Chapter 5 Flashcards
sound perception
the ability to distinguish sounds
International phonetic alphabet
EACH SYMBOL REPRESENTS ONE SOUND
phonology
the study of the sound system of a language
phoneme
a class of speech sounds and the smallest unit of sound that can affect meaning.
allophone
varied productions of an individual phoneme.
vowels
involve vocal fold vibrations
open oral tract
what shapes the vocal tract?
tongue
jaw movement
lips
diphthong
A combination of vowels that come together to make one sound.
consonants
produced by restricting the oral cavity
syllable
combination of a vowel and a consonant
how are consonants classified?
manner, place, and voicing
Manner of articulation
the degree or type of constriction
Place of articulation
describes the location of constriction
voicing
presence or absence of vocal fold vibrations in the production of consonants
manners of articulation
stops, fricatives, affricates, glides, liquids, nasals
stop-plosives
produced by completely stopping the airflow and then releasing it.
what are the 6 stop-plosives
P, B, T,D,K,G
Fricatives
the air is forced through a constricted oral cavity
affricates
a combination of strops and fricatives
example chair, jump
glides
the shapes of the articulators change gradually
W and J
liquids (semivowels)
The oral cavity is restricted the least.R and L
nasals
nasal resonance is added by keeping teh velopharyngeal port open N,M,nj
7 categories of place of articulation
bilabial, labiodental, linguadental, lingua-alveolars, palatals, linguavelar, glottal
bilabial sounds
produced primarily by the two ips
labiodental sounds
produced by teeth and lips
F, V
linguadental sounds
produced by the tongue which makes contact with the upper teeth
lingua-alveolar sounds
produced by raising the tip of the tongue to make contact with the alveolar ridge
N, T, D, S ,Z
linguapalatal sounds
produced by the tongue which comes in contact with the hard palate
linguavelar sounds
produced by back of tonguewhich raises up to make contact with the velum
nj, k, g
glottal sounds
are produced by the frictions noise resulting from air passing through open vocal folds.
cooing
vowel sounds start at 3 months old
babbling
combinations of consonants and vowels start at 5-7 months
cross sectional method
speech of children at different age levels is established norm
longitudinal method
only one child or a few children are observed for an extended period of time to understand the process of learning
In learning speech sounds, children simplify them, such simplifications of the adult model of correct articulations are called ________
phonological processes
vowels are acquired before consonants. True or false
Trues
nasal sounds are acquired the _______ mastered between ______ and _____
earliest
3 and 4
______ sounds are mastered before fricatives
stop
stop sounds are mastered between ____ and ____
3 and 4.5
glides are mastered before _______
fricatives
Liquids are mastered relatively late between ____ and ____ yrs old
3 and 5 yrs old
glides are mastered between _____ to ______
2 to 4 yrs old
fricatives and affricates are mastered later than ______ and _______
stops
nasals
fricatives are mastered between ______ and _____
3 and 6
consonant clusters are acquired ______ than other sounds
later
the degree to which listeners understand the sounds in a speaker speech
speech intelligibility
healthy children’s difficulty in producing speech sounds without organic without organic causes is called ______________
functional articulation disorder
functional disorder disorder cannot be explained by ___________, ___________, __________, ________
neurological damage, muscle weakness, paralysis or structural problem
absence of a required sound in a word position
omissions
the production of a wrong sound in place or a right one
substitution
is imprecise sound production
distortion
involves adding a sound that does not belong to a word
addition
substitutions of lingua-alveolars for linguadentals
place errors
substitution of glides for liquids
manner errors
substitution of voiced sounds for voiceless
voicing errors
child who omits several final or initial consonant is said to exhibit _________ _________ ______
consonant deletion process
sounds produced in the front are substituted for those in the back
fronting
In fronting __________ are used in place of palatal and velar sounds.
