(2) Pediatric speech disorders

Question 1

organic SSD

Answer 1

cause is unknown

Question 2

organic SSD cause examples

Answer 2

hearing loss, cleft palate, genetic condition, TBI, etc.

Question 3

functional SSD

Answer 3

cause is unknown

Question 4

types of speech sound errors: SODA

Answer 4

Substitution errors
Omission errors
Distortion errors
Addition errors

Question 5

Substitutions

Answer 5

common, one phoneme is subbed for target phoneme

Question 6

for substitutions, there is a better prognosis is errors are __________ and _________

Answer 6

predictable
common

Question 7

substitution example

Answer 7

r in rabbit becomes w

Question 8

Omissions

Answer 8

if a sound or syllable shape is too hard, they just leave that part out (omit). common in very young kids

Question 9

omission examples

Answer 9

bright = “bwight”or “bight”, elephant = “ephant”, umbrella = “brella”, banana = “nana”

Question 10

distortions

Answer 10

Sound is produced imprecisely, but NOT as a different phoneme. Has characteristics of target sounds, but not produced clearly

Question 11

distortion examples

Answer 11

-frontal lisp: slushy th (thun, thoo)
-lateral lisp: slushy sh or zh
-r: closer to w but not quite

Question 12

additions (least common)

Answer 12

extra vowels are most common, but not usually seen in young and typically developing children; can be red flag (motor)

Question 13

additions examples

Answer 13

glass = “gwass” or “gas”, boat = “boatuh”, blue = “buhlue”

Question 14

structural issues that cause articulation errors

Answer 14

cleft lip and palate, macro or microglossia

Question 15

both cleft lip and palate is more common than _____ ______ _________

Answer 15

just cleft palate

Question 16

unrepaired CP means

Answer 16

oral and nasal cavity cannot be separated

Question 17

kids having cleft lip/palate sets them back in practicing sounds, leads to

Answer 17

predictable sound errors

Question 18

functional articulation disorders

Answer 18

MOTOR inability to control the articulatory mechanism to produce sounds (voice, place, manner)

Question 19

with articulation disorders, speech is/isn’t usually understood well by others
usually is/isn’t associated with other problems

Answer 19

is
isn’t

Question 20

T/F: functional articulation disorders are related to obvious structural differences

Answer 20

False

Question 21

Functional phonological disorders

Answer 21

inability to organize rule-based patterns that sounds follow to create words

Question 22

with phonological disorders…
speech is/isn’t hard to understand
affects a few select sounds, or whole classes of sounds
is/isn’t associated with other language problems

Answer 22

is
whole classes of sounds
is

Question 23

residual articulation errors

Answer 23

persistent errors that require therapy but are usually resolved by 8 or 9

Question 24

what kind of treatment is big for residual articulation errors in adults/older kids

Answer 24

biofeedback treatment

Question 25

atypical phonological processes in English

Answer 25

-backing (two = "coo", dog = "gog") -initial consonant deletion (coat = "oat") -fricatives replacing stops (two = "soo") -stopping of glides (yes = "des")

Question 26

every child getting speech therapy needs to have two things checked:

Answer 26

hearing chronic ear infections

Question 27

why do chronic ear infections delay speech/get in the way of hearing

Answer 27

infections make fluid build up in middle ear space which blocks sounds from being transmitted, slowing development because they can't perceive sounds as much as other kids

Question 28

what are the two types of exams every child needs to get prior to receiving speech therapy

Answer 28

oral mechanism exam and motor speech exam

Question 29

oral mechanism exam

Answer 29

structure and function of oral mechanism, cranial nerve exam

Question 30

motor speech exam

Answer 30

diadochokinetic rate: saying "papapapa" as fast as possible, also "ta" and "ca", "pataca"

Question 31

when assessing kids, what is finding their articulation inventory?

Answer 31

what sounds they can say, word positions

Question 32

norm-referenced assessment

Answer 32

tell them to say certain words and pay attention to speech sounds

Question 33

pros and cons of norm-referenced assessment

Answer 33

pros: cheap, quick and easy, standardized (get percentile rank) cons: sometimes kids figure out how to say a sound well when you ask, but can't do it in a sentence/different context

Question 34

stimulability testing

Answer 34

can child produce correct sound with help? (cues, modeling) helps prioritize where to start

Question 35

articulation treatment

Answer 35

make sure you work on how you make sounds, what is correct vs. incorrect, go to other environments like house, school, etc.

Question 36

phonological treatment

Answer 36

minimal pairs (bat vs pat, dog vs dig), final consonants

Question 37

teach kids that sounds they say will...

Answer 37

change the meaning of their message