Ages and stages Flashcards
What do children need to develop in terms of AustE sounds?
44 Phonemes - 24 consonants - 12 monophthongs - 8 dipthongs no tones
Need to know that these are different for each language so our expectations should be different for kids from different backgrounds.
What knowledge does an adult have about sounds?
Concrete knowledge:
- Perceptual knowledge - acoustic characteristics of sounds
- Articulatory knowledge
Abstract knowledge:
- Higher level phonological knowledge - how sounds can be used/combined
- Social-indexical knowledge - know where people are from by sounds.
What are the general trends in acquisition?
- Stops, nasals and glides
- Fricatives
- Affricates
- Liquids
- Latest developing are shz (measure), th (thumb) and th (the)
Consonant cluster development
Word-final clusters appear earlier than word-initial. (Assisted by morphemes?)
Acquisition of clusters is gradual.
First delete one element of cluster, then substitute one element and then produce correctly.
What are the 7 steps of phonological development?
- 1 yr. Canonical babbling.
- 1.5 yrs. Recognisable words, CV structure, stops nasals glides
- 2 yrs. Final consonants, communication with words, syllable-ness.
- 3 yrs. /s/ clusters, anterior/posterior contrasts, expansion of phonemic repertoire.
- 4 yrs. Omissions rare, most simplifications suppressed, adult like speech.
- 5-6 yrs. Liquids /l/ (5 yrs) and /r/ (6 yrs), phonemic inventory stabilised.
- 7 yrs. Sibilants and /th/ perfected, adult standard speech.
What are the developmental sound classes?
Early 8: m, b, j, n, w, d, p, h
Middle 8: t, ng, k, g, f, v, ch, jdu
Late 8: she, th, th, s, z, l, r, shz
What are the stages of development for vowels?
Early - ee, oo, oe, ar, u
Middle - a, sgort oo, or, schwa
Late - er, e, i, er with postvocalic r
What do we know about consonant clusters?
Very common area of difficulty with speech sound disorders.
One third of monsyllabic words in English start with a consonant cluster.
Even higher proportion at the end of words because of morphology.
What is the difference between a phonological disorder and an articulation disorder?
Phonological disorder: A sound that is perceptually accurate but used when not required in place of another sound. “Correct sounds in incorrect places.”
- Sounds are usually stimulable. Able to produce sounds in isolation.
- Sound used in substitution is completely different sound.
- Child may or may not be aware of problems.
- Rule governed linguistic behaviour.
- Contrast between words is lost
- Affects whole classes of sounds
Articulation disorder: A sound that is not perceptually accurate but is in the right place. “Incorrect sounds in correct places.”
- Sounds can’t be produced in isolation.
- The attempt is a variation on target sound.
- Problems related to motor function and the actual articulation of sounds.
- Don’t get homonymy, contrast is not lost.
- May affect one sound only - but likely to present on similar sound.
What features differ treatment of articulation and phonological disorders?
- Teaching sound vs teaching rule
- In phon. therapy rule is taught in context of contrast.
- In artic. therapy you need to make a judgement on the accuracy of the produced sound.
- In artic. therapy there is an emphasis on motor planning or placement for sounds.
- Use of modelling and imitation.
- One rule at a time in phon. therapy.
- In phon. therapy there is no emphasis on auditory discrimination therapy.
What is the purpose of speech assessment?
- Respond to parents concerns.
- Determine whether child’s sound system is sufficiently different from normal and needs investigation.
- Determine treatment direction
- Make prognostic statements.
- Monitor change across time.
What are the two types of speech assessment?
Static
- Measures a child’s speech abilities in an unassisted context.
- Child doesn’t receive any feedback about the success of their production or how to improve it.
- Usually measured in single word context.
- Assesses major progress only (not small steps towards progress).
Dynamic
- Measures the potential of the child to make progress by providing cues during assessment.
- Measures ‘potential developmental level’.
- Determines whether the child is ready to learn new sounds.
- Eg. Scaffolding Scale of Stimulability
What does the comprehensive speech assessment battery involve?
- Parental interview and cases history
- Hearing assessment
- Assessment of oro-motor skills
- Single-word speech test
- Spontaneous speech and language sample
- Stimulability testing
- Phonemic/phonetic inventory
- Phonotactic inventory
- Severity rating
- Intelligibility rating
- Consistency of word production
- Error pattern identification/ process analysis
- Assessment of phonological awareness skills
- Assessment of language skills
What are the advantages and disadvantages of a spontaneous speech sample?
Advantages:
- Provides accurate picture
- Phoneme production in a variety of phonetic contexts
- Observe error patterns and variability
- Can judge severity
- Can assess rate, intonation, stress, syllable structure
- Can use sample for other speech analysis
Disadvantages
- Difficulty transcribing unintelligible responses
- Time required to illicit responses and get adequate sample
- Difficulty obtaining a sample that represents all sounds
What are the advantages and disadvantages of single word naming?
Advantages
- All speech sounds sampled
- Good for unintelligible children
- Quick to administer and score
- May have normative data
- Most useful is entire utterance can be transcribed with phonetic detail
Disadvantages
- Less reliable with children with inconsistency
- Inventory of sounds sampled only
- May not examine vowels
- Ignores assimilation across word boundaries
- Test words must be identifiable pictures
- Ignores relationship between segments in context (non-linear theory)
