Multiple Oppositions Approach I. The Multiple Oppositions approach is an approach that concurrently contrasts multiple target sounds to a comparison sound. Often there is a phoneme collapse, with many sounds being represented by one sound. The phoneme /d/ may replace /t/, /k/, and/or /g/. Any word containing replacement sounds is treated as a homophone. “For example, for a child who collapses voiceless obstruents to /t/ word-initially, the multiple opposition treatment set might include /t/~/k, s, tʃ/ and result in contrastive training words such as tip versus Kip, sip, and chip” (Williams, 2000, p. 290). The Multiple Opposition approach focuses on the child’s sound system as a whole, rather than placing emphasis on one or two phonemes. A. The Multiple Oppositions approach to treating phonological disorders takes a holistic approach to speech therapy. 1. Treatment focuses on multiple phonemes at a time versus one phoneme at a time, as with traditional approaches. a. Up to four treatment targets may be chosen during treatment. (1) Ex. “t ~ s, k, ʧ, st would comprise larger treatment sets of contrastive word pairs that would be used in treatment.” (Williams, 2000) B. There are many comparisons that can be made within the Multiple Oppositions approach and Cycles approach. These can be found within the following categories: age of individuals, duration of the therapy, and quantity of target phonemes. 1. The Multiple Oppositions approach and Cycles approach focus on children who are highly unintelligible. a. Both approaches introduce and work on a large degree of phonemes instead of the few phonemes other approaches may focus on. (1) This is mainly due to the fact that these app... ... middle of paper ... ...ons: http://www.superduperinc.com/products/view.aspx?pid=tpx30001 Unknown. (2000, November 27). ETSU Researcher Develops New Method for Treating Speech Disorders. Retrieved October 10, 2011, from ETSU News and Event: http://www.etsu.edu/etsu/news/20000121.htm Unknown. (2004, October 6). Cycles Approach. William, L. (2008, July 14). SPACS: Systemic Phonological Analysis of Child Speech. Retrieved October 10, 2011, from Phonological Disorders: http://phonologicaldisorders.wordpress.com/tag/lynn-williams/ Williams, A. L. (2000, November). Multiple Oppositions: Case Studies of Variables in Phonological Intervention. American Journal of Speech-Language Pathology, 9, 289-299. Williams, A. L. (2000, November). Multiple Oppositions: Theoretical Foundations for an Alternative Contrastive Intervention Approach. American Journal of Speech-Language Pathology, 9, 282-288.
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
Such an approach is preferred if the child reveals secondary behaviours or when the child is aware of his/her. This decision of choosing direct therapy will depend on the amount of stuttering that is been observed as well as the impact the stuttering has on the child’s attitude and psychology towards communication. Direct therapy focuses specifically on the child's stuttering. Within all cases parents should encourage their children and most importantly expect any disfluency issue a child might have. Direct therapy, targets speech disfluencies by speech and language therapists and parents, if the parents have been directed by a professional speech and language therapist. Specifically, in contrast with indirect approach, direct approach focuses on the disfluency of the child by correcting and working on the stutters with the SLT or the parents if they have been directed by an SLT. Direct therapy mostly focuses on breathing techniques, managing reduced speaking rate, encouraging pauses when taking turns in conversations and motivating the child by letting him/her finish speaking without any interruption. Two approaches in direct therapy are the fluency shaping and the
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
From the time Caroline began preschool she had a severe speech sound disorder. She had a lisp along with difficulty producing what she referred to as harsh sounds, such as the sound /r/. The lisp caused difficulty in producing /th/ which was produced in the form of /s/. The sounds that gave her the most trouble were the lingua-dental. There was extreme difficulty in the articulation of her tongue to produce the sounds, and in order to compensate for not being able to say the words properly she began to omit the sounds she could not produce. Her speech language pathologist explained to her that she had a lazy tongue. It was described to her that she did not know how to properly move her tongue in the specific ways to produce the specific sounds. When Caroline was asked what she thought had caused her speech disorder, she thought it was because she had a delay in her verbal abilities and poor mouth structure as her mouth was narrow, and teeth were very crooked. However, the underlying cause was not known.
The role of a speech-language pathologist (SLP) is a challenging but imperative role to society. When there is pathology present in an individual’s communication, either language-based or speech-based, serious adverse effects can impact the quality and functionality of their lives. This is why I am perusing a career as an SLP. The ever-changing profession as an SLP allures me to the field because the learning never ends. As an academic, I am always prepared to absorb new information, and SLP’s must stay updated on the most current research, to ensure that they are providing the most appropriate services for their clients. Also, because every client is unique with diverse
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Giannakopoulou, A., Uther, M., & Ylinen, S. (2013). Enhanced plasticity in spoken language acquisitiopn for child learners: Evidence from phonetic training studies in child and adult learners of english. Child Language Teaching and Therapy, 29(2), 201-218. doi: 10.1177/0265659012467473
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
From the moment an infant is born, it is bombarded with sounds that the brain attempts to categorize. Within the first year of life alone, infants already show preferences for phonologically legal structures in their native language when compared to illegal consonant structures (Friederici et al., 1993). While a personal lexicon is not developed until later in childhood, the early stages, primarily the recognition of word segmentation, begins within the first year of life. The topic of what the important factors are in babies perceiving speech and building a preference to their own language, however, is shrouded in mystery. For instance, Friedrici et al.’s study on phonotactic knowledge of word boundaries gave results that indicate the combination of simple context cues as well as the use of infant directed speech (IDS) allows babies to recognize phonotactically legal structures by nine months. However, McMurray et al.’s results directly contrast those findings by arguing that IDS simply causes a slower rate of speech but does not highlight contrasts between segmented sounds, nor does it enhance phonetic cues. Infant directed speech is a “speech register characterized by simpler sentences, a slower rate, and more variable prosody” (McMurray et al., 2012). While there is controversy regarding the beneficial factors of infant directed speech, most studies indicate that this register is extremely beneficial for infant speech perception in the first year of life.
Soderstrom (2007) found that ID speech is present in most spoken languages. She also found that ID speech is characterized different properties that include prosodic, phonological, and syntactic properties. Prosodic properties of ID speech include higher pitch of the voice, varying the pitch of one’s voice, elongating vowels, and lengthening the pauses between words in a sentence. Many researchers suggest that these prosodic properties grab the infants’ attention and hold their attention. Phonological properties of ID speech include differences in voice onset time distinction and exaggerating certain words in a sentence. Soderstrom found varying opinions on whether or not the phonological properties were actually helpful in language acquisition. Syntactic properties of ID speech include shorte...
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
constraints on the ordering of segments within and between the words of a language” (Mattys & Jusczyk, 1999). People know what order sounds can come in and use this to help them segment speech. Using phonotactics, an English listener, for instance, would recognize that “the sequence, [br], is generally located at the beginning of a word, whereas the sequence, [nt], is typical...