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Artic/Phonology > Artic Midterm questions > Flashcards

Artic Midterm questions Flashcards

1
Q

Similarities between the structure of speech during babbling stages and early words?

A

syllable structure. In canonical babbling from 6-10 months, the babbles follow a CV pattern. When producing early words, they also follow this structure of CV.

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2
Q

Differences between the structure of speech during babbling stages and early words?

A

In babbling, the CV structure is often reduplicated such as da-da-da. In early words, we begin to see more stress in words.

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3
Q

Relational analyses

A

reveals the errors and is easier to compare to adult’s productions (correct target), meant for older children (past 100 words), 4-7 years

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4
Q

Independent analysis

A

appropriate for children in single-word stages and the first half of two words (less than 100 words), 2-3 years old, also meant for highly unintelligible children. An example test that could be administered for this analysis is the GFTA-3

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5
Q

What can be learned from an independent analysis?

A

appropriate for children with less than 100 words which includes prelinguistic speech, the single-word period and the first half of the two-word period. Inventories for this include consonant phones, syllable/word shapes and criterion is 2 different words or utterances. May be best for a highly unintelligible child at the representational and later stages.

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6
Q

What can be learned from a relational analysis?

A

when the child’s forms are compared to an adult’s form. It is appropriate for the representational period which is 1 and a half to 4 years and phonetic inventory completion which is ages 4-7 years. This looks at error patterns and correct production of consonants to determine what is appropriate or not for the age of the child.

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7
Q

representational phases of speech sound development?

A

(18-24 months): characteristics: understanding the representation of the target and application of more systematic rules, two-word stage, rapid increase in vocabulary, systematic relation between child and adult forms, and phoneme-based representation.

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8
Q

Prerepresentational phases of speech sound development?

A

Characteristics: single word stage (first 50 words), universal phonetic features (example: stops), individual differences, variability, and word-by-word representation.

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9
Q

What can spontaneous speech analysis tell us about phonological processes?

A

child’s speech in a natural setting, how their language presents in a natural setting vs. a controlled setting, phonological processes, see what is happening to the sounds that are being missed during natural speech to target those sounds.

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10
Q

What are the phonological processes associated with development in children less than 3 years old?

A

Velar fronting, Voicing of prevocalic consonants, consonant harmony, final consonant deletion, reduplication, and unstressed syllable deletion.

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11
Q

Define velar fronting and give an example

A

Substituting of an Alveolar for a velar sound (/k/ [ki] -> /t/ [ti], or /g/ [go] -> /d/ [do])

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12
Q

Define voicing of a prevocalic consonant and give an example

A

Voicing an obstruent in prevocalic position (/p/ [pal] -> /b/ [bal], /k/ [kIk]-> [gIk])

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13
Q

Define consonant harmony and give an example

A

Assimilation of non-adjacent consonants in a word (Progressive labial - [but] [bup], Regressive labial - [ʤʌmp] [bʌmp]

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14
Q

Final consonant deletion

A

Deleting the end constant ([bal] -> [ba], [car] -> [ca])

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15
Q

Reduplication

A

Assimilation of one syllable to another (bottle -> [baba], water -> [wawa])

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16
Q

Unstressed syllable deletion

A

Weak stressed syllables are deleted (banana -> [nænʌ])

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17
Q

What are the phonological processes associated with development in children 3 years old and older?

A

consonant cluster simplification, Epenthesis, Assimilation, Fronting- [tey] for key, Devoicing of final consonants ex: [sit] for seed, Gliding- ex: [ju] for blue, Vocalization- [bido] for beatle, Stopping, Depalatalization- ex: [sip] for ship (manner)

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18
Q

consonant cluster simplification

A

ex: child producing [sip] for sleep.

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19
Q

Epenthesis

A

adding in a vowel sound to a word producing [bəlu] for blue

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20
Q

Assimilation

A

one sound influencing another- producing [gog] for dog

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21
Q

What phonological processes can persist beyond age 4 with typically developing children?

A

Unstressed syllable deletion especially in polysyllabic words, Consonant cluster simplification, Gliding, Deaffrication

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22
Q

Deaffrication

A

when an affricate such as [ch] is replaced with a fricative or a stop. For example, it would look chip -> ship. (place)

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23
Q

What is the theory of continuity and what evidence is there for it?

A

Continuity: the phonetic forms frequently used and practiced in babbling are the same as those that children produce in early words.
Evidence: 1.) Babbling [p,b,t,d,k,g,m,n,w,j,h,s] accounted for 92-97% of consonants produced by 124 children learning English (11-12 months). 2.) The first 50 words were the most frequently used consonants in babbling and were also the most frequently produced in early words.

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24
Q

Activity

A

the execution of a task or action.

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25
Q

participation

A

Involvement in a life situation.

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26
Q

How are activity and participation relevant to assessment and treatment of speech sound disorders?

A

Understanding activities, activity limitations, participation, and participation restrictions is important for planning therapy for a child with a speech disorder. These factors help identify where they struggle. Addressing specific speech challenges helps improve their skills (or the activity), while recognizing participation restrictions allows therapists to develop strategies to boost the child’s confidence in social situations.

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27
Q

What sound classes appear to be acquired early?

A

vowels , nasals, stops

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28
Q

What are some other problems associated with SSD that could limit educational and occupational opportunities?

A

Communication difficulties, social-environmental development, academic performance, listening skills, and family dynamics.

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29
Q

Nonlinear phonology

A

hierarchical nature of relationships among phonological units. It outlines the hierarchical representation of phonological form from the higher structural levels such as the prosodic phase, word, foot, syllable, and sub syllabic components

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30
Q

prosodic phrase

A

a group of words that are organized into a phrase based on their rhythmic, durational, and tone properties.

