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Intro to Communication Disorders > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

sound perception

A

the ability to distinguish sounds

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2
Q

International phonetic alphabet

A

EACH SYMBOL REPRESENTS ONE SOUND

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3
Q

phonology

A

the study of the sound system of a language

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4
Q

phoneme

A

a class of speech sounds and the smallest unit of sound that can affect meaning.

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5
Q

allophone

A

varied productions of an individual phoneme.

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6
Q

vowels

A

involve vocal fold vibrations

open oral tract

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7
Q

what shapes the vocal tract?

A

tongue
jaw movement
lips

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8
Q

diphthong

A

A combination of vowels that come together to make one sound.

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9
Q

consonants

A

produced by restricting the oral cavity

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10
Q

syllable

A

combination of a vowel and a consonant

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11
Q

how are consonants classified?

A

manner, place, and voicing

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12
Q

Manner of articulation

A

the degree or type of constriction

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13
Q

Place of articulation

A

describes the location of constriction

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14
Q

voicing

A

presence or absence of vocal fold vibrations in the production of consonants

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15
Q

manners of articulation

A

stops, fricatives, affricates, glides, liquids, nasals

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16
Q

stop-plosives

A

produced by completely stopping the airflow and then releasing it.

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17
Q

what are the 6 stop-plosives

A

P, B, T,D,K,G

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18
Q

Fricatives

A

the air is forced through a constricted oral cavity

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19
Q

affricates

A

a combination of strops and fricatives

example chair, jump

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20
Q

glides

A

the shapes of the articulators change gradually

W and J

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21
Q

liquids (semivowels)

A

The oral cavity is restricted the least.R and L

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22
Q

nasals

A

nasal resonance is added by keeping teh velopharyngeal port open N,M,nj

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23
Q

7 categories of place of articulation

A

bilabial, labiodental, linguadental, lingua-alveolars, palatals, linguavelar, glottal

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24
Q

bilabial sounds

A

produced primarily by the two ips

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25
Q

labiodental sounds

A

produced by teeth and lips

F, V

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26
Q

linguadental sounds

A

produced by the tongue which makes contact with the upper teeth

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27
Q

lingua-alveolar sounds

A

produced by raising the tip of the tongue to make contact with the alveolar ridge
N, T, D, S ,Z

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28
Q

linguapalatal sounds

A

produced by the tongue which comes in contact with the hard palate

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29
Q

linguavelar sounds

A

produced by back of tonguewhich raises up to make contact with the velum
nj, k, g

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30
Q

glottal sounds

A

are produced by the frictions noise resulting from air passing through open vocal folds.

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31
Q

cooing

A

vowel sounds start at 3 months old

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32
Q

babbling

A

combinations of consonants and vowels start at 5-7 months

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33
Q

cross sectional method

A

speech of children at different age levels is established norm

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34
Q

longitudinal method

A

only one child or a few children are observed for an extended period of time to understand the process of learning

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35
Q

In learning speech sounds, children simplify them, such simplifications of the adult model of correct articulations are called ________

A

phonological processes

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36
Q

vowels are acquired before consonants. True or false

A

Trues

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37
Q

nasal sounds are acquired the _______ mastered between ______ and _____

A

earliest

3 and 4

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38
Q

______ sounds are mastered before fricatives

A

stop

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39
Q

stop sounds are mastered between ____ and ____

A

3 and 4.5

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40
Q

glides are mastered before _______

A

fricatives

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41
Q

Liquids are mastered relatively late between ____ and ____ yrs old

A

3 and 5 yrs old

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42
Q

glides are mastered between _____ to ______

A

2 to 4 yrs old

43
Q

fricatives and affricates are mastered later than ______ and _______

A

stops

nasals

44
Q

fricatives are mastered between ______ and _____

A

3 and 6

45
Q

consonant clusters are acquired ______ than other sounds

A

later

46
Q

the degree to which listeners understand the sounds in a speaker speech

A

speech intelligibility

47
Q

healthy children’s difficulty in producing speech sounds without organic without organic causes is called ______________

A

functional articulation disorder

48
Q

functional disorder disorder cannot be explained by ___________, ___________, __________, ________

A

neurological damage, muscle weakness, paralysis or structural problem

49
Q

absence of a required sound in a word position

A

omissions

50
Q

the production of a wrong sound in place or a right one

A

substitution

51
Q

is imprecise sound production

A

distortion

52
Q

involves adding a sound that does not belong to a word

A

addition

53
Q

substitutions of lingua-alveolars for linguadentals

A

place errors

54
Q

substitution of glides for liquids

A

manner errors

55
Q

substitution of voiced sounds for voiceless

A

voicing errors

56
Q

child who omits several final or initial consonant is said to exhibit _________ _________ ______

A

consonant deletion process

57
Q

sounds produced in the front are substituted for those in the back

A

fronting

58
Q

In fronting __________ are used in place of palatal and velar sounds.

