1. SLTD04 Clinical Linguistics and Phonetics Exam Preparation Dr Sally Bates

2. Phonetic Transcription Exam
Small groups, 20 minutes
15 nonsense words (15 marks)
20 words based on authentic clinical data (15 marks)
3 repetitions, ½ mark deducted per error
5 short sentences based on authentic clinical data (15 marks)
4 repetitions, ½ mark deducted per error
Minimum score for each item = 0

3. amp bltS kluSt flIdNk TOsp glufOIbz OIm mEmpIl naNtITt plAx8 9 10 11 12 13 14 15 1 2 3 4 5 6 7
amp
bltS
kluSt
flIdNk
TOsp
glufOIbz
OIm
mEmpIl
naNtITt
plAx
gwESIp
kǝpeItSǝn
plA
vlIDǝaUb
mǝnǝUpǝlǝ

4. geI aUt wEDǝU bwan mUNgi waI zaIbǝ nAdǝU feIT wInZ wtIt ambəlala
cake
house
yellow
pram
monkey
red
zebra
tomato
face
orange
rocket
umbrella
geI
aUt
wEDǝU
bwan
mUNgi
waI
zaIbǝ
nAdǝU
feIT
wInZ
wtIt
ambəlala

5. taǝp dipIn I pIpUs TplIntǝT SlI talIfn SwanǝU parrot
sleeping
sausage
octopus
splinters
chocolate
telephone
smile
dipIn
I
pIpUs
TplIntǝT
SlI
talIfn
SwanǝU

6. mi lf ma dEdi bEǝ ltT ǝn ltT4 3 2
mi lf ma dEdi bEǝ ltT ǝn ltT
ju dǝn wib maI bUk
ma lIgǝl bdǝ meId ǝ paIwǝ dIb
dǝ baUm bEǝ i wi
Im deI mi ǝ nAnǝ

7. Grammatical Analysis Exam
Similar format as practice paper
Two language samples: one child with DLD, one younger typically developing child
Analyse both samples at the clause, phrase and word level
Give a summary of the clausal and phrasal development for the child with DLD
Identify three ways in which the typically developing younger child shows more advanced grammatical development
Identify two therapy targets for child with DLD and give a brief (2-3 lines) rationale for your choice
Generate two example sentences to illustrate three grammatical structures, eg SVOA

8. Clause Level She happy got new baby
S, V, Od, Oi, A, Cs, Co
Analyse what the child says NOT what he should say
S C V O
She happy got new baby
NB. Although thinking about what the child is aiming
to say will help you identify the elements
She is happy Mummy got new baby

9. Compound sentences S V O S V O Mummy had toast andc Tom had bread
2 or more independent ideas linked by and, but, or
S V O S V O
Mummy had toast andc Tom had bread
Chart and analyse each clause separately, SVO x 2
NOT SVOSVO
and, Coord 1

10. Subordinate clause functions as an element within the main clause
Complex Sentences
2 or more clauses, 1 clause is dependent on (subordinate to) the other
Subordinate clause functions as an element within the main clause
S V O A
I want soup cos I am cold
S V C
coss I am cold
Chart SVOA and SVC, s, Suboord A

11. Phrase Level DN, PrN, AdjN etc and pronouns Pron
Interested in:
phrasal expansion: 2 or more elements in phrase
DN, PrN, AdjN etc
use of copular verbs Cop and auxiliary verbs Aux
and pronouns Pron
You don’t need to note word class of single element phrases

12. PP: on the table, up the road VP: is coming, has been running
Is the child using expanded phrases in each clausal slot?
or, for example, only in Object and Adverbial slots
Is the child using a range of expanded phrases, eg
NP: the boy, a hungry girl
AdjP: very hungry
PP: on the table, up the road
VP: is coming, has been running

13. Use of inflectional endings
Word Level
Use of inflectional endings
Take care not to confuse
simple past tense –ed and past participle –ed
Frank talked to John yesterday
Frank had talked to John yesterday
I have spoken to John today

14. Summary
Answer the question, eg do NOT comment on use of morphology unless asked to do so.
Follow structure outlined in the Analysis Guide (see Reece and Ben)
Support each point with an example from the data – give utterance number
eg Jess is using compound (7) and complex (3, 4, 15)
sentences

15. Therapy targets Clausal connectivity
Clause, phrase and/or word level but think about what would have most functional impact
Increase number of clausal / phrasal elements
Expand range of clausal / phrasal elements
Improve use of expanded phrases within clauses
Clausal connectivity
Questions / negatives
Auxiliary / copular system