (2003) found that when you target the nature of the problem,
then there will be improvements in that area.
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03/22/14,
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Saved: Wolfe et al. (2003) concluded that if there is a
perceptually based problem, then there is a need for
perceptual training. Overall, the results showed that there
was no significant differences between conventional
articulation training and sound identification training
combined with traditional articulation training. Although
03/22/14,
there were no significant differences for the combination of
20:46
traditional articulation therapy and sound identification
training, there were improvements when target sounds that
had a perceptually based problem were targeted with
perceptual training. Wolfe et. al (2003) found that when you
target the nature of the problem, then there will be
improvements in that area.
03/22/14,
Attempt finished
20:46
03/29/14,
Manually graded 5 with comment:
15:41
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Question 7
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List and describe at least 4 “principles of motor learning”. (20)
One principle of motor learning is that the instructions should be clear and simple. Clear
instructions are essential to learning how to perform a motor act in the correct way. Simple
instructions are easy to remember and hopefully will generalize to real life.
Another principle of motor learning is that more practice of a motor skill is better to learn that
skill. Practicing a motor skill is the way to condition the muscles for motor memory of that skill.
A third principle of motor learning is that shorter, focused sessions are more beneficial for motor
learning than longer sessions. Shorter sessions that are more intense and have focused attention
develops more muscle memory. Longer sessions often allow the client to become fatigued.
A fourth principle of motor learning is to present feedback of performance. It is important to
present the right feedback for the right occasion. Sometimes, specific feedback about the
performance and if it was correct or not is valuable. But sometimes, it is important to give
feedback and knowledge of results. This type of feedback puts the client in charge of their own
learning. Other times, it is beneficial to give less feedback. This allows the client to make
adaptations on the fly, and gain success with the motor skill.
Comments
Comment:
Knowledge of performance = tell them what specifically went wrong (e.g., lips should have been
closed, tongue should be kept up behind teeth).
Knowledge of results = only tell them if it was right or wrong.
Your answer seems to confuse these two.
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Saved: One principle of motor learning is that the
instructions should be clear and simple. Clear instructions
are essential to learning how to perform a motor act in the
correct way. Simple instructions are easy to remember and
hopefully will generalize to real life. Another principle of
motor learning is that more practice of a motor skill is better
to learn that skill. Practicing a motor skill is the way to
condition the muscles for motor memory of that skill. A
third principle of motor learning is that shorter, focused
sessions are more beneficial for motor learning than longer
03/22/14, sessions. Shorter sessions that are more intense and have
20:46
focused attention develops more muscle memory. Longer
sessions often allow the client to become fatigued. A fourth
principle of motor learning is to present feedback of
performance. It is important to present the right feedback for
the right occasion. Sometimes, specific feedback about the
performance and if it was correct or not is valuable. But
sometimes, it is important to give feedback and knowledge
of results. This type of feedback puts the client in charge of
their own learning. Other times, it is beneficial to give less
feedback. This allows the client to make adaptations on the
fly, and gain success with the motor skill.
03/22/14,
Attempt finished
20:46
Manually graded 18 with comment: Knowledge of
performance = tell them what specifically went wrong (e.g.,
03/30/14,
lips should have been closed, tongue should be kept up
14:48
behind teeth). Knowledge of results = only tell them if it was
right...
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Question 8
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Hewlett’s model assumes there are at least two different ways to produce a word. Describe
them. (10)
Hewlett’s model assumes that humans produce a word in two different ways, each depending on
the circumstance. One way that we produce a word is slowly, deliberately, and online. Speech is
produced this way when the input goes through to motor programming before it goes to the
output phase. This type of production usually happens when we are producing new words that
we are unsure of. Taking a slower time to produce the word gives the system time to analyze the
feedback to be certain of the correct production.
Another way that Hewlett’s model assumes we produce a word is when we produce speech
quickly and almost automatically. This type of output occurs when speech goes from input to
output and bypasses the motor programming phase. This type of production is common with
imitation and repetition tasks. When we produce speech this quickly, there is not much time for
analysis and awareness around the production, thus, there might be more speech errors that
occur. Generalization of correct productions may be problematic for a child who often uses
automatic speech output.
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Saved: Hewlett’s model assumes that humans produce a
word in two different ways, each depending on the
circumstance. One way that we produce a word is slowly,
deliberately, and online. Speech is produced this way when
the input goes through to motor programming before it goes
to the output phase. This type of production usually happens
when we are producing new words that we are unsure of.
