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COMDIS415 > COMDIS415 ASD + ARTICULATION > Flashcards

COMDIS415 ASD + ARTICULATION Flashcards

1
Q

General characteristics of ASD

A

Social Interaction
Communication
Restrictive, repetitive behaviors
Range of cognitive ability in ASD

Hyposensitivity: underreaction to one’s sensory environment

Hypersensitivity: overreaction to one’s sensory environment, bright lights may bother them and little sounds may annoy them

Symptoms are recognized in the first 2 years of life

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2
Q

BEHAVIORAL

A

Perseverance : Really focused on one activity or object and it’s really difficult to break the thought or fixation

Narrow range of interests: cars, history, astronomy for example
Perseveration on objects and topics

Repetitive stereotypic body movements: rocking, jumping, twirling, rearranging objects

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3
Q

Dependence on routine

A

hard to break regular routine and when they do, they take it very hard, INFLEXIBILITY IN MODIFYING AND RESISTANT TO UNEXPECTED CHANGES

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4
Q

Sensory symptoms

A

hyper or hypo sensitivity

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5
Q

SOCIAL CHARACTERISTICS

A

Infrequently engage and disinterested in social interactions (this includes starting and continuing conversations)

Difficulty understanding other people’s perspectives (lacking empathy)

Difficulty providing or seeking comfort

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6
Q

COMMUNICATION DISORDER

A

Lack of joint attention and initiating it; difficulty following attention of others, commenting and requesting

Pragmatics are impaired (may say things at the wrong time/wrong place, inappropriate language

Verbal responses can appear rigid, ritualistic, and stereotypical

Difficulty interpreting and using facial expressions, gestures, and body language

RECEPTIVE LANGUAGE IS MORE IMPAIRED THAN EXPRESSIVE; they have trouble picking up on social cues

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7
Q

What is echolalia - identify the two forms of echolalia

A

Immediate, or Delayed

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8
Q

Immediate Ecolalia

A

Within 2 conversational turns of original language input

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9
Q

Delayed Ecolalia

A

After more than 2 conversational turns take place, they repeat something you said a month, week, or days ago: can represent a significant memory, emotion, or area of interest

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10
Q

What is Ecolalia?

A

A form of vocal repetition
ONE OF THE MOST COMMON CHARACTERISTICS OF COMMUNICATION IN PEOPLE WITH ASD

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11
Q

What is Ecolalia? 2

A

A group of words can have a single meaning
Come sit down at the table might mean table
Echolalia can be a single words or group of words

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12
Q

What type of behavior is ecolalia?

A

It is a verbal behavior
Could be a repetition of self, others, television, radio, song etc but it will also be verbal

Serves a variety of purposes
Requesting
Express stress/anxiety

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13
Q

What are the general language characteristics?

A

Similar pattern of sound acquisition but may have speech errors as adults

Delayed morphology and syntax but typical just delayed

Depth of word knowledge (vocabulary skills) may be affected

Impaired voice and prosody

Difficulty controlling volume
Awkward stress, intonation, and rhythm patterns
Disfluencies
Differences in phrasing
Echolalia

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14
Q

A short term goal for ASD

A

Working on pragmatics and understanding what is appropriate and what isn’t; working on initiating and maintaining conversation

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15
Q

What are the prelinguistic red flags?

A

Neutral affect
Limited joint attention
Fewer social interactions
Limited response to name
Poor eye contact
Lack of pointing
Delays in play

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16
Q

Characteristics of speech sound disorders

A

Low score on norm-referenced test
Arises from a high numbers of errors on phonemes
Number of errors are higher than what is expected for age
Errors significantly limit intelligibility

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17
Q

How much of a child’s speech should be intelligible?

A

2-year-olds – 50% intelligible
3-year-olds – 75% intelligible
4-year-olds – 100% intelligible

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18
Q

Phonetic

A

Motor act of producing sounds or articulation (Substitution, Omission, Distortion, Adding)

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19
Q

Phonological

A

Cognitive-Linguistic level that organizes speech sounds into acceptable patterns within the language or phonology
Responsible for creating sounds distinct from one another so they can differentiate in meaning

E.g /paet/ vs /baet/
Two problems simultaneously

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20
Q

Articulation

A

Inability to completely articulate certain speech sounds (difficulty at phonetic level)

Motoric production of speech sounds

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21
Q

Phonology

A

Predictable rule-based errors that affect more than one sound (difficulty at phonemic level)

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22
Q

Phonological Processes Examples

A
  1. Cluster Reduction
  2. Stopping
  3. Fronting
  4. Glide
  5. Deletion
  6. Deaffrication
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23
Q

Cluster Reduction

A

Two syllables are together, one syllable gets removed, monosyllabic words

24
Q

Glide

A

“red” turns into “wed”

25
Q

At what age should phonological processes disappear

A

At the age of 3, children should be able to understand how to make speech sounds

26
Q

Why do young children use phonological processes?

A

They create this rule to simplify their speech sounds

27
Q

What factors impact speech intelligibility

A

Background noise
Distance between speaker and listener
Severity of speech disorder
Listener’s hearing ability
Familiarity with speakers speech pattern
Familiarity with disordered speech

28
Q

Traditional Approach

A

Early developing
- Stimulable
- Inconsistent
- Most knowledge (Articulation Disorder) work on phonemes that they should’ve targeted before age of acquisition
Progress and make sounds harder

29
Q

In the past, what was autism called?

