Chapter 5 - Speech Sound Disorders Flashcards
Behavioral theory of development
Speech learned based on conditioning and learning
Structural theory of development
Follows innate universal hierarchal order of acquisition
Natural pathology theory
Innate process that simplifies adult target word
Generative phonology theory
Phonological descriptions are dependent on info from other linguistic levels
Phonological rules map underlying representations
Linear phonology theory
All distinctive features of speech are equal and arranged in sequential order
Nonlinear phonology theory
Influence of stress and tone
Infants vocal tract
Larynx is higher
Tongue more forward in oral cavity
Phonation stage
Birth to 1 month
Crying
Cooing/gooing stage
2-4 months
Mostly /u/
Expansion stage
4-6 months
Cv combo
Vowels
Bilabial trills
Conical/Reduplicated babbling stage
6-8 months
Cv syllables
No sound meaning correspondence
Variegated/non Reduplicated stage
8-12 months
Variety of consonants
Intelligibility percents
19-24 months: 25-50%
2-3 years: 50-75%
4-5 years: 75-90%
5+ years: 90-100%
Tongue tie
Ankyloglossia
Lingual frenulum too close to tongue tip
Malocclusions
Class 1 - arches aligned but teeth missing
Class 2 - overbite
Class 3 - underbite
Relational analysis assessment
Describes child’s speech compared to adult model
Most common
Independent analysis assessment
Describes child’s speech pattern without reference to adult model
4 factors in deciding if treatment is warranted
1) child making errors last age when they should be
2) child’s production differs from peers
3) speech highly unintelligible
4) number of phonemes in error
Two major categories of treatment
Motor approaches - best with several sound errors
Linguistic approaches - appropriate for highly unintelligible speech
Communication potency
Looks at how functional words are within a child’s communication environment
Developmental approach vs complexity approach
Developmental - selection of early developing targets
Complexity - targeting sounds that aren’t stimulable (later developing)
Van Riper’s traditional approach
Establish correct auditory perception and train accurate motor production
Drill - increasingly complex order that is hierarchal in nature
McDonald’s sensory approach
Based on assumption that syllable is basic unit of speech
Co articulation is important
Distinctive feature analysis
Teaches relevant sounds by training one sound and hoping for generalization
Opposition approach
Minimal pairs - words that differ by one feature
Maximal - words that contains max number of differing features
Phonological processes approach
Cycles
Auditory bombardment, activity, repeat
Core vocabulary approach
Focuses on 70 words that are functional for environment
Overall goal is to increase intelligibility
Accent training therapy
Select parameters that effect intelligibility most
Consonants and vowels that they mispronounce in English
Vision, tactile, and verbal approach
Frontal lisp
Sibilant consonants produced with tongue tip too forward
Lateral lisp
Sibilants produced with air flowing inappropriately over side of tongue
Gliding
Liquid is produced as glide
/w/ for /l/
Persists after 3
Velar fronting
Alveolar replaced with a velar
/t/ for /k/
Stopping
Fricative or affricate replaced with a stop
/t/ for /sh/
/d/ for /th/
Persists after 3
Depalatalization
Substitutes a alveolar fricative/affricate for a palatal fricative/affricate
/s/ for /sh/
Persists after 3
Affrication
Affricate produced in place of fricative/stop
/ch/ for /s/
Deaffrication
Fricative replaces an affricate
/z/ for /ju/
Backing
Posterior consonant produced in place of an anterior consonant
/g/ for /d/
Assimilation
sounds changed by the influence of neighboring sounds
Epenthesis
Schwa vowel placed between consonants on an initial cluster
Spoonerisms
Metathesis
Produces sounds in a word in reversed order
Pik for kip
