Hello tonight we're going to look at chapter 1 and this is going to be an
overview of clinical phonetics in your book its pages one through four and if
you will follow along with this video and also have your PowerPoint chapter
one the overview of clinical phonetics brought up as well. i just want to give
you some key points to touch on in this short chapter. So when we talk about
phonetics we're talking about the study of perception and production of speech
sounds. And clinical phonetics is divided into two main domains.
The first one is going to be informational and that's going to be the
scene where the visual information or informational parts of the sounds is a
very important clinically that you understand the informational side of
clinical phonetics because it really helps guide you with choices for therapy.
You're going to get, excuse me, lots of information to help you not only assess
but also treat your patients. So one great example i love this one in the
book talks about you really have to look at what you're hearing and not focusing
on what you're seeing when we talk about clinical phonetics. So perfect example
your speech pathologist you are assigning some words for your patient to
say so you're going over them
maybe in a drill activity and you assign base, right? And we're working on final S
so we have base we have face and we have hose. What's the problem?
Well the problem means is though hose ends in an S as the actual letter S
the sound that that s is making is actually a Z which is completely
different then if we're working on s. Okay because s is voiceless and z is not
so we want to be really careful when we're picking sounds like this for our
patients that we're looking at not what you see but what you hear.
Ok? The second part of this the second big domain is going to be perceptual so
the other part is yes you want to know what sounds you're using but you also want
to be able to just to discriminate. Did the child say this sound or that sound
and that takes some fine tuning and practice. So you with this perceptual
domain it's really looking at the hearing or the perceptual parts of the
sound and that's when we start talking about discrimination.
It's a very complex process and luckily you guys have a wonderful table in your
book it's table 1 and they excuse me figure 1.1 and it's a little cube so
we're going to go through that cube and it does kind of help break down all the
different complex levels of phonetic transcription. So let me switch to the
next slide so this will be slide 3 we're going to talk about system complexity.
And the way we're going to do that is by going through each layer of this cube in
figure 1 dash 1. So the bottom row of this cube where you see the 1, the 3, the 5 the 7,
that bottom layer the bottom row of the cube that's going to be for two-way
scoring. So two-way scoring is very right or wrong black or white correct
incorrect pass/fail it's the easiest system in the most often used system.
Parents can use this system other professionals could use this system. A
little bit more complex so if we go up on our cube the second row is going to
be for five way scoring. So five-way scoring is the second tier of the cube and it is
not only right and wrong but then also what type or what kind of errors being
made. So you have five different ways of scoring.
You have correct and then you have four in you have four errors they
could either be deleted or omitted so maybe the sound is deleted so instead of
pig the child says PI and deletes the g. You have substitution so instead of pig
they use big so they replace a B with a for the P. You could have distortion so
it's distorting this out the targets sound sometimes this happens with R.
Then edition so you could also have where they say the sound correctly but
then they're also adding another sound as well. So that's going to be the
five-way scoring so there's five different ways to score that it's a
little bit more complex however parents could still be trained to this. Now the top
tier of our cube this is going to be something that really is just meant for
clinicians. You need a lot of practice and it's just not something that parents
or other professionals would really be able to use. So this is why we get
trained in it. Because it's not something we can just teach someone there there's
a little bit more to it. That's what this course is going to help you with.
So with Phonetic transcription on the top row rather than scoring a behavior it's
allowing us to describe the behavior. So it's not what the truck we're just
talking about what is the child saying we're not judging it. So it's very
different than the two-way scoring and the five-way scoring. Ok now let's get
now that we have the different types of complexity in the rows now we're going
to talk about the horizontal access we're going to do that through
complexity. So if you go to the fourth slide in complexities it talks about
linguistic and
response so let's talk about linguistics first. In that horizontal row if we're going
to the far left
you're going to see an isolation that means just one sound by itself. So if I'm
looking at the word bus i might only focus on rather than the whole word i'm
just focusing on a B.
Ok so that's an isolation it would just B by itself the next step would be in a
word so it might be that the entire word bus in a sentence form it might be I
ride the bus and then in conversation it would be me talking about the bus
whatever i was saying about a bus. So going from left to right it's becoming more
difficult more complex. The response complexity
this is the third dimension that's added to the cube and this looks at single
sound focus in multi sound focus. So for instance for single fa..,
excuse me, single sound focus we're looking at let's take the word bus again
so we might look at just the B in bus. So it may be an assessment that only
looks at one particular sound in that word. Whereas a multi sound focus would
look at multiple sounds within that word. So maybe in the word basketball
we're looking at the initial B but then we're looking at the medial S or the S
in the middle of the word. We're also working at the final L so that would be
the l at the end of the word. So it's multi sound focus multiple sounds that
we're focusing on in one word.
Ok, so that's the end of this powerpoint i tried to keep it pretty short with
this video but i do want you to go through the book read through these
pages and then also take the quiz you will have seven days to complete this
quiz. The quiz will be posted next week tuesday so we are going to wait a
little bit for the quiz to be posted, it will be posted
on Tuesday the 28 and you will have until Monday November third to complete
it by 5pm. Ok if you have any question please submit them to the discussion
board for chapter one the overview of clinical phonetics.
Thank you.