chapter 4 pt 2 Flashcards
otitis media w/ effusion
frequent buildup of liquid in the middle ear
may result in temporary conductive hearing loss in children
can impede transmission of accurate speech
why is speech sound discrimination important
making associations between sounds & meaning
associations between sounds & movements of the vocal tract
adapting production of sounds to changing vocal tract
what do clinicians look at when examining speech sound discrimination
specific phonemes a child is misarticulating
context in which the child is producing the phonemes
receptive vocab skills of the child
motor abilities
general vs phonemic specific measures
children w/ SSDs tend to have difficulty discriminating the specific sounds that they mishear
do NOT seem to have general perception issues
external monitoring
association between environmental sounds & meaning
monitoring others’ speech
internal monitoring
judging accuracy of one’s own speech immediately after production
both AC & BC cues
/fls/ phenomenon
example of a child’s recognition of sound in others’ speech but not in own production
good external but poor internal discrimination
children w/ delayed speech often distinguish ___________________________
but may struggle w/ ______________________________
external sounds of their errors
internal discrimination
tongue effect on speech
most crucial articulator
grows longer & thinner w/ age
ankyloglossia (tongue tie)
restricted lingual frenum
prevalence = 4.2-10.%
clipping only recommended in SEVERE cases
macroglossia
large tongue size that might hinder movement
most individuals adapt to maintain sound production
hard palate
varying shapes show similar acoustic outcomes in vowel production
speakers can compensate
why is oral sensory function important
developing & monitoring articulatory movements
oral tactile sensitivity importance
temporary sensory deprivation can reduce articulation accuracy
tip of tongue most sensitive
midline more than edges
diadochokinetic (DDK) rate
measures oral motor skills independently from phonological skills through rapid syllable repetition
nonsense syllable - pataka
increases w/ age – reaching adult by 9-10 years
how is DDK measured
count by time - # of syllables spoken in a set time
time by count - time taken to produce a set # of syllables
tongue thrust
frontal or lateral tongue movement during swallowing
tongue thrust conditions
forward tongue movement between teeth during swallow initiation
tongue fronting between/against teeth during speech
resting tongue position forward in oral cavity
tongue thrust development
all infants do it
usually resolves itself by 10 years, if not sooner
habitual tongue thrust
no structural abnormalities
obligatory tongue thrust
due to airway obstruction or englarged tonsils
adapting for food passage
tongue thrust impact on dentition
resting tongue position influences teeth/jaw alignment
forward resting position may cause open bite &/or class II malocclusion
speech sound errors (SSEs) w/ tongue thrust
higher incidence of SSEs
errors in /t/, /d/, /n/, & /l/
tongue thrust + open bite = increased SSEs
tongue thrust treatment
orofacial myofunctional therapy (OMT) shows efficacy in altering tongue posture & improving related SSEs
positive outcomes when OMT combined w/ speech therapy
pacifier use & SSDs
children w/ SSDs more likely to have used a bottle as a pacifier
3fold increase in SSDs among pacifier users
could alter tongue posture, tooth alignment, reduce speech practice & interaction opportunities
intelligence & SSDs
low correlation between speech sound production & IQ for those in the normal range
higher correlation between speech sound production & IQ in those who are cognitively impaired
language development & SSDs
complex linguistic demands can increase speech errors
feedback from speech output influences language production
intervention in 1 domain (syntax) can lead to improvements in another (phonology)
academic performance & SSDs
SSDs ten to co-occur w/ literacy impairment
young children w/ language & SSDs are especially at risk
phonological awareness linked to literacy
age & SSDs
speech sounds should normalize by 8 yrs
improvements taper off beyond elementary school
gender & SSDss
girls develop articulation skills earlier
higher rate of SSDs in boys
SES & SSDs
don’t seem to be strongly linked
family & SSDs
SSDs often run in families
difficult to separate biological /genetic vs environmetal influences
sibling influence & SSDs
1st born may have better articulation than subsequent siblings
twins may have unique patterns of speech
personality & SSDs
studies mostly inconclusive
