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Speech Sound Disorders > Class one and two > Flashcards

Class one and two Flashcards

1
Q

Speech is:

A

Articulation, Fluency, and Voice

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2
Q

Articulation

A

(Form) Motor production of speech sounds

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3
Q

Fluency

A

The flow of speech, rate and rhythm

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4
Q

Voice

A

Vocal quality, pitch, Loudness and resonance

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5
Q

A communication disorder is

A

the impairment in the ability to receive, send, process, and comprehend concepts, including verbal, nonverbal and graphic symbol systems (writing) (ASHA, 1993).

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6
Q

Communication disorders

A

Speech, Language, Hearing, Central Auditory processing.

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7
Q

A Speech Disorder is

A

used to indicate oral, verbal communication that is so deviant from the norm that it is noticeable or interferes with communication.

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8
Q

Articulation Disorder

A

Precise oral motor production of speech sounds

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9
Q

Fluency Disorder

A

The flow of speech, rate, and rhythm

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10
Q

Voice Disorders

A

Vocal quality, pitch, loudness and resonance.

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11
Q

Language disorder:

A

impaired comprehension and/or use of spoken, written, and/or other symbol systems.

May involve one or more of the following: Phonology, morphology, syntax, semantics, and pragmatics.

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12
Q

Hearing Disorder:

A

Impaired auditory sensitivity leads to a hearing impairment. (hard of hearing, deaf)

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13
Q

Central Auditory Processing Disorders

A

difficulties with information processing of auditory signals that are not the result of hearing impairment.

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14
Q

Articulation is the

A

Subcategory of speech

Phones: The actual production

Articulatory motor processes.

Example: The child’s “r’ -production , refers to the speech sound or phone production of [r]. (does not change the meaning of the word)

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15
Q

Phonology is the

A

Subcategory of language

Phonemes: When combined with other units, distinguish meaning between words

Understanding of sound systems within a language

Ex: The child’s understanding that phonemes ‘r’ and ‘w’ can change the word’s meaning

Two words that differ in only one phoneme value are called minimal pairs (e.g., ring, wing).

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16
Q

Phone

A

Exact production of the sound

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17
Q

Phoneme

A

sounds that differentiate meaning between two words

Ex: sap and zap

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18
Q

Phonotactics

A

Allowed combinations of phonemes in a particular language
E.g., “sh”+ ”v” does not occur in American English; however, it occurs in German (schwein for “pig”).

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19
Q

Speech sound disorders

A

is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.” (ASHA)

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20
Q

Articulation disorder

A

Atypical articulation: substitutions, omissions, additions and distortions that may interfere with intelligibility

Can cause frustration

Errors-may be typical (age-appropriate) or atypical (non age-appropriate)-depending on the age

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21
Q

Phonological Disorder

A

Impaired understanding of the phonological system of a particular language.

If a child is producing swing, sing, ring, and wing as wing- the child is not using the required phonemic contrasts to indicate differences between these words (sounding identical).

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22
Q

Phonetic inventory

A

List of all phones produced

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23
Q

Phonemic inventory

A

List of phonemes the child used to differentiate meaning

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24
Q

Phonotactic constraints

A

Can they use target phonemes in all possible positions of the word? For example, a child might use /k/ in cat but cake would be /kei/

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25
Q

Deeper look into Phonology

A

The study of how phonemes are organized and function in a language.
List of all vowels and consonants in that language to differentiate meaning

(Function) linguistic understanding

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26
Q

(Types of SSD) Speech delay:

A

onset between 3 and 9 years of age, represented by significant speech sound substitutions and deletions that may become age appropriate with treatment.

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27
Q

(Types of SSD) Motor speech disorder:

A

: Onset between 3 and 9 years, represented by significant speech sound distortions, deletions, and substitutions that may not be age appropriate even after treatment

28
Q

(Types of SSD) Speech errors:

A

Onset between 6 and 9 years of age, represented by speech sound distortion errors that occur primarily on s- and r- sounds. They are not associated with the social and academic consequences that are noted in 1) speech delay, and 2) motor speech disorder.