A
  • Pervasive Developmental Disorders (PDD)
     Included Asperger’s Syndrome & Autism
    Now in the Diagnostic and Statistical Manual of Mental Disorders
    (DSM-5)
30
Q

Phonological Complexity

A

Later developing
- Non-stimulable
- Consistent
- Least knowledge, target a bunch of sounds within the same class (phonological disorder)
Targeting multiple sounds at once, not working at developmental sequence, might start at harder phonemes and progressively get harder or easier

31
Q

Horizontal Treatment

A

Less intense practice, multiple sounds being targeted (phonological disorders) targeting specific manner of articulations

32
Q

Vertical Treatment

A

Intense practice of one or two targets (100 dose in each session) until they reach 80% accuracy of /p/ or /t/ and move on when they’re mastered it

33
Q

Minimal Pair Therapy

A

clinician uses pairs of words that differ by ONE phoneme e.g /kvp/ vs /kvb/ (FINAL POSITION)

34
Q

Maximal Opposition

A

uses pairs of words containing a contrastive sound that is maximally distinct and varies on multiple dimensions (e.g., voice, place, and manner) to teach an unknown sound.
For example, “mall” and “call” are maximal pairs because /m/ and /k/ vary on more than one dimension— /m/ is a bilabial voiced nasal, whereas /k/ is a velar voiceless stop
Words are distinct and different at possible

35
Q

Select all that apply. General characteristics in individuals with Autism Spectrum Disorder (ASD) include:

A

A. Social communication (pragmatics)
B. Echolalia
C. Restrictive, repetitive non-verbal behaviors

36
Q

Delayed echolalia occurs within 2 conversational turns

A

False

37
Q

Echolalia is one of the least common communication characteristics in ASD.

A

False. It is the most common.

38
Q

What are the prelinguistic “red flags” typically observed with ASD?

A
  1. Limited joint attention
  2. Fewer social interactions
  3. Limited response to name
  4. Poor eye contact
  5. Lack of pointing
  6. Delays in play
39
Q

What is Autism?

A

trouble with social communications
repetitive social behaviors

40
Q

HOW COMMON IS ASD?

A

1 in 68 American children has ASD
- 1 in 42 boys
- 1 in 189 girls

41
Q

Level 1: High-Functioning Autism

A
  • Requiring Support
  • Difficulty inititating social interactions

-inflexibility of behavior

-difficulty switching activities

-problems with organization

42
Q

Level 2 Autism

A
  • Requiring Substanial support

-marked deficits in social interactions

  • inflexibility of behavior

-difficulty or distress coping with change

-repetitive behaviors

43
Q

Level 3: Severe Autism

A
  • Requiring extreme substanial support
  • severe deficits with social interactions and communication

-inflexibility of behavior

-extreme difficulty or distress coping with change

-repetitive behaviors interfere with functioning

44
Q

What causes autism?

A

Not one cause has been identified

-Combination of genes and environmentals factors

  • Vaccine as a cause is a MYTH
45
Q

SOME RISK FACTORS FOR AUTISM

A

Gender
Sibling with ASD
Age of both parents
Pregnancies less than 2 years apart Pregnancies more than 5 years apart Having Fragile X-Syndrome
Please keep in mind – RISK FACTORS ARE NOT DEFINITIVE!

46
Q

*Primary Language Impairment FOR ASD

A

Pragmatics

47
Q

Non-Evidence Based Treatments

A
  1. Miracle Solution - bleach
  2. Dolphin Assisted Therapy
  3. Chelation Therapy
48
Q

SPEECH SOUND DISORDERS (SSD) ACCORDING TO ASHA:

A

Any combination of difficulties with:
Perception
Motor production
Phonological representation of speech sounds
Impacts speech intelligibility

49
Q

ASSESSMENT BATTERY

A

Parent interview/child history
Oral Mechanism Examination
Communication Profile
Including hearing
Speech Sound Assessment
Intelligibility Severity

50
Q

Speech Intelligibility

A

Perceptual judgment
Factors that impact intelligibility estimates

51
Q

Speech severity

A

Perceptual judgment Quantitative analysis
PCC = (correct consonants/total consonants) × 100

52
Q

ASSESSMENT BATTERY

A

Norm-referenced tests
Primarily eliciting single word productions, and sounds-in-sentences
Singletons and clusters across word positions See GFTA-3 score report (on Moodle)
Use to determine pattern errors
Stimulability testing
Can they imitate correct production?

53
Q

SSD DIAGNOSIS

A

Low score on norm-referenced test
Arises from a high numbers of errors on phonemes
Number of errors are higher than what is expected for age

54
Q

SPECIAL ASSESSMENT CONSIDERATIONS

A

Less intelligible speech
Bilingual/multilingual speakers

55
Q

TREATING SPEECH SOUND DISORDERS

A

Treatment is required for remediation
Can treat singletons or clusters
Sounds are treated in words
Target selection is most influential (WHAT)
Several effective procedures for treating the target (HOW)

56
Q

SLP may need assistance from cultural informant

A

Assess in both languages
Understand the phonology of other language
Closely examine the phonological elements shared by both languages

COMDIS415 (5 decks)

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