alveolar
a syllable or target word is repeated
ex. (baba for bottle)
reduplication or doubling
child says medo for tomato, tephone for telephone
unstressed syllable deletion
an unstressed vowel typically the schwa is inserted inappropriately sapoon for spoon
epenthesis
potential causes of articulation and phonological disorders (12)
intelligence, gender, socioeconomic status, birth order and sibling status, language development, motor skills,auditory discrimination, oral structures, hearing loss, neuropathologies, tongue thrust
Who has more errors in articulation, children from lower socioeconomic status or upper economic status?
children from lower socieconomic status
first born and only child have better articulation than children who have older siblnigs
True
misaligned upper and lower dental arches
malocclusion
individual teeth are misaligned but the arches are generally aligned
malocclusion I
upper jaw is protruded and lower jaw is receded
malocclusion II
lower jaw is protruded upper jaw is receded
malocclusion III
when an organic problem that could affect articulation exists, but its effects are not observed the clinician usually concludes that the child has learned ______ ________
compensatory response
Problems of articulation that are due to damage to the central or peripheral nerves are called ________
dysarthrias
(dysarthria) damage to the nervous system can cause ______ ____ _____
paralysis, weakness, or lack of coordination of the muscles of speech
neurological origin speech disorder, motor programming disorder, makes high inconsistent articulation errors
Apraxia of speech
a pattern of abnormal swallow
tongue thrust
tongue tie organic cause of misarticulations
ankyloglossia
lingual frenum
attaches the tongue to the base of the mouth
A brief procedure that helps determine whether a person should be assessed at length.
articulation screening
the process of identifying and describing a clinical problem
Assessment
Assessment Procedures include:
History interview orofacial examination hearing screening assessment of sound production stimulability test analysis of results report writing
Measurement and assessment of articulation
sampling conversational speech
administration of standardized tests of articulation
analysis of individual errors their types and their word positions
analysis of patterns of misarticulations
Clinician examines the client’s facial and oral structures to rule out gross organic problems
orofacial examination
what are the major sources of information on articulation and its disorders?
speech and language samples
standardized tests that evaluate the production of individual sounds
assessment tools that help evaluate phonological processes
Name some articulation tests
GOldman Fristoe firsher logemann the templin darley test deep test of articulation arizona articulation proficiency scale photoarticulation
clinician produces the child’s misarticulated sounds correctly and asks the child to imitate
test of stimulability
stimuli are ______ _______ because they are presented before the target response is produced or attempted
antecedent events
goal
criterion performance
final target of articulation treatment is the
correct production of misarticulated phonemes in conversational speech
stimulus material
modeling of target pictures objects instructions on how to produce them manual guidance to help the articulators make approproate movements
In this method, the clinician describes how a target sounds is produced correctly
phonetic placement method
the clinician uses his or her fingers to shape the articulators
manual guidance
when the clinician manually moves the articulators the client receives motor and kinesthetic feedback
moto-kinesthetic method
clinicians may start treatment by asking the child to listen to the differences between the target sound and the error sound that the clinician produces
auditory discrimination
the client is not asked to produce sounds until he or she discriminates between the error sound and the correct target sound
auditory discrimination
the clinician produces the sound firs, the child imitates the clinicians correct production and hten produces it without modeling
production training: teaches both production and auditory discrimination
treatment is always started at the syllable level
sensory-motor approach
start training at the word level. clinician first finds a key word in which the error sound is produces correctly
paired-stimuli approach
clinician will work on several sounds in any given session
multiple phoneme approach
Most treatment sounds are treated int eh order of
sounds, syllables, words, phrases, and sentences reading, conversational
clinician gives a different kind of feedback for incorrect responses
corrective feedback
immediately following an incorrect response the clinician says stop and looks awar from the client for five to 10 seconds. eye contacts is reestablished and training is continued
time out
a wrong response costs a reinforcer that the child has earned for correct responses
response cost
periodically asking the child to produce hte target osunds in untrained words brief conversational speech without feedback help assess whether a trained sound has generalized to untrained words and sentences produced in more natural conditions..
Probe
production of target behaviors in the absence of clinician feedback is known as _______ _________
generalized production
train the family members to reinforce productions of target sounds at home and in other situations
response maintenance strategies
if a follow up shows a need _________ ______ is given
booster treatment
