Category: Writing

Which syllable shapes are present in the speech sample from
Dillon? Do you see any evidence of CC structures?

Use the results generated in that identified the phonological processes noted for Ryan. Based on his age (6 years, 6 months), identify which phonological processes are age appropriate, which ones might be considered borderline, and which ones should be suppressed at his age.

Refer to the case study of Dillon, age 5;6. Which consonants
does he have in the prevocalic, intervocalic, and postvocalic positions? Given
the fact that most children demonstrate a much larger inventory of consonants
in the prevocalic position, what comments could you make about Dillon’s
inventory?

Based on the earlier case study from Andrew, age 5;6, we
note that the following consonants are not in his inventory: [k], [ɡ],
[s], [z], [ʃ], [z], [θ], [ð], [ŋ], [l], and [r]. If you were
going to use maximal oppositions, which two sounds would you target? First,
find the sounds that have major class feature differences. Second, find the two
sounds that have the most distinctive feature differences.

Molly has a [w] for [r] substitution. Describe in detail the
steps you would complete to achieve an [r]-production using the phonetic
placement technique for the apico-predorsal [r]. If you now have [r] in
isolation, what CV nonsense syllables and simple words would you use to
stabilize the [r]?

Maureen, a 7;6-year-old child, shows evidence of consistent
dentalized [s͆ ] and [z͆ ] productions for [s] and [z] in all
contexts. You cannot find facilitating contexts and have decided to do phonetic
placement with the child. Describe the advantages and disadvantages of using an
apico-alveolar (tongue tip up) versus a predorsal-alveolar (tongue tip down)
production. Select one of the phonetic placement techniques and describe
step-by-step how you would explain the tongue placement and what the child
would need to do to achieve a correct [s]-production.

You are working with a 7-year-old child, Larry, who has a
[θ] for [s] substitution (as well as a [ð] for [z] substitution). He seems
unable to distinguish between [s] and [z] when used in minimal pairs with
voiced and voiceless “th.” Based on his errors and his lack of discrimination
abilities, construct a sensory-perceptual training program using
identification, isolation, stimulation, and discrimination. Try to be as
specific as possible about the targets you would use for each of the phases.

The following results are from Brandon, age 5;6:
Do you notice any idiosyncratic processes in the results of
Brandon’s articulation test?