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CSD 115- Unit 2 Exam > Chapter 3 > Flashcards

Chapter 3 Flashcards

1
Q

Disorders in which child produces only a small number of misarticulations

A

Articulation Disorders

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2
Q

Errors are made consistently

A

Articulation Disorders

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3
Q

Errors reflect in ability to produce correct motor movements due to physical limitations or faulty learning.

A

Articulation Disorders

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4
Q

Articulation Disorder type of errors: (4)

A
  1. Substitutions
  2. Omissions
  3. Distortions
  4. Additions
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5
Q

Substituting one sound for another

Example: wake/rake

A

Substitutions

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6
Q

Leaving a sound or sounds out

Example: -ake/rake or boa-/boat

A

Omissions

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7
Q

Altering place or manner of a sound to produce a sound that does not normally occur in the language.

A

Distortions

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8
Q

Adding a sound or sounds that don’t belong

Example: Baloo/blue or sanow/snow

A

Additions

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9
Q

Child produces many speech sound errors, rendering speech difficult to understand (unintelligible)

A

Phonological Disorders

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10
Q

Errors are not random, but are predictable. They reflect patterns, also called rules or process

A

Phonological Disorders

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11
Q

Strategies all normally developing children use to simplify adult speech

A

Phonological Processes

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12
Q

Most processes are extinguished or suppressed by age 4; if they persist, the child is delayed and speech is impaired

A

Phonological Disorders

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13
Q

Categorized by how they affect words

A

Phonological Processes

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14
Q

Affect how the syllable is produced

A

Syllable Shape Processes

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15
Q

Affect how the sound is produced; involve changes in place and manner of production

A

Substitutions Processes

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16
Q

Leaving the final consonant off the end of the syllable

A

Final Consonant Deletion

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17
Q

Repeating a syllable or part of a syllable to produce the word

Example: wawa/ water or baba/bottle

A

Reduplication

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18
Q

Reducing the number of consonants in a string of consonants

A

Consonant Cluster Simplification

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19
Q

Producing a stop sound instead of a fricative

A

Stopping

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20
Q

Producing a sound made in the front of the mouth (alveolar ridge) instead of a sound made in the back of the mouth (velars)

A

Fronting

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21
Q

producing a glide sound (w, y) instead of a liquid (l, r)

A

Gliding of Liquids

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22
Q

Disorders Associated with Physical or Developmental Differences (4)

A
  1. Cleft lip and palate
  2. Dysarthria
  3. Apraxia
  4. Hearing Loss
23
Q

Lips, hard palate, and soft palate develop during first trimester of pregnancy

A

Cleft Lip and Palate

24
Q

Grow together at the midline from the sides

A

Cleft Lip and Palate

25
Q

Growth may stop prematurely, leaving a gap in any or all three structures (partial or complete) on one or both sides (bilateral or unilateral)

A

Cleft Lip and Palate

26
Q

Repair requires surgery- often several

A

Cleft Lip and Palate

27
Q

Speech problems require therapy

A

Cleft Lip and Palate

28
Q

Parents require counseling

A

Cleft Lip and Palate

29
Q

Hypernasality

A

Too much sound out of the nose

30
Q

Weakness or incoordination of speech caused by neurological problems-errors in speech are consistent

A

Dysarthria

31
Q

Often associated with Cerebral Palsy, CVAs, TBI, and Brain tumors

A

Dysarthria

32
Q

Damage to the developing brain affecting motor areas responsible for smooth coordinated movements, muscle weakness or paralysis

A

Cerebral Palsy

33
Q

Speech programming problem associated with brain damage in frontal lobe (identified only in adults)

A

Apraxia of Speech

34
Q

Similar speech patterns in children led to the term Developmental Apraxia of Speech (DAS) or Childhood Apraxia of Speech (CAS)

A

Apraxia of Speech

35
Q

No evidence of neurological damage in children; suspect a transmission problem in speech areas

A

Apraxia of Speech

36
Q
  1. Unintelligible speech; multiple errors
  2. Often misdiagnosed as phonological delay
  3. Errors are inconsistent and increase with length of word
  4. Errors are persist despite treatment
  5. Difficulty sequencing sounds and syllables
  6. Vowel errors are common
A

Speech Symptoms associated with apraxia

37
Q

The ability to hear and perceive sounds is critical to the development of normal speech

A

Hearing Loss

38
Q

With early identification and treatment, normal skills can be achieved

A

Hearing Loss

39
Q
  1. Difficulty hearing and producing voicing distinctions
  2. Difficulty with vowel distinctions
  3. Difficulty with sounds that look alike on the mouth
A

Speech symptoms associated with Hearing Loss

40
Q
  1. Traditional Articulation Therapy

2. Phonological-based Therapy

A

treatments of speech sound disorders

41
Q
  • used with articulation disorders

- modified to use with all other speech sound disorders except phonological disorders

A

Traditional Articulation Therapy

42
Q

-used with phonological disorders

A

Phonological-based Therapy

43
Q

Person who determines if the child falls “within” the norm

A

SLP

44
Q

May consist of:

  • name pictures
  • identify pictures
  • repeat sentences
  • describe pictures
  • tell stories
A

Arctic and Phono screening

45
Q

A ________ would be conducted by an Audiologist should the child not pass the screener

A

full eval

46
Q
  • Observe oral structures at rest and during speech
  • looking into mouth
  • looking for symmetry, hygiene, weakness, palate structure
A

Oral-facial examination

47
Q
  • Teach correct place and/or manner of production
  • Drill new production in isolation, words, sentences, connected speech
  • Generalization of new production to everyday speech
A

Traditional Articulation Therapy

48
Q

Disorders such as dysarthria, apraxia, and hearing loss present additional challenges

A

therapy with physical limitations

49
Q

Typically traditional articulation model is altered to allow for prolonged and repeated drill on motor tasks that are difficult

A

therapy with physical limitations

50
Q

Auditory, visual, tactile, kinesthetic cues assist in teaching and stabilizing new production patterns

A

therapy with physical limitations

51
Q
  1. Feature Awareness
  2. Cycles
  3. Auditory Bombardment
A

Phonological-based Therapy

52
Q

Focuses on teaching sound contrasts and the use of appropriate patterns

A

Feature awareness

53
Q

cycling from one process to the next over a period of time; moving on and recycling before mastery

A

Cycles

54
Q

each cycle contains production activities, but also emphasizes this. Child is exposed to correct production of the sound

A

Auditory Bombardment

CSD 115- Unit 2 Exam (3 decks)

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