29
Q

(Types of SSD) Persistent Speech Sound Disorder:

A

Is used for children over 9 years of age

30
Q

(Etiology of SSD) Speech Delay:

A

Cognitive linguistic problems that may be genetics

Fluctuating hearing loss

Psychosocial (temperament)

30
Q

Differential Diagnosis System

A

Describes children’s speech sound difficulties according to the error patterns they demonstrate.

31
Q

(Etiology of SSD) Motor Speech Disorder:

A

Planning and/or programming restraints: apraxia of speech

Muscle weakness or difficulty con trolling muscles: Dysarthria

31
Q

(Etiology of SSD) Speech Errors:

A

The distortion of s- sounds, and the distortion of r-sounds

32
Q

(Differential Diagnosis System) Articulation Disorder:

A

an inability to pronounce certain phones, typically s- and r- sounds

33
Q

(Differential Diagnosis System) Phonological delay:

A

These children demonstrate phonological patterns that are evidenced in normal development but are typically noted at an earlier chronological age (typically under 4 yrs old)

34
Q

(Differential Diagnosis System) Consistent phonological disorder:

A

Consistent use of some non-developmental error patterns. Children may demonstrate atypical and idiosyncratic error patterns (unique to the individual)

35
Q

Types of classifications

A

1) Broad based divisions: Functional vs. Organic

2) Speech Disorders Classification System (e.g., Shriberg et al., 2010).

3) Differential Diagnosis System (e.g., Dodd, 2013).

36
Q

Articulation Disorder vs. Phonological Disorder

A

The difference is important, but is not an either/or dichotomy

Many children with SSD-demonstrate both types of difficulties.

A child may demonstrate problems with physically producing phones and using phonemes contrastively to differentiate words.

37
Q

Types of Communication Disorders

A

Speech
-Articulation disorder
-Fluency disorder
-Voice disorder

Language
-Impairment in one or multiple of the 5 components of language (Phonology, morphology, syntax, semantics, pragmatics)

Hearing
-Deaf
-Hard of hearing
-Central Auditory Processing Disorder

38
Q

Aspects of Structural and Functional Development

A

Both the structure and function of respiratory, phonatory, resonatory, and articulatory mechanisms must change considerably before regular articulatory activities begin.

39
Q

Anatomy of a Newborn: Oral and Pharyngeal Cavity

A

The oral cavity and the pharyngeal cavity are used primarily for sucking and swallowing actions.

The tongue-fills the oral cavity completely leaving no space practically for the buccal area.

The production of sounds under these conditions is severely restricted.

40
Q

Anatomy of a Newborn: Larynx

A

Larynx is close to the angle between neck and chin.
Restricted position of the larynx does not allow the vocal tract to effectively elongate

41
Q

Anatomical Changes: Around the child’s first birthday

A

Expansions of the laryngeal and pharyngeal cavity

Changes in the form and mobility of the arytenoid cartilages (controls vocal folds), soft palate and tongue

Fine-tuning and coordination of the lips, mandible, tongue, and velar movements

42
Q

Early Perception

A

Auditory experiences begin before birth (third trimester)

Human fetuses have a clear sensitivity to melody contours in language and music

Newborns-prefer their mother’s voice over other voices

Newborns’ cry melodies appear to be shaped by their native language

43
Q

Categorical Perception

A

Categorical perception, tendency of listeners to perceive differences in speech sounds according to the classifications of their native language.

Sucking rates studies-infants as old as 1 month old-demonstrated categorical perception between /b/ and /p/ in [ba] and [pa].

44
Q

Perceptual Constancy

A

The ability to identify the same sounds across different speakers, pitches and other changing environmental conditions

Perceptual constancy for vowels and consonants within different contexts-observed in children from 51/2-10 months of age (Werker & Fennell, 2004).

45
Q

Phonemic Contrasts

A

Differentiating between phonemes that signal differences in word meanings

Some phonemic contrasts are easier than others
/b-d/ (18 months) vs. /s-z/ (around 25 months).

46
Q

Prelinguistic Stages (Stark, 1986; revised by Nathani et al., 2006)

A

Stage 1: Reflexive crying and vegetative sounds-birth to 2 months

Stage 2: Cooing/gooing and laughter or controlled phonation-1-4 months

Stage 3: Vocal play or expansion-3-8 months

Stage 4: Basic (canonical) babbling-5-10 months

Stage 5: Advanced forms-9-18 months- this babbling stage overlaps with the first meaningful words.

