Psycholinguistic Model
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- 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
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The Peripheral Auditory Perception is
Input processing
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It is a break down within
general auditory mechanism not specific to speech
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impacting
hearing, attention, listening and perceptual discrimination
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The question used to see if the child has a break down within this area is
Does the child have adequate hearing/auditory perception?
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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)
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The next are is
Speech and non speech discrimination
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Speech and non speech discrimination is
input processing
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Speech and non speech discrimination is the ability
to distinguish between speech and non-speech sounds. Separating speech sounds from environmental sounds
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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?
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assessment used
same/not same judgement of spoken non-words with no access to lexical representation
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The next is
Phonological recognition
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Phonological recognition is
Input processing
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Phonological recognition is the child's ability to
recognise that a sound sequence is permissible within the phonological rules of language
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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?
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Assessments used are
auditory discrimination of legal from illegal non-words
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The area of break down branched off from this is
Phonological discrimination
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Phonological discrimination is
offline processing
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Phonological discrimination affects
ability to discriminate dialect, it is hard to listen to and understand
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The question used to see if the child has a break down within this area is
Can the child discriminate between real words?
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Assessment used
Same/not same judgement of spoken real words, minimal pair auditory initial sound detection and auditory final sound detection
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the next after phonological recognition is
phonological representation
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phonological representation is
stored knowledge
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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
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The question used to see if the child has a break down within this area is
Are the child's phonological representations accurate?
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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
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Another area regarding representations is
semantic representations
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semantic representations is
stored knowledge and the information around the meaning of the word
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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)
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The area moving on from phonological representations is
Motor program
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Motor program is
stored knowledge
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the motor program works as
template for the production of whole words - series of gestural targets for placement of articulators
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whole known words have
previously stored entry for the motor commands required to produce the necessary sounds
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Internal sound representation can
be deliberately manipulated to produce not known words (cat and mat rhyme with fat)
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Children needs lots of practice for this because
a new motor program must be created for new words
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difficulty at this level can indicate
inconsistent phonological disorder or phonological awareness
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In therapy a child will
use new program but tend to revert to old
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Assessments used
real word picture naming of increasing syllable length
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The next on from this is
motor planning
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motor planning is
a more detailed specification of articulatory gestures required for pronunciation of word/ utterance
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There are factors which may influence this
speed being one, along with surrounding sounds stress 'slip of the tongue'
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An utterance plan that
incorporates all the necessary articulatory gestures
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Difficulty at this level can be a symptom of
Childhood apraxia of speech - not common
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Assessments
Repeating non-words, varying in length
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The last is
motor execution
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motor execution is
output processing
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motor execution is the
movement of the vocal tract to produce the articulatory system
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it needs intact
neural and motor function
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difficulty at this level may indicate
dysarthria
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The question used to see if the child has a break down within this area is
does the child have adequate production skills?
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Assessments
test with sound elicitation/repetition, oro motor
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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
Card 4
Front
impacting
Back
Card 5
Front
The question used to see if the child has a break down within this area is
Back
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