Taking a slower time to produce the word gives the system
time to analyze the feedback to be certain of the correct
03/22/14, production. Another way that Hewlett’s model assumes we
20:46
produce a word is when we produce speech quickly and
almost automatically. This type of output occurs when
speech goes from input to output and bypasses the motor
programming phase. This type of production is common with
imitation and repetition tasks. When we produce speech this
quickly, there is not much time for analysis and awareness
around the production, thus, there might be more speech
errors that occur. Generalization of correct productions may
be problematic for a child who often uses automatic speech
output.
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03/30/14,
Manually graded 10 with comment:
15:36
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Question 9
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15.00 points out of 15.00
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List and describe the three parts of the lexicon in the Stackhouse and Wells (1997) model. (15)
The Stackhouse and Wells (1997) model describes three pars of the lexicon. Stackhouse & Wells
(1997) discovered that speech goes from input, to storage, and then to output. The storage phase
is the lexicon. One part of the lexicon is that each morpheme or word is stored with a semantic
representation. A semantic representation is the meaning of the morpheme or the word. As an
input is received, the child processes the signal and retrieves the meaning of the word.
The second part of the lexicon is the phonological representation. The phonological
representation is the child’s representation of the phonemes and allophones that combine to make
up words. These representations can be retrieved at the acoustic level, the cognitive level, or the
linguistic level. The acoustic level represents a stimuli that has pitch, intensity, and duration. A
linguistic level represents a stimuli of sounds that are produced through the vocal tract, oral
cavity, and place of articulation. The cognitive level contains stimuli of the phonemes and
morphemes.
The third part of the lexicon is the motor program. The motor program is the motor movements
that lead to automatic speech acts. This action is the child learning new motor plans by repeating
and adding new phonological representations into their lexicon.
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Saved: The Stackhouse and Wells (1997) model describes
three pars of the lexicon. Stackhouse & Wells (1997)
discovered that speech goes from input, to storage, and then
to output. The storage phase is the lexicon. One part of the
lexicon is that each morpheme or word is stored with a
semantic representation. A semantic representation is the
meaning of the morpheme or the word. As an input is
received, the child processes the signal and retrieves the
meaning of the word. The second part of the lexicon is the
phonological representation. The phonological
representation is the child’s representation of the phonemes
03/22/14,
and allophones that combine to make up words. These
20:46
representations can be retrieved at the acoustic level, the
cognitive level, or the linguistic level. The acoustic level
represents a stimuli that has pitch, intensity, and duration. A
linguistic level represents a stimuli of sounds that are
produced through the vocal tract, oral cavity, and place of
articulation. The cognitive level contains stimuli of the
phonemes and morphemes. The third part of the lexicon is
the motor program. The motor program is the motor
movements that lead to automatic speech acts. This action is
the child learning new motor plans by repeating and adding
new phonological representations into their lexicon.
03/22/14,
Attempt finished
20:46
03/30/14,
Manually graded 15 with comment:
16:20
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Question 10
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List and discuss two of the “shaky assumptions” discussed in class. (10)
One shaky assumption that was discussed in class, is that calling an error a “phonological
process” means that the problem must be phonological. Some people believe that the label of the
problem gives information about what is going on inside the child’s head, but this is inaccurate.
There is no way to tell what is going on inside of the child’s head, and labeling what the problem
is never describes the “why” it is happening. Labeling an error is confusing the effect of the
problem with the cause of the problem.
Another shaky assumption that we discussed in class is if a child has few speech sound errors,
then that child must have an articulatory problem. This is not an assumption that can be made,
because it is possible that the child may not have figured out where the individual sounds fit in
his/her language system.
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answered
Saved: One shaky assumption that was discussed in class, is
that calling an error a “phonological process” means that the
problem must be phonological. Some people believe that the
label of the problem gives information about what is going
on inside the child’s head, but this is inaccurate. There is no
way to tell what is going on inside of the child’s head, and
03/22/14, labeling what the problem is never describes the “why” it is Answer
20:46
happening. Labeling an error is confusing the effect of the
saved
problem with the cause of the problem. Another shaky
assumption that we discussed in class is if a child has few
speech sound errors, then that child must have an articulatory
problem. This is not an assumption that can be made,
because it is possible that the child may not have figured out
where the individual sounds fit in his/her language system.
03/22/14,
Attempt finished
Complete
20:46
03/30/14,
Manually graded 10 with comment:
Complete 10.00
16:54