Before making a "Will I get in?" post about graduate schools, please do the following:
1. Check out this entry found here. 2. Read past entries for ideas - Graduate School tag is a good starting place. 3. Check the program website for the school you are applying to, many times they have information about average GPA/GRE scores, employment rate post grad, etc.
The reason we're asking this of you is because we tend to get a huge influx of graduate school posts around this time of year and many of your questions have been answered before. If you truly cannot find your answer, feel free to post your graduate school question. =)
I am in 3rd year at uni and working with an 8 year old who stops /s/ to either /t/ or /d/. I'm wanting to work with her using a multiple oppositions approach and wondered if any one had any ideas for some games / ways to make it fun.
Her accuracy is very low, at times 0% and I need a way that makes things fun but doesn't make her feel like shes not doing well.
Hi, New to the Speech Pathology program and the site (although I've been reading the posts for a while). I am a freshman at the university of michigan, and hope to one day be able to get the opportunity to help those with speech disorders.
I am having a bit of trouble with the phonetics part of speech. Can you please describe to me what is occurring in the vocal tract when you say, phonetic transcription, like letter by letter?
I'm really new to this, so please don't think I'm an idiot. But since you begin with an F sound for the Ph in Phonetic, do you begin with a labiodental? I know there are three terms to describe this. I understand the terms, but it's like I am unaware of how to put them into play when pronouncing the words.
Can you please guide me step by step in pronouncing Phonetic Transcription? I just would like to be able to describe it by the three term label.
Does anyone have ideas to do with working on initial /k/ and subject+verb+object sentence structure?? I'm working with a 7 year old girl with childhood apraxia of speech, and a low MLU. I'm planning on doing some kind of craft...and possibly utilizing a book...but I have no idea how to incorporate these! Also, my supervisor is having me use a pacing board with her, so she has to "tap it out" when trying to do the new sentence structure.
Any help or insight would be greatly appreciated! thanks!!
Hi Everyone, I just started taking this phonology class and I'm having trouble. I am confused and was wondering if anyone could help me out. The assignment states: Can anyone help me out please? Thank you!
describe in detail the movements made by the organs of speech in pronouncing EACH of the phonemes in the word sprinkler. Refer to EACH anatomical system
Since the community decided that more clinical type questions were in order, I got the idea to start posing theoretical case questions. This is in no way, shape, or form me asking for advice on a real case (I'm in my last semester of grad school, I don't even have my own munchkins yet!) nor is it an attempt for y'all to do any homework for me (We don't even have classes this semester, just externship).
Basically, I'm going to provide a scenario and you all can describe how you would handle the case! I think it will be interesting to see how everyone would approach different cases and to see what (if any) discussion gets going.
Caleb, a 3;5 boy has been referred to you. Mother reports that she understands his speech approximately 75% of the time and other non-familiar adults at approximately 40%. Mom reports most of his words are made up of "t, d, n, b, p, m, h, w, j and vowels." Mom reports that all developmental milestones were met, he's eating typically, no outstanding problems at birth, and that he has good peer to peer interaction, though he can become frustrated when not understood and will act out. No concerns with language are reported. How would you assess Caleb?
What would your diagnosis be?
Based on your results, what goals would you begin with?
What therapy approach would you use?
How would you measure progress?
(Also, please let me know if you like this idea, so I know if it's a good idea to continue or not!)
Disclaimer: This is in no way related to a real case and is entirely theoretical. Any resemblance to real persons is purely coincidental and unintentional.
Hello everyone. I am a student in speech pathology and I am currently taking a course in phonology. I was curious if anyone here could clarify a question for me. In what instances would you want to assess both articulation and phonology (like with the CAAP) versus the HAPP (just strictly phono)? This has been something that has confused me and thought I would make a post to see if anyone could clarify that. Thank you!
My name is Lisa and I am jr in comm disorders...Today we walked into Articulation disorders and the teacher told us how disappointed in us she was and how we were going to fail and she made a list of things that would make us fail...we all flipped out and then this is what she handed us
Ten ways to flunk a phonology and articulation course
1. Pretend a phoneme got stuck in your nose and insist on describing its smell to others 2. Give the phonetic transcriptions of a client's speech to your classmate and ask, "does this sound funny?" 3. Consistantly write the symbol of the first sound in the word "car" as /KKK/ 4. When it is very quiet, suddenly scream "Plosives!" 5. Deny the existence of phonemes 6. Begin pronouncing everything your immigrant phonology professor instructor says exactly the way he/she says it 7. Repeatedly transcribe the word "respect" as /r-I-s-p-k-t/ 8. Pop your bubble gum when the professor asks for an example of bilabial sounds 9. Pretend a phonetic symbol is stuck in your teeth, and say that it tastes funny 10. Keep talking in the class and when asked to be quiet say that you were not talking, but you are thinking and the class is hearin the sounds of hte phonemes which are running in your thoughts