COMDIS415 ASD + ARTICULATION Flashcards
General characteristics of ASD
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
BEHAVIORAL
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
Dependence on routine
hard to break regular routine and when they do, they take it very hard, INFLEXIBILITY IN MODIFYING AND RESISTANT TO UNEXPECTED CHANGES
Sensory symptoms
hyper or hypo sensitivity
SOCIAL CHARACTERISTICS
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
COMMUNICATION DISORDER
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
What is echolalia - identify the two forms of echolalia
Immediate, or Delayed
Immediate Ecolalia
Within 2 conversational turns of original language input
Delayed Ecolalia
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
What is Ecolalia?
A form of vocal repetition
ONE OF THE MOST COMMON CHARACTERISTICS OF COMMUNICATION IN PEOPLE WITH ASD
What is Ecolalia? 2
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
What type of behavior is ecolalia?
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
What are the general language characteristics?
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
A short term goal for ASD
Working on pragmatics and understanding what is appropriate and what isn’t; working on initiating and maintaining conversation
What are the prelinguistic red flags?
Neutral affect
Limited joint attention
Fewer social interactions
Limited response to name
Poor eye contact
Lack of pointing
Delays in play
Characteristics of speech sound disorders
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
How much of a child’s speech should be intelligible?
2-year-olds – 50% intelligible
3-year-olds – 75% intelligible
4-year-olds – 100% intelligible
Phonetic
Motor act of producing sounds or articulation (Substitution, Omission, Distortion, Adding)
Phonological
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
Articulation
Inability to completely articulate certain speech sounds (difficulty at phonetic level)
Motoric production of speech sounds
Phonology
Predictable rule-based errors that affect more than one sound (difficulty at phonemic level)
Phonological Processes Examples
- Cluster Reduction
- Stopping
- Fronting
- Glide
- Deletion
- Deaffrication
Cluster Reduction
Two syllables are together, one syllable gets removed, monosyllabic words
Glide
“red” turns into “wed”
At what age should phonological processes disappear
At the age of 3, children should be able to understand how to make speech sounds
Why do young children use phonological processes?
They create this rule to simplify their speech sounds
What factors impact speech intelligibility
Background noise
Distance between speaker and listener
Severity of speech disorder
Listener’s hearing ability
Familiarity with speakers speech pattern
Familiarity with disordered speech
Traditional Approach
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
In the past, what was autism called?
- Pervasive Developmental Disorders (PDD)
Included Asperger’s Syndrome & Autism
Now in the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5)
Phonological Complexity
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
Horizontal Treatment
Less intense practice, multiple sounds being targeted (phonological disorders) targeting specific manner of articulations
Vertical Treatment
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
Minimal Pair Therapy
clinician uses pairs of words that differ by ONE phoneme e.g /kvp/ vs /kvb/ (FINAL POSITION)
Maximal Opposition
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
Select all that apply. General characteristics in individuals with Autism Spectrum Disorder (ASD) include:
A. Social communication (pragmatics)
B. Echolalia
C. Restrictive, repetitive non-verbal behaviors
Delayed echolalia occurs within 2 conversational turns
False
Echolalia is one of the least common communication characteristics in ASD.
False. It is the most common.
What are the prelinguistic “red flags” typically observed with ASD?
- Limited joint attention
- Fewer social interactions
- Limited response to name
- Poor eye contact
- Lack of pointing
- Delays in play
What is Autism?
trouble with social communications
repetitive social behaviors
HOW COMMON IS ASD?
1 in 68 American children has ASD
- 1 in 42 boys
- 1 in 189 girls
Level 1: High-Functioning Autism
- Requiring Support
- Difficulty inititating social interactions
-inflexibility of behavior
-difficulty switching activities
-problems with organization
Level 2 Autism
- Requiring Substanial support
-marked deficits in social interactions
- inflexibility of behavior
-difficulty or distress coping with change
-repetitive behaviors
Level 3: Severe Autism
- 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
What causes autism?
Not one cause has been identified
-Combination of genes and environmentals factors
- Vaccine as a cause is a MYTH
SOME RISK FACTORS FOR AUTISM
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!
*Primary Language Impairment FOR ASD
Pragmatics
Non-Evidence Based Treatments
- Miracle Solution - bleach
- Dolphin Assisted Therapy
- Chelation Therapy
SPEECH SOUND DISORDERS (SSD) ACCORDING TO ASHA:
Any combination of difficulties with:
Perception
Motor production
Phonological representation of speech sounds
Impacts speech intelligibility
ASSESSMENT BATTERY
Parent interview/child history
Oral Mechanism Examination
Communication Profile
Including hearing
Speech Sound Assessment
Intelligibility Severity
Speech Intelligibility
Perceptual judgment
Factors that impact intelligibility estimates
Speech severity
Perceptual judgment Quantitative analysis
PCC = (correct consonants/total consonants) × 100
ASSESSMENT BATTERY
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?
SSD DIAGNOSIS
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
SPECIAL ASSESSMENT CONSIDERATIONS
Less intelligible speech
Bilingual/multilingual speakers
TREATING SPEECH SOUND DISORDERS
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)
SLP may need assistance from cultural informant
Assess in both languages
Understand the phonology of other language
Closely examine the phonological elements shared by both languages
