Phonological Processess

So, I really don't remember a whole lot from my phonology class. I think I took it sometime while I was at ISU....? So, do you approach therapy with students with lots of phonological processes any different than therapy with kids with distorted articulation or various substitution errors? I seem to have more with little kiddos with phonological processes than older kids with distortions (lateralized s), etc.

SO what do you do for a vocabulary deficiet. they are older (upper elementary), and communicate (sytax is fine) and seem like an normal kid (until you ask them to tell you what something means), They are missing the meaning behind the words they are exposed to a lot of the time. I have seen a lot of "antonyms and synonyms" objectives, but honestly how functional is that? Short of giving a vocabulary lesson on each word in the dictionary, what do I do to help her catch up? I feel like my sessions are inconsistent and disorganized (probably because they are). Does this make any sense, is there any help out there? This isn't quite as clear cut as the previous post (pun intended).

Tongue Clipping

Okay, everyone. Why is it that people like to ask me the difficult questions that I don't really remember learning except that it is controversial? My VT companion was asking my advice as a speech pathologist, on whether or not she should get her daughter's tongue clipped. Her tongue is "tied" to the point that her tongue tip is shapped like the end of a heart. She said that she didn't have problems nursing and that she thinks she is able to put it to the top of her mouth (for the alvelors) and stick it out a little. She would prefer not to clip it but I think she is willing to do whatever is best! As any mom would. So would do you know about it? I told her I would ask you all and do some research, so if you have any knowledge in this area, please, please enlighten me