Articulation and Phonology Flashcards
Phonological disorder
disorder of conceptualization of language rules (rule based); typically involved many errors; error patterns are identifiable; this implies a more central deficiency. disorder involving deficits in patterns, systems, and rules of speech sounds in language.
Articulation disorder
disorder of production, difficulty producing particular phonemes, deficiency in motor processes; no identifiable error patterns; due to organic, structural and neurological factors examples: structural (cleft palate); muscle weakness (dysarthria); difficulty sequencing speech movements (apraxia). speech disorder affecting the phonetic level involving motor functions.
Characteristics of an articulation disorder
phonetic errors, problems in speech sound productions, difficulties with speech sound form, disturbance in relatively peripheral motor process that result in speech, speech sound production difficulties that do not impact other areas of language development
Place manner and voice of all speech sounds
place- bilabial, labiodental, interdental, alveolar, palatal, velar, glottal
manner- stop, fricative, affricate, nasal, lateral, rhotic, glide
voicing- voiced, voiceless
vowel quadrilateral
hi front- i, I, e. hi central- pUt. hi back- u
mid front- ae. mid central- upsidedown e mid back- o
low front- a. low central- 3 low back- “ah”
Percent consonant correct
This calculation was found to correlate most closely to listeners’ perception of severity. 90%- mild 86-89_ moderate 65-85%- mild/mod 50-65%- mod/severe 50%- severe
Speech intelligibility index
calculates the average amount of speech information available to a listener under a variety of adverse listening conditions (like noisemakers, filtering, and reverberation. ) 12 mons- 25% intelligible 2 yrs- 50% intelligible 3 yrs- 75% intelligible 4 yrs- 100% intelligible
Stimulability testing and what it means
It refers to testing the client’s ability to produce a misarticulated sound in an appropriate manner when stimulated by the clinician to do so. This testing gives a measure of consistency of a client’s performance on two different tasks: the spontaneous naming of a picture and imitation of a model.
Independent analysis
An independent analysis provides the clinician with information about what the client can do – the consonant and vowels, syllable-word shapes, and syllable-stress patterns he or she can produce. It also considers what the child cannot do, and what they can do in limited ways in terms of inventory, positional and
sequences constraints. The convention for summarising syllable-word shape inventory is based on Grunwell (1985)
• Based solely on transcription form
• Can be used with unintelligible productions
• Suitable measures for very immature children
• Reflect child’s phonetic ability at different levels of structure
Uses of independent analysis
- Identify gaps in the child’s inventories • Focus attention in therapy on expansion of stress patterns, word shapes, or segments in particular classes to fill those gaps • Attend to possible sensory, motor, or structural causes of such gaps
- Oral-peripheral examination • Audiological, medical or dental referral • Measure phonological change in children whose productions are not easily glossed
Relational analysis
A relational analysis provides the clinician with information about how the client’s speech compares with the adult or target phonology. Within this section, tables are provided for reporting percent correct production of consonants, vowels and consonants according to various manners of articulation. A table of the phonological processes or speech patterns used by the client is also provided.
• Based on transcription and target forms
• Requires gloss of child’s production
• Better measures for more mature children
• Reflects child’s phonological accuracy at different levels of structure
Uses of reational analysis
• Identify patterns of error affecting stress patterns, word shapes, vowels, and consonants • Quantify severity of impairment • Quantify level of intelligibility • Measure change in severity/intelligibility over time as an indicator of clinical improvement • Assess the naturalness of child’s errors • Assess the variability of error patterns
Childhood apraxia of speech
a motor speech disorder as a result of brain damage affecting normal realization of speech sounds, sound sequences and prosodic features as a result of difficulties with motor planning. It is characterized by inconsistent errors, and increasing errors as the length and complexity of movements increase, with no muscle weakness.
Salient features of CAS
neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits
more errors in sound classes involving complex oral gestures
unusual errors not typically found in children with speech sound disorders
a large percentage of omission errors
difficulty producing and maintaining appropriate voicing
difficulty sequencing speech sounds and syllables
difficulties with nasality and nasal emission
groping behavior and silent posturing
prosodic impairment
Dysarthria
A motor speech disorder associated with an impairment to motor speech control and execution processes resulting from damage to the PNS and the CNS. Characterized by slurred sounding speech and increasing weakness/ muscle fatigue and errors over time. The type and severity of dysarthria depends on which area of the nervous system is affected.
Apraxia
A motor speech disorder that leads to difficulties with motor planning, resulting in problems making oral motor movements or producing speech sounds upon request, characterized by inconsistent errors, and increasing errors as the length and complexity of movements increase, no muscle weakness. Apraxia often coexists with aphasia.
