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10412 - MSD > Childhood MSD > Flashcards

Childhood MSD Flashcards

1
Q

Doctor Megan Hodge from the University of Alberta defined MSD as having a:

A

● Constraint in the ability to PLAN, sequence, and/or control movements of muscle groups used to generate speech due to neurological and/or neuromuscular impairment

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2
Q

T OR F: CHILDREN WITH MSD Typically do not “grow out of” or are
“cured” of physical basis of speech disorder

A

TRUE

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3
Q

COGNITIVE PROCESS OF SPEECH

A

IDEATION

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4
Q

IN IDEATION THERE IS

A

COMMUNICATIVE INTENT

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5
Q

LINGUISTIC PROCESS

A

SYMBOLIZATION

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6
Q

SYMBOLIZATION - LINGUISTIC

A

■ Word Retrieval (word combination)
■ Phonological Mapping
■ Syntactical Framing

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7
Q

MOTOR PROCESS

A

○ Motor Planning and Programming
○ Motor Execution

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8
Q

Specifying range, direction, speech, and force movement

A

MOTOR PLANNING AND PROGRAMMING

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9
Q

RESULING IN ACOUSTIC INPUT

A

MOTOR EXECUTION

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10
Q

Involves specification of particular muscles to begin contracting at just the right time, to move selected structures in a certain direction, range, speed, and with particular amount of muscle contraction.

A

PRAXIS

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11
Q

usually caused by a determined or undetermined problem in the cortex.

A

PRAXIS

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12
Q

It is the planning and programming of articulatory muscles for speech

A

PRAXIS

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13
Q

It is the initial sensory motor process underlying speech

A

Planning

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14
Q

Transform cognitive and or linguistic concepts to speech movements.

A

Planning

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15
Q

having templates for specific situations that we have in our brain and ready to pull up and execute.

A

Planning

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16
Q

What is the importance of planning?

A
  1. The consciousness e ort of the speaker is minimized especially if it is routinary.
  2. If the word is new or in a di erent language, it will be HARDER for you to process since you don’t have the template compared to a high frequency
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17
Q

What are the parts of planning

A
  1. Spatial configuration
  2. Articulatory movement dynamics
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18
Q
  • This is the articulatory posture. The template would tell you where to position specific articulators
A

Spatial configuration

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19
Q
  • Specifies the movement. In that plan, how will they move in order to reach that specific articulatory posture
A

Articulatory Movement Dynamics

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20
Q

It is the major determinant of the timing and positioning

A

Programming

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21
Q

What is force function?

A

Responsible for setting muscle activity to a level necessary to complete the task

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22
Q

specifies how contractive the specific musculature should be in order to produce that sound. How activated are the muscles supposed to be.

A

Force function

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23
Q

What is Timing Relation/Characteristics?

A

how fast are the movements supposed to be, how slow are they supposed to move in order to produce that sound.

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24
Q

Temporal characteristics of the movements are

A

supposed to be specified for each particular structure involved in the speech movement.

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25
Q

What is the Interstructure/Component Relations?

A

Specify both positioning and timing characteristics of one or more structures relative to each other as well as the respiratory and laryngeal events.

26
Q

In this process, it specifies how each of those structures are supposed to be positioned and timed in relation to each other. So that the child or the person can produce a specific word or a specific sound itself.

A

Interstructure/Component Relations

27
Q

What is Status of the Position Dynamics?

A

Monitoring what’s the current state of the position dynamics.

28
Q

What is execution?

A

It is the realization of the plan and the programmed speech movements.

29
Q

present online dynamics.

A

The plan or the programmed movements are actually executed or produced so it’s implemented

30
Q

make online dynamics.

A

Even after a speech production has begun, the system is flexible enough to make online changes. There is an interaction between this process and the previous process of programming.

31
Q

It is likely that when we’re talking about motor planning, and programming issues or your praxis issues,

A

It is CAS

32
Q

Most likely if it is problem in motor execution,

A

It’s childhood dysarthria

33
Q

Darley, et al., 1969 defined dysarthria in adults

A

a collective name of a group of related speech disorders that are due to disturbance in muscular control over the speech mechanism due to damage of the
C/PNS.

34
Q

Love, 1999 defined childhood dysarthria as

A

neurogenic speech impairment caused by dysfunction of the motor control centers of the immature brain and is marked by disturbances of the speech muscles in SPEED, STRENGTH, STEADINESS, COORDINATION, PRECISION, TONE, and ROM (Range of Motion).

35
Q

Strand, 2013 defined childhood dysarthria as

A

movements may be impaired in FORCE, TIMING, ENDURANCE, DIRECTION, and ROM.”