A

alveolar

59
Q

a syllable or target word is repeated

ex. (baba for bottle)

A

reduplication or doubling

60
Q

child says medo for tomato, tephone for telephone

A

unstressed syllable deletion

61
Q

an unstressed vowel typically the schwa is inserted inappropriately sapoon for spoon

A

epenthesis

62
Q

potential causes of articulation and phonological disorders (12)

A

intelligence, gender, socioeconomic status, birth order and sibling status, language development, motor skills,auditory discrimination, oral structures, hearing loss, neuropathologies, tongue thrust

63
Q

Who has more errors in articulation, children from lower socioeconomic status or upper economic status?

A

children from lower socieconomic status

64
Q

first born and only child have better articulation than children who have older siblnigs

A

True

65
Q

misaligned upper and lower dental arches

A

malocclusion

66
Q

individual teeth are misaligned but the arches are generally aligned

A

malocclusion I

67
Q

upper jaw is protruded and lower jaw is receded

A

malocclusion II

68
Q

lower jaw is protruded upper jaw is receded

A

malocclusion III

69
Q

when an organic problem that could affect articulation exists, but its effects are not observed the clinician usually concludes that the child has learned ______ ________

A

compensatory response

70
Q

Problems of articulation that are due to damage to the central or peripheral nerves are called ________

A

dysarthrias

71
Q

(dysarthria) damage to the nervous system can cause ______ ____ _____

A

paralysis, weakness, or lack of coordination of the muscles of speech

72
Q

neurological origin speech disorder, motor programming disorder, makes high inconsistent articulation errors

A

Apraxia of speech

73
Q

a pattern of abnormal swallow

A

tongue thrust

74
Q

tongue tie organic cause of misarticulations

A

ankyloglossia

75
Q

lingual frenum

A

attaches the tongue to the base of the mouth

76
Q

A brief procedure that helps determine whether a person should be assessed at length.

A

articulation screening

77
Q

the process of identifying and describing a clinical problem

A

Assessment

78
Q

Assessment Procedures include:

A 
History
interview
orofacial examination
hearing screening 
assessment of sound production
stimulability test
analysis of results
report writing
79
Q

Measurement and assessment of articulation

A

sampling conversational speech
administration of standardized tests of articulation
analysis of individual errors their types and their word positions
analysis of patterns of misarticulations

80
Q

Clinician examines the client’s facial and oral structures to rule out gross organic problems

A

orofacial examination

81
Q

what are the major sources of information on articulation and its disorders?

A

speech and language samples
standardized tests that evaluate the production of individual sounds
assessment tools that help evaluate phonological processes

82
Q

Name some articulation tests

A 
GOldman Fristoe
firsher logemann
the templin darley test
deep test of articulation
arizona articulation proficiency scale
photoarticulation
83
Q

clinician produces the child’s misarticulated sounds correctly and asks the child to imitate

A

test of stimulability

84
Q

stimuli are ______ _______ because they are presented before the target response is produced or attempted

A

antecedent events

85
Q

goal

A

criterion performance

86
Q

final target of articulation treatment is the

A

correct production of misarticulated phonemes in conversational speech

87
Q

stimulus material

A 
modeling of target
pictures
objects
instructions on how to produce them
manual guidance to help the articulators make approproate movements
88
Q

In this method, the clinician describes how a target sounds is produced correctly

A

phonetic placement method

89
Q

the clinician uses his or her fingers to shape the articulators

A

manual guidance

90
Q

when the clinician manually moves the articulators the client receives motor and kinesthetic feedback

A

moto-kinesthetic method

91
Q

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

A

auditory discrimination

92
Q

the client is not asked to produce sounds until he or she discriminates between the error sound and the correct target sound

A

auditory discrimination

93
Q

the clinician produces the sound firs, the child imitates the clinicians correct production and hten produces it without modeling

A

production training: teaches both production and auditory discrimination

94
Q

treatment is always started at the syllable level

A

sensory-motor approach

95
Q

start training at the word level. clinician first finds a key word in which the error sound is produces correctly

A

paired-stimuli approach

96
Q

clinician will work on several sounds in any given session

A

multiple phoneme approach

97
Q

Most treatment sounds are treated int eh order of

A

sounds, syllables, words, phrases, and sentences reading, conversational

98
Q

clinician gives a different kind of feedback for incorrect responses

A

corrective feedback

99
Q

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

A

time out

100
Q

a wrong response costs a reinforcer that the child has earned for correct responses

A

response cost

101
Q

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..

A

Probe

102
Q

production of target behaviors in the absence of clinician feedback is known as _______ _________

A

generalized production

103
Q

train the family members to reinforce productions of target sounds at home and in other situations

A

response maintenance strategies

104
Q

if a follow up shows a need _________ ______ is given

A

booster treatment

Intro to Communication Disorders (11 decks)

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