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31
Q

prosodic word

A

A level of prosody that is above the foot.

32
Q

foot

A

A rhythmic unit that helps assign word-level stress.

33
Q

Syllable

A

A phonological unit of speech sounds that are often considered the building blocks of words

34
Q

Onset

A

This is the beginning sound in a syllable

35
Q

Rhyme

A

This includes the nucleus and the coda of the syllable

36
Q

Nucleus

A

This is the vowel of the syllable

37
Q

Coda

A

This would be the rest of the sounds left in the syllable

38
Q

Default sounds

A

naturally easy sounds to acquire and are less complex

39
Q

How do the various large-scale studies define mastery of speech sounds?

A

Mastery of speech sounds is mastery in all three positions, the combined test average reaches 90% accuracy.

40
Q

When are rhotic sounds considered vowels?

A

when it comes after a vowel in the same syllable or when /r/ ends a syllable of a word. /r/ diphthongs are vowels as well as /r/ colored vowels. Examples include: worker, year, bird, forward

41
Q

When are rhotic sounds considered consonants?

A

postvocalic /r/ sound. It is a consonant when it is at the beginning of a word or syllable, or when it is part of a consonant cluster. Examples include: crime, rose, jury

42
Q

What are the advantages to using a connected speech sample in an assessment battery?

A

see where errors are made during natural interactions, information about how intelligible they are to an unfamiliar listener, and help determine the targets that are most important to increase intelligibility.

43
Q

What are the advantages to single-word testing?

A

all phonemes in all positions. maximizes intelligibility, provides support for kids who are shy, More correct responses compared to conversational level, Standardized=easy to compare against norms

44
Q

What is the value of testing for stimulability?

A

assessing and generating one’s phonological inventory and making note of the target and absent sounds one may have

45
Q

How does providing a model for production impact accuracy?

A

Ability to produce the sound after it was modeled. Shows that they have the ability to produce the sound.

46
Q

How would you test for stability of speech sound production?

A

immediate imitation of an auditory model; more correct responses than picture-naming, isolation, syllable, and word units

47
Q

How would you assess speech intelligibility?

A

word identification (showing the speaker a picture or word and asking them to say it), taking a speech sample and rating how well the words were understood, a standardized assessment such as GFTA-3, and different professionals listening to the client to have an unfamiliar listener assess their intelligibility.

48
Q

Metaphon approach

A

Increase children’s awareness of sounds by using metaphons for target sounds in the context of play activities. We use these to see if the child’s production errors are the result of perceptual problems.

49
Q

Metaphon approach example

A

teach sm clusters for a child who uses consonant cluster simplification. Describe s as a snake sound and m as a humming bird sound. The snake and hummingbird are sound friends and they like to go together. If they produce smash correctly it’s the snake and hummingbird correctly. If we produce mash it’s just the hummingbird alone.

50
Q

standardized test of phonological awareness or phonological processing?

A

CTOPP- measures an individual’s phonological processing skills including areas of phonological memory, rapid symbolic, naming, and phonological awareness.

51
Q

What are important considerations for speech sound target selection?

A

how often they are correctly and incorrectly producing the target sound, their age compared to normed data of what sounds children of their age should be producing at what level.

52
Q

What linguistic level (isolation, syllable, word, etc.) is the recommended starting point for teaching production

A

starting at the syllable level is an appropriate level to start at for most clients. However, you can progress backward if it is too difficult for them (isolation)

53
Q

What are the primary targets for Cycles?

A

Primary syllable deletion,Final consonant deletion, Cluster reductions

54
Q

What are secondary targets for Cycles?

A

palatals (glides, glide clusters, sibilants, medial r, vocalic r, cluster r), singleton strident (/f, s, z/) and all consonant clusters

55
Q

What are inappropriate targets for preschoolers? Why are they considered inappropriate?

A

Voiced final obstruents, velar nasal, postvocalic /l/, unstressed weak syllables, and /th/ sounds. These are sounds that their typically developing peers (and sometimes even adults) are not fully producing

56
Q

How can the clinician choose production-practice words that facilitate correct sound production? What characteristics should production-practice words have

A

words that yield correct responses (moving away from charting errors) and then add complexity gradually. Focus on words that are stimulable, offer high accuracy potential, avoid other error patterns, familiarity, and simple syllable structure.

57
Q

Difference between a frozen form and an error pattern?

A

A frozen form differs from an error pattern because it is not a consistent sound error/substitution.

58
Q

Advanced form

A

A production is more advanced than their baseline

59
Q

Phonological Disorder

A

language in nature

60
Q

Frozen form

A

producing below baseline

61
Q

Articulation Disorder

A

motor in nature

62
Q

Phonemic

A

Speech sounds themselves- linguistically

63
Q

Phonetic

A

How speech sounds function in speech

64
Q

Functional disorder

A

No known cause

65
Q

Co Contaminants

A

Multiple things affecting an individual at once

66
Q

Organic basis

A

Physiological or known cause ie. cleft palate
Organic sounds are Phonetic (mechanism is impaired not cognitive

67
Q

Sonorants

A

liquids, glides, nasals, and vowels

68
Q

Syllabics

A

l,m,n and vowels

69
Q

Continuants

A

continuous airflow
Fricatives, liquids, glides, and vowels

70
Q

Stridents

A

sibilants plus /f/, /v/, and affricates
High frequency

71
Q

Obstruents

A

stops, fricatives, affricates

72
Q

Approximates

A

liquids and glides

73
Q

Semivowels

A

glides

74
Q

semi consonants

A

nasals and liquids

75
Q

Vocal development

A

Stages from reflexive phonation to inventory completion, order of acquisition for speech sounds, theoretical basis (nonlinear phonology, etc)

Artic/Phonology (2 decks)

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