Psycholinguistic Model

?
  • Created by: anyarms
  • Created on: 16-01-23 19:39
The Psycholinguistic model is an approach used by SLT's to
investigate the underlying nature of children's, speech, language and literacy difficulties to target intervention accordingly
1 of 51
The Peripheral Auditory Perception is
Input processing
2 of 51
It is a break down within
general auditory mechanism not specific to speech
3 of 51
impacting
hearing, attention, listening and perceptual discrimination
4 of 51
The question used to see if the child has a break down within this area is
Does the child have adequate hearing/auditory perception?
5 of 51
Assessments used
Hearing assessment, observation of attention and listening skills and perceptual discrimination - ask if two noises are the same or not (with no lexical representation)
6 of 51
The next are is
Speech and non speech discrimination
7 of 51
Speech and non speech discrimination is
input processing
8 of 51
Speech and non speech discrimination is the ability
to distinguish between speech and non-speech sounds. Separating speech sounds from environmental sounds
9 of 51
The question used to see if the child has a break down within this area is
Can the child discriminate speech sounds without reference to lexical representation?
10 of 51
assessment used
same/not same judgement of spoken non-words with no access to lexical representation
11 of 51
The next is
Phonological recognition
12 of 51
Phonological recognition is
Input processing
13 of 51
Phonological recognition is the child's ability to
recognise that a sound sequence is permissible within the phonological rules of language
14 of 51
The question used to see if the child has a break down within this area is
Does the child have language specific representation of word structures?
15 of 51
Assessments used are
auditory discrimination of legal from illegal non-words
16 of 51
The area of break down branched off from this is
Phonological discrimination
17 of 51
Phonological discrimination is
offline processing
18 of 51
Phonological discrimination affects
ability to discriminate dialect, it is hard to listen to and understand
19 of 51
The question used to see if the child has a break down within this area is
Can the child discriminate between real words?
20 of 51
Assessment used
Same/not same judgement of spoken real words, minimal pair auditory initial sound detection and auditory final sound detection
21 of 51
the next after phonological recognition is
phonological representation
22 of 51
phonological representation is
stored knowledge
23 of 51
phonological representation is a break down with
the stored knowledge of the sound structure of a word and the ability to match phonological input with stored phonological representation
24 of 51
The question used to see if the child has a break down within this area is
Are the child's phonological representations accurate?
25 of 51
Assessments used
Child points to picture when adult say real word, silent blending, picture to final sound detection, auditory detection of 'error', minimal pair discrimination, silent naming of pairs and picture onset detection
26 of 51
Another area regarding representations is
semantic representations
27 of 51
semantic representations is
stored knowledge and the information around the meaning of the word
28 of 51
the assessments used
picture naming, identifying a named picture from a selection (information around this is gathered while doing the DEAP assessment, receptive and expressive vocab)
29 of 51
The area moving on from phonological representations is
Motor program
30 of 51
Motor program is
stored knowledge
31 of 51
the motor program works as
template for the production of whole words - series of gestural targets for placement of articulators
32 of 51
whole known words have
previously stored entry for the motor commands required to produce the necessary sounds
33 of 51
Internal sound representation can
be deliberately manipulated to produce not known words (cat and mat rhyme with fat)
34 of 51
Children needs lots of practice for this because
a new motor program must be created for new words
35 of 51
difficulty at this level can indicate
inconsistent phonological disorder or phonological awareness
36 of 51
In therapy a child will
use new program but tend to revert to old
37 of 51
Assessments used
real word picture naming of increasing syllable length
38 of 51
The next on from this is
motor planning
39 of 51
motor planning is
a more detailed specification of articulatory gestures required for pronunciation of word/ utterance
40 of 51
There are factors which may influence this
speed being one, along with surrounding sounds stress 'slip of the tongue'
41 of 51
An utterance plan that
incorporates all the necessary articulatory gestures
42 of 51
Difficulty at this level can be a symptom of
Childhood apraxia of speech - not common
43 of 51
Assessments
Repeating non-words, varying in length
44 of 51
The last is
motor execution
45 of 51
motor execution is
output processing
46 of 51
motor execution is the
movement of the vocal tract to produce the articulatory system
47 of 51
it needs intact
neural and motor function
48 of 51
difficulty at this level may indicate
dysarthria
49 of 51
The question used to see if the child has a break down within this area is
does the child have adequate production skills?
50 of 51
Assessments
test with sound elicitation/repetition, oro motor
51 of 51

Other cards in this set

Card 2

Front

The Peripheral Auditory Perception is

Back

Input processing

Card 3

Front

It is a break down within

Back

Preview of the front of card 3

Card 4

Front

impacting

Back

Preview of the front of card 4

Card 5

Front

The question used to see if the child has a break down within this area is

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Other resources:

See all Other resources »See all Speech and Language Therapy resources »