06- speech sound development norms Flashcards
word initial
VOT and formant transitions
word final
stop gap & voicebar & formant transitions
/r/ primary acoustic cue
low F3
cross-sectional large-scale normative studies
track different kids at each age
age of acquisition
not the same from study to study
does not reference when a child first starts to use a sound
age at which some fixed % of children in the sample used the sound correctly, with the sound’s position in the word typically taken into account
what kind of study is sander 1972
cross sectional
methods of sander 1972
reinterpreted data from templin and wellman et al
sander left edge of the bar
age at which 50% of kids from templin and wellman produced the sound correctly
right edge of bar sander
age at which 90% of kids from templin and wellman produced the sound correctly
which word positions were tracked in Sander (1972)
2/3 in customary production
2/3 in mastery production
Smit and Colleagues (1990) population and type of study
cross sectional; 500 children in Iowa and 465 children in Nebraska
Smit and Colleagues (1990) purpose
reported what % of children in an age group were able to produce each sound correctly; initial and final reported separate
Smit an Colleagues (1990) findings
differences between male and female
what is a longitudinal study
one set of kids followed over time
Stoel-gammon (1985) methods and type
34 children; longitudinal
primary interest of Stoel-Gammon
if children use the sound at all consistently but not looking for using them correctly
reported in stoel-gammon
at least 50% of children use the sounds in 2+ different words
differences tracked between emerging initial and final consonants
what is a relative study
depends on adult expectations in how to count data
what is an independent analysis
does not depend on any adult expectations
generalizations from stoel-gammon
- word-initial and word-final are different in acquisition
- voiced consonants emerge first- stops tend to emerge first
- in word-final, the voiceless stops occur first
- as kids get older, more sounds are acquired
Robb & Bleile (1994) type and criteria
longitudinal study; @ least 605 of children in 2+ different words
all transcribiable productions were counted including babbling
Robb & Bleile (1994) results
data suggests that kids want to start using sounds before their 1st words
Paul and Jennings (1992) results
syllables indicate sounds produced which results in syllable structure levels
Paul and Jennings (1992) level 1
CV syllables: C voiced syllabic, V voiced
Paul and Jennings (1992) level 2
CVC or VC (or CV not in level 1)
Paul and Jennings (1992) level 3
syllables with 2+ different consonant types with no regard to voicing differences
clinical implications of Paul and Jennings (1992)
20-50 child vocalization are needed to identify a child’s level of syllable production
at what age should my client be producing their sound? instead ask
when could the child start to want to use the sound even in babbling?
Lof (2004) takeaways
normative data on consonant development should not be used for assessment or to diagnose
Smit (1993): irregular errors are more likely to affect the overall intelligibility and more indicative of a disorder
what should be used to diagnose
norm-referenced assessments on all sounds (GFTA-3 and Con Lewis)
shriberg (1993)
developmental sound classes
developmental shriberg class early
m, b, j, n, w, d, p, h
developmental shriberg class middle
t, ŋ, k, g, f, v, tʃ, dʒ
developmental shriberg class late
ʃ, θ, ð, s, z, l, r, ʒ
