Ch 6 Articulatory and Phonological Disorders

Question 0

Phonology

Answer 0

This includes broader aspects of speech production and speech perception along wit cognitive-linguistic aspects of the speech sound system.

Question 1

Articulation

Answer 1

The development and disorders of the speech sound system.

Question 2

Phonological disorder

Answer 2

A significant deficit in speech production, in speech perception, or in the organization of phonology in comparison to a child’s peers.

Question 3

Intelligibility

Answer 3

An important functional measure because the goal of speech is communication.

Question 4

Organic disorders

Answer 4

Attributable to physical conditions such as the inappropriate passage of air through the nose when producing sounds such as /b/ or /s/ in children with a cleft palate of velopharyngeal insufficiency or the omission of consonants at the ends of words because of a hearing loss that precludes hearing these sounds.

Question 5

Functional disorders

Answer 5

Involve a pattern of speech errors in the absence of any observable physical abnormality.

Question 6

Phonological levels

Answer 6

This includes the cognitive-linguistic components of the speech sound system. One level includes specific representations of sounds, syllables, words, or phrases either in the form of some acoustic information, based on perception, or in the form of motor plans for speech production.

Question 7

Phonetic levels

Answer 7

A sub-level of the phonological level.

Question 8

Diadochokinesis

Answer 8

Rapid alternating movements for certain speech sound sequences.

Question 9

Tongue thrust

Answer 9

Bringing the tongue against the hard palate and pushing the food or liquid forward, instead of propelling food or liquid toward the back of the mouth. This is how infants and young children swallow.

Question 10

Developmental apraxia of speech (DAS)

Answer 10

As with adults diagnosed with apraxia, the assumed underlying difficulty involves the sequencing of motor movements to produce speech sounds or syllables. Children identified as having this disorder, however, have not lost any ability due to neurological damage; the disorder is developmental.

Question 11

Cochlear implants

Answer 11

Surgically implanted devices designed to provide electrical stimulation to the auditory nerve through the cochlea.

Question 12

Otitis media (OM)

Answer 12

An infection of the middle ear that is often accompanied by fluid, resulting in a conductive hearing loss.

Question 13

Down syndrome

Answer 13

A complex interaction of motor deficits that affect speech production, perceptual limitations attributable to a very high incidence of chronic OM with effusion along with transient hearing loss, and phonological acquisition that reflects their developmental delay.

Question 14

New information

Answer 14

Changing aspects of a situation or things that are not known to the listener.

Question 15

Old information

Answer 15

Static aspects of a situation or things that are known to the listener.

Question 16

Metaphonological abilities (Phonological awareness)

Answer 16

A subset of metalinguistic abilities. In phonology this includes tasks that require children to provide rhymes, to identify beginning and ending sounds of words, to break words into syllables, and to pronounce words without beginning or ending sounds.

Question 17

Dyslexia

Answer 17

Phonologically related reading disabilities that are language based disorders. Children with dyslexia have great difficulty with metaphonological tasks.

Question 19

Screening

Answer 19

Used to determine whether there is reason to suspect a disorder.

Question 20

Identification

Answer 20

Involves the use of norm-referenced test and other measures to determine whether or not a child who failed a screening actually has a phonological disorder.

Question 21

False positive

Answer 21

When a child fails a screening, but does not have a phonological disorder.

Question 22

False negative

Answer 22

When a child passes a screening test, but actually does have a phonological disorder.

Question 23

Omissions

Answer 23

When a sound is left out of a word.

Question 24

Substitutions

Answer 24

When one sound is substituted for another.

Question 25

Additions

Answer 25

When a sound is added to a word.

Question 26

Distortions

Answer 26

When a sound(s) is produced incorrectly in a word.

Question 27

Baseline

Answer 27

An initial measurement of a patient’s speech skills that is taken before intervention begins.

Question 28

Central auditory processing disorders (CAPD’s)

Answer 28

Disorders that may be more accurately considered impairments in the auditory perception and processing of phonetic, phonological, or linguistic information.

Question 29

Tympanometry

Answer 29

A form of screening that tests middle-ear function.

Question 30

Stimulability testing

Answer 30

To determine how readily one can produce an acceptable version of a target, such as troublesome sounds.

Question 31

Age-referenced norms

Answer 31

When someone falls some amount of time off of where they should be phonologically for their age. An example is when someone has a 6-month deficit at age 7.

Question 32

Successive approximations

Answer 32

Sometimes used to achieve correct production gradually.

Question 33

Articulation approaches

Answer 33

Focus on motor production, employing imitation, shaping, or successive approximations, and reinforcement for desired responses.

Question 34

Perceptual training

Answer 34

Includes (1) identification [labeling the target sound], (2) isolation [identifying the presence and location of a sound], (3) stimulation [receiving intensive exposure to a target sound], and (4) discrimination [discriminating a target sound from an error].

Question 35

Multiple phonemic approach

Answer 35

(1) Establishment {focuses on the elicitation of steps}, (2) Transfer {When the child moves from establishment to production in conversational speech}, and (3) Maintenance {Addresses production in conversational speech within and outside the clinic}.

Question 36

Criteria

Answer 36

An important facet of measuring movement across stages of intervention and of dismissal.

Question 37

Target goals

Answer 37

The focus of intervention.

Question 38

Control goals

Answer 38

Not likely to be affected by the intervention.

Question 39

Generalization goals

Answer 39

Will not receive direct intervention, but should benefit indirectly.

Question 40

Diagnosis

Answer 40

Involves specifying the nature of the disorder, its severity, the prognosis, and the recommended course of treatment.