DEVELOPMENTAL ARTICULATION/PHONATION/PHONOLOGICAL DISORDERS Flashcards

Question

Backing

Answer 1

When alveolar sounds /t/, /d/ and /s/ are substituted with velar or palatal sounds like /k/ and /g/. seen in more severe delays. ex. kime for time

Answer 2

When velar or palatal sounds /k/, /g/, and /sh/ are substituted for alveolar sounds /t/, /d/, and /s/. eliminates @ 3.5 years tan for can

Answer 3

teacho for teacher When the /l/ or /er/ sounds are replaced with a vowel.

Answer 4

When a liquid /r/ or /l/ is substituted with a glide sound /w/ or /y/. eliminates @ 5-6 years wed for red

Answer 5

A fricative /f, v, s, z, th, sh/ or affricate /ch/ or /j/ is substituted with a stop /p, b, t, d, k, g/. /f, s/ by 3; /v, z/ by 3.5; /sh, ch, j/ by 4.5; /th/ by 5 pat for fat Toap for soap Puddle for puzzle

Answer 6

When a nonaffricate is replaced with an affricate /ch/ or /j/. elimination 3 years jat for bat

Answer 7

An affricate /ch/ or /j/ is replaced with a non-affricative like a fricative /f, v, s, z, th, sh/ or stop /p, b, t, d, k, g/. 4 years teap for cheap

Answer 8

A palatal sound is substituted with a nonpalatal sound. 5 years tark for shark tam for yam????

Answer 9

A nonalveolar sound is substituted with an alveolar sound /t, d, s/. 5 years top for shop

Answer 10

A nonlabial sound is substituted with a labial sound /m, p, b/. 6 years bake for take

Answer 11

- reduplication (wawa for water) - initial consonant deletion (oy for toy) - final consonant deletion (ma for mom) - dimunization (cupee for cup) - cluster reducation (top for stop) - weak syllable deletion (nana for banana) - epenthesis (puhlate for plate)

Answer 12

- denasalization (boze for nose) - assimilation (nan for nap) - coalescence (fop for stop) - final consonant devoicing (roat for road) - prevocalic voicing (gat for cat)

Answer 13

two consonants within a syllable are reordered - cup - puck, ask - aks ⇒ atypical

Answer 14

Pane for plane 3.5-4 without s 5 with s

Answer 15

FCD Mo for mom 3

Answer 16

Oy for toy Atypical - seen in severe delays

Answer 17

Nana for banana 4

Answer 18

Puhlate for plate 8

Answer 19

● Behavioural theory ● Natural phonology theory/Nativist ● Generative phonology theory ● Optimality theory

Answer 20

● Child develops adult-like speech through interactions with caregiver and classical conditioning ● Environment and social interactions are important ● Children learn only the language they are exposed to ● Skinner - verbal behaviours are acquired under appropriate conditions of stimulation, response, reinforcement ● Learning - not innate mechanisms - play a major role in acquisition of verbal behaviours

Answer 21

Chomsky ● Natural phonological processes are innate and kids learn to suppress processes that don’t occur in their languages ○ Children store speech forms correctly, but output constraints (like anatomy) lead to use of phonological processes ● Born with language acquisition device

Answer 22

Phonological rules map underlying representations onto surface pronunciations ○ Linear theories: no one specific sound segment controls other segments - all speech segments have equal value ○ Nonlinear theories: assume there is a hierarchy that helps organise segmental and suprasegmental phonological units

Answer 23

Aim during speech development is to match adult target; happens by demoting markedness constraints (limitations on what can be produced - difficult sounds) and promoting faithfulness constraints (features that are to be preserved, prohibiting omissions/additions)

Answer 24

Speech sound disorders: any combination of difficulties with perception, articulation/motor production, and or phonological representation and prosody that may impact speech intelligibility and acceptability ○ Used to describe SSDs of both known and unknown origin

Answer 25

● Presence of phonological processes beyond the age of expected elimination - pattern-based errors ● predictable, rule-based errors (e.g., fronting, stopping, and final consonant deletion) that affect more than one sound

Answer 26

● Misproduction of specific phonemes - child unable to motorically produce it ● focus on errors (e.g., distortions and substitutions) in production of individual speech sounds. ● Motor-based errors Child might make the following articulation errors: ● SODA ○ Substitutions ○ Omissions ○ Distortions ○ Additions ● Etiology ○ Organic ○ Functional

Answer 27

Some oral structural abnormalities have been associated with SSDs in some children ● Ankyloglossia (tongue-tie): frenulum too close to tip of tongue ○ Might reduce tongue tip mobility ● Malocclusions: deviations in shape/dimensions of jaw and positioning of individual teeth ● Orofacial myofunctional disorders: any anatomical/physiological characteristic of orofacial structures that interferes with normal speech or other aspects of development ○ Often related to errors in production of tip-dental sounds and s, z, ch, sh, j ● Cleft lip and palate ● Hearing disorders can lead to difficulties with both consonant and vowel productions

Answer 28

● Hypernasality due to VPD- velopharyngeal dysfunction → inadequate separation of the oral and nasal cavities during speech and/or swallowing. ○ Nasal air emission due to VPD - audible or inaudible release of air from nasal cavity when producing stops, fricatives, and affricates ○ Sibilant distortion ○ Restricted phonetic inventory, sound substitutions/omissions, compensatory articulation errors, delayed expressive language development

Answer 29

● the resulting impact of VPD on articulation can be described as "cleft palate speech" or "cleft-type speech" and may include obligatory errors and/or compensatory (learned) errors.

Answer 30

● Compensatory errors are learned articulation errors. They are, for the most part, errors in place of articulation or direction of airflow. ● These errors are thought to develop for a number of reasons, including the inability to generate adequate intraoral air pressure for consonant production, the presence of anterior structural anomalies, abnormal auditory–perceptual learning, or other factors. ● Compensatory errors that developed due to anatomical inability to close the VP port can persist even after successful physical management of the VP mechanism

Answer 31

both quantitative and qualitative differences in their early prelinguistic and linguistic development. Speech and language development in children with clefts depends on a number of factors, including hearing status, type and severity of the cleft, and the presence of a syndrome. ● As children get older, ○ articulation may be characterized by a restricted phonetic inventory, sound substitutions/omissions, and compensatory articulation errors; and ○ expressive language development can be delayed but often catches up with age

Answer 32

○ vocalize as frequently as do babies without cleft palate but may have delayed onset of canonical babbling; ○ have less variety in the canonical forms produced; ○ have a more restricted consonant inventory during babbling; ○ demonstrate fewer total consonant productions (e.g., fewer oral stops and more glottal stops); ○ have a preference for nasal glides and the glottal fricative /h/ (compared with typical preference for alveolar