Chapter 4

Question 1

There are a number of variables associated with speech sound acquisition but Research:

Answer 1

can only demonstrate correlation, not cause-and-effect-relationships.

Question 2

Ukrainetz, T.A., & Spencer, T.D. (2015).

Answer 2

Sorting the learning disorders: Language impairment and reading disability. In T.A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices

Question 3

What does Molecular Genetics do?

Answer 3

Allows researchers to investigate the genes responsible for any disease or disorder

Question 4

What has molecular genetics shown us?

Answer 4

Has shown us that there is a broad, verbal heritable trait that can result in a speech, language, or reading disorder

Question 5

Some genes may affect

Answer 5

both language and speech

Question 6

Language and speech disorders may occur

Answer 6

alone or together

Question 7

If a parent says:

“He sounds just like I did when I was a kid”

Answer 7

is a red flag that the child will probably not outgrow that problem

Question 8

Decreased phonological awareness skills

Answer 8

Have been implicated in poor reading ability in young children

Question 9

What are environment factors?

Answer 9

• Role models are a variable
• Health is a factor too-is there health insurance?
• A slightly greater number of children from low income backgrounds have SSD’s

Question 10

FAMILIAL AND PERSONAL FACTORS

Answer 10

• Birth order and number of siblings- research inconclusive
• Older siblings have better language because they get more attention
• Gender- SSDs more common in boys
• Age-between 4-6 yrs. Old, most ch begin to sound like adults; but improvements can be made till 8 years (test)

Question 11

How does Intelligence play a role?

Answer 11

• IQ 70 or lower; probably will have SSD
• Other than that, no demonstrated relationship between IQ and articulation
• Speech sounds learned in same sequence, just more slowly

Question 12

The most frequent type of error for individuals with ID (Intellectual Disability) is

Answer 12

• consonant deletion

- Also may have inconsistent errors

Question 13

What are their Language Skills like?

Answer 13

• Many children have problems with BOTH language and speech
• Children with SSDs may use incomplete sentences, shorter utterances, and less complex language
• As sentence length and complexity increases, speech sound errors increase

Question 14

Speech sound errors especially increase when children are trying to produce:

Answer 14

• Polysyllabic words
• Complex, compound, and passive sentences
• We need to treat both language and speech

Question 15

What is a tongue thrust?

Answer 15

• Also called reverse swallow

- Certain manner of swallowing and tongue placement in oral cavity during rest

Question 16

A tongue thrust can be…

Answer 16

• Habitual or obligatory
• Obligatory=organic- ex: enlarged tonsils or adenoids that partially block the posterior airway passage
• Orofacial myology is the treatment for tongue thrust

Question 17

Orofacial Myology is:

Answer 17

Study of relationships among dentition, speech, and nonspeech tongue and facial muscles

Question 18

What are Characteristics of Tongue Thrust?

Answer 18

• During swallowing, tongue comes forward-tip in contact with lower lip
• At rest, tongue is carried forward-tip is between or against teeth while mandible is open
• During speech, tongue fronted and against or between anterior teeth while mandible is slightly opne
• Can contribute to malocclusion

Question 19

A tongue thrust Speech errors may include:

Answer 19

-distortions of /s,z,l/ and interdentalization of /t,d,n,l/

Question 20

What does your book say about treat of tongue thrust in public schools?

Answer 20

“Treatment for tongue thrust is not provided in many public schools unless a child has an accompanying SSD.”

Question 21

In public schools:

Answer 21

• No treatment, we don’t treat it
• TT does not have an adverse impact on a childs access to the curriculum
• We can indirectly refer out

Question 22

What is ASHA’s position about TT?

Answer 22

• TT co-occurs with speech problems in some clients
• Assessment and treatment of within SLP’s scope of practice
• SLP must be highly trained and work on a team with appropriate professionals such as dentists, orthodontists, and allergists

Question 23

What is Oral Sensation?

Answer 23

Looked at oral stereognosis or form recognition

Question 24

Problems found in children with significant hearing loss:

Answer 24

• Omissions of initial and final consonants
• Many diphthong and vowel substitutions
• Inappropriate prosody
• Pitch too high or low
• More frequent pauses
• Epenthesis-insertion of a swa
• Hypernasality
• Produce both consonants and vowels distortedly

Question 25

What is Auditory Discrimination?

Answer 25

• Previously, believed that AD had to precede correct production of a sound
• Research: training discrim only affected discrim, but training correct production helped both AD and production!
• Get into production!

Question 26

Anatomic Structures:1. Soft palate

Answer 26

• may have Velum pharyngeal insufficiency . Mobility and enough tissue are very important.
• Need good VP closure for pressure consonants especially—fricatives, affricates, stops
• May use glottal stops for other sounds.
• May also have nasal emission and hypernasality.

Question 27

Anatomic Structures: 2. Nasopharynx

Answer 27

• Adenoids/nasopharyngeal tonsils
• May be hypertrophied(enlarged); child possibly hyponasal
• Can compensate for short or partially immobile soft palate by assisting with VP closure
• Can block Eustachian tube opening into nasopharynx, depriving middle ear of ventilation

Question 28

Anatomic Structures: #3-6

Answer 28

3. hard palate; cleft, cancer have impact
4. Teeth- extra or supernumerary teeth (or class 1, class 2, class 3 malocclusion; p. 177; please know for test 2)
5. lips (cleft can affect speech) –cleft lip
6. tongue

Question 29

What is a Class II ?

Answer 29

malocclusion (overbite)

Question 30

What is a Class III?

Answer 30

Underbite

Question 31

What is an open bite?

Answer 31

The molars meet but the rest of the teeth don’t

Question 32

Problems with the tongue may include…

Answer 32

• Ankyloglossia (short lingual frenum)
• Macroglossia- the tongue is to big
• Microglossia- the tongue is to small
• Glossectomy- partial or total removal of the tongue due to cancer

Question 33

What is Dysarthria?

Answer 33

• Speech disorder associated with PNS or CNS damage

- Speech muscles weak, uncoordinated, or paralyzed

Question 34

What are some causes of Dysarthria?

Answer 34

Causes: TBI (traumatic brain injury), degenerative diseases, cerebral palsy

Question 35

What is Cerebral Palsy?

Answer 35

• Neuromotor disorder in children
• Nonprogressive- does not get worse with time
• Due to fetal anoxia pre-natal, perinatal, or post-natal
• Developmental dysarthria

Question 36

What is Apraxia of speech?

Answer 36

• Normal peripheral neuromuscular mechanish (not weakness)
• CNS damage to Brocas area
• Adults-usually due to stroke
• Children-childhood apraxia of speech

Question 37

Diadochokinetic rate (DDK)

Answer 37

• Test with measures of diadochokinetic rate (DDK)
• Children attain adult DDK rates between 9-15 years
• Children with SSDs often have slow DDKs
• However, many children with SSDs have normal DDKs
• Text:DDK is not necessarily a factor in speech sound disorders