47
Q

Vocoids

A

nonphonemic vowel like productions (predominance of the [ɛ], [ɪ], and [ʌ] vocoids).

48
Q

Contoids

A

non phonemic consonant-like productions (frequent contoids: [h], [d], [w], [b], [ɡ], [m], and [j]).

49
Q

Towards the end of the babbling stage: Syllable Shapes

A

Later babbling period: open syllables-most frequent (fewer closed syllables)
V, CV, VCV, CVCV

By 24 months: toddlers expand their syllable structures considerably.
CVC, CVCVC, CCVC, CC(C)VCC

50
Q

Babbling and later language development

A

Greater language growth associated with…
greater babble complexity.
Increased diversity of Contoid productions.

51
Q

Prosodic features

A

Consider these sentences:
“you want that (down) ”
“ you want that (up) ”

The prosodic features: Considers the stress and intonation of a language.

Infants going through the canonical babbling phase are beginning to learn prosodic features.

52
Q

The first 50-word stage

A

Refers to the time children begin using first words up to18-24 months.

An entity of relatively stable phonetic form that is produced consistently by a child in a particular context and is recognizably related to the adult-like word form of a particular language (Owens, 2016).

For example, [ba] for ball vs. [dodo] for ball

53
Q

Vocables

A

like real words but do not carry meaning

54
Q

Protowords (phonetically consistent forms)

A

function as real words but not based on adult model. These are considered the link between babbling and adult-like speech

55
Q

The first 50-word stage

A

Children usually begin to combine words when they have their first 50 words (approximately 18 months)

Word Initial Position : /h, w, b, t, m, n, k, g, f, s/
Word Final Position: /p, t, k, n, r, s/
Significant individual variability
Some children show sound preferences

56
Q

Who are “Late Talkers”?

A

At 24 months, child has < 50-word vocabulary

AND/OR

Phonetic inventory with only 4-5 consonants and limited variety of vowels

57
Q

Development of Vowels

A

18 months- acquisition of [ɑ], [ʊ ], [i ],[ɪ], and [ʌ] (correct production 23%-71%).

24 months- the only vowels that did not reach 70% accuracy were [ɚ], and [ɝ].

By 3 years of age- all vowels.

58
Q

Syllable Structure Processes

A

address the general tendency of young children to reduce words to basic CV structures.

Reduplication

Final Consonant Deletion:

Unstressed syllable deletion or weak syllable deletion

Cluster reduction

Epenthesis

59
Q

Substitution Processes

A

When one speech sound is substituted for another

Stopping (suppression of stopping varies depending on the phoneme… see next slide)

Fronting

Gliding: [ɹ] and [l] gliding

Consonant cluster substitution

60
Q

Assimilation Processes

A

Assimilation Processes: When one speech sound influences another

Regressive assimilation

61
Q

Consonant Clusters and Prosodic Development: School Age Child

A

The mastery of clusters goes anywhere from age 3.5 to 5.5 years of age.
Some evidence exists: cluster reduction 8-9 years of age.

Prosodic development: Mastery of contrastive stress is not adult like even until 11 years
She dressed, and fed the baby vs. She dressed and fed the baby

62
Q

Emergent Literacy

A

Early speech abilities and emerging literacy are interactive in a complex manner (McLeod & Baker, 2017). There is also a connection between learning to read and phonological/phonemic awareness. Phonological awareness seems to contribute to word recognition skills and to early spelling. Research has affirmed the importance of phonological awareness and its relationship to reading acquisition.

63
Q

Tasks used to assess phonological awareness

A

Syllable Awareness
Onset-rime awareness
Phonemic awareness

64
Q

Phonemic Awareness

A

A subcategory of phonological awareness.
Refers only to the phoneme level.

For example,
What is a word that starts with the same sound as cathy,
What would mean be without the final n sound?).

65
Q

Phonological Awareness

A

The ability to pay attention and manipulate to the sound structures of language. Multi-level:

Sentence (how many words in a sentence)

Syllable (onset rhyme)

Phoneme *phonemic awareness

Speech Sound Disorders (2 decks)

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