36
Q

According to Myask, 1963:

A

Persistence of the primitive oral reflexes makes mature patterns of feeding di cult and thus speech motor control also di cult to acquire

37
Q

General Characteristics of Children with Dysarthria

A
  1. Jaw Stabilization
  2. isolation
  3. Lip Retraction
  4. Lip Closure
38
Q

This may predict di culty in production of bilabial stops or labial sounds

A

Lip Closure

39
Q

If there is a Delay in the emergence of lip retraction during spoon feeding

A

Lip retraction is a problem

40
Q

It is for drinking

A

Jaw stabilization

41
Q

Emerges at 1 year of age and Mastered at 2 years old

A

Jaw Stabilization

42
Q

Oral Motor Characteristics of Childood Dysarthria

A

Dysarthria in children and adult is accompanied by significant restrictions of oral non-speech movement such as voluntary lateralization of the tongue, protrusion and retraction of the lips.

43
Q

Sensory deficit in childhood dysarthria

A

Studies on oral sensory deficits confirmed that deficits in sensory motor aspect play a role in speech performance, particularly in those with
cerebral palsy

44
Q

The speech of children with dysarthria
has been characterized as

A

Delayed or impaired

45
Q

Diagnostic Markers of Dysarthria (SlImWINS)

A
  1. Slurred speech
  2. Imprecise articulatory contacts
  3. Weak respiratory support
  4. Incoordination of the respiratory stream
  5. Nasality
  6. Spasticity or flaccidity of the oral facial muscles
46
Q

Abnormal movement in speech are clinically described as weak, slow, or with:

A
  1. Paralysis
  2. Tremor
  3. Dysmetria/Dyssnergia
  4. Limited ROM
47
Q

Dysarthria is more prominent in:

A

1.75/2 Males : 1 Female

48
Q

Respiratory Diagnostic Markers for CD

A
  1. Inability/Difficulty to initiate phonation
  2. Reduced vocal loudness
  3. Poor regulation of vocal loudness
  4. Reduced breath group length
  5. Initiates speech at inappropriate place in the lung volume
  6. Linguistically inappropriate inspirations
  7. Fatigue with extended speaking
  8. Unusual movements during inspiration or expiration
49
Q

Phonation Diagnostic Markers for CD

A

● Inability/Di culty to initiate phonation
● Poorly regulated pitch, pitch breaks, tremors
● Inappropriate pitch
● Reduced pitch range
● Poor regulation of vocal loudness
● Inappropriate loudness
● Reduced loudness range
● Abnormal voice quality
● Reduced breath group length
● Failure to di erentiate voiced from voiceless consonants
● Continuous voicing
● Audible airflow prior to start of voicing for spoken breath group
● Involuntary phonation

50
Q

Articulation diagnostic markers in CD

A

Imprecise consonants
Inconsistent errors
● Distortion of vowels
● Voicing errors
● Prolongation of sounds
● Asymmetrical movements of articulators
● Slow Initiation of movement
● Slow rate of movement execution
● Reduced range of movement of oral articulators
● Limited diversity of movements
● Compensatory use of structure
● Involuntary movements

51
Q

According to Crary, CAS is

A

A disorder of “movement learning”

52
Q

What is Apraxia?

A

would deal more into a wider range of clinical context

53
Q

What is dyspraxia?

A

tends to be more into idiopathic clinical context.

54
Q

What is the definition of CAS (ASHA)

A

neurological childhood speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits.

55
Q

What is the core impairment in CAS

A

Planning, programming spatiotemporal parameters of movements sequences which results in speech sound production and prosody errors

56
Q

Clinical Contexts of CAS

A
  1. Neurological causes
  2. Complex neuro-behavioral d/o
  3. Idiopathic
57
Q

Characteristics of CAS

A
  1. Segmental
  2. Suprasegmental
58
Q

chromosome FOXP2 (gene) located at the chromosome 7
Primary finding of the genetics of CAS have emerge from studies of a London family: “KE” family

A

Forkhead Box Protein P2 (FOXP2)

59
Q

CAS Speech Characteristics

A
  1. Di fficulty with achieving initial articulatory configurations
  2. Di fficulty from one articulatory configuration to another
  3. Groping and/or trial and error behavior
  4. Limited Consonant and Vowel Repertoire
  5. Presence of Vowel Distortions/Errors
  6. Use of simple syllable shapes
  7. Frequent omission of sounds
  8. Altered suprasegmentals
  9. Altered timing between sounds and syllables
  10. Inconsistent Error Patterns
60
Q

CAS Signs (ASHA Consensus)

A

● Inconsistent errors in repeated productions of syllables or words
● Lengthened and disrupted coarticulatory transitions between sounds and syllables
● Inappropriate prosody (especially in the
realization of lexical or phrasal stress)

10412 - MSD (7 decks)

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