Independent + Relational Analyses

1. Independent + Relational Analyses Systemic Phonological Analysis of Child Speech (SPACS)

2. Class Objectives • Analyze disordered speech using phonological principles of systemic analysis (Williams, 1997) • Describe patterns of errored speech in terms of phoneme collapses • Select treatment goals that will have the greatest impact on phonological restructuring • Plan intervention using multiple oppositions (Williams, 1992)

3. Characteristics of a Phonologic Disability • Child’s system is smaller than the adult system • One-to-many correspondence between child:adult systems • Relationship between the phonetic properties of adult target and child’s production

4. Goals of Phonological Assessment (Grunwell, 1997) • Describe and classify sound differences in child’s speech based on functions and organization of his/her sound system • Describe system as regularities in speech behavior • Describe the structural and systemic aspects of the sound system • Select most appropriate treatment goals and treatment plan

5. Systemic Phonological Analysis of Child Speech (Williams, 1997) • Child’s ENTIRE system is examined • unique, independent system (“own language”) • views child as ACTIVE, CREATIVE learner of the sound system

6. SPACS (continued) • Compares SYSTEM to SYSTEM • child system-to-adult system • maps child system-to-adult system • one-to-many correspondence in disordered systems • collapse of adult phonemic contrasts

7. Advantages of SPACS • examines CORRECT as well as INCORRECT aspects of child’s speech • describes idiosyncratic errors not captured by common phonological processes • provides DESCRIPTIVE + EXPLANATORY account of child’s system • organizational scheme reflects unique strategies to compensate for restricted sound system

8. Advantages of SPACS (con’t) • phonological rules (phoneme collapses) seen as compensatory strategies that are organized according to particular aspects of adult system in terms of PLACE, MANNER, VOICE • provides a holistic assessment of child’s speech • child-based rather than adult-based

9. Guidelines for Selection of Treatment Targets: General Considerations • Select idiosyncratic phoneme collapses • Select extensive phoneme collapses • Select sounds that are most representative of the phoneme collapse error pattern • Select sounds that will result in meaningful sound contrasts

10. Guidelines for Selection of Treatment Targets: Specific Considerations • Distance metric (2 parameters) • Maximal Distinction • Select sounds that are maximally distinct from the child’s production in terms of PLACE, VOICE, MANNER • Maximal Classification • Select sound members from different sound classes (manner), different places of production, and different voicing (maximal classification)

11. Target Selection • Based on the FUNCTION of the sound within the organization of the child’s sound system • could be linguistic (phonemic) or developmental (phonetic) • This is opposed to the NATURE of the sound itself • phonemic (e.g., major class features or linguistic characteristics of the sound) • phonetic (e.g., developmental norms, stimulability, etc.)

12. Goals of Phonologic Intervention • Child must develop a system of sound contrasts that function to signal meaning contrasts • Children must reorganize their sound systems • Cognitive reorganization must focus on similarities/differences between sounds in order for the child to develop new rules/hypotheses • Goal of intervention is to facilitate cognitive reorganization of the child’s phonology

13. Principles of Phonologic Intervention • Treatment is based on the phonological assessment and goals are defined by the phonological analysis • Treatment is based on principle that there is “order in the disorder” • Principle function of tx is phonological reorganization • Function of reorganization is communicative

14. Principles of Systemic Phonological Intervention • Facilitate REORGANIZATION of child’s system by: • confrontation of child’s system with adult system • communication-centered, meaningful intervention activities • focused practice of new contrasts to make them automatic • training multiple contrasts from a phonemic collapse to maximize learning • select contrasts that are maximally distinct from the child’s production will enhance learnability

15. Treatment Considerations • Treatment Structure horizontal, vertical, cycles (cf., Fey, 1986) • Number of Contrasts to be Trained • Treatment Paradigm • Treatment Materials Contrasts: The Use of Minimal Pairs in Articulation Training Contrast Pairs for Phonological Training Remediation of Common Phonological Processes SCIP (Sound Contrasts in Phonology; Williams ?)