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

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)

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

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 Goals of Phonological Assessment (Grunwell, 1997)

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

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

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

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

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

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)

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.)

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

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

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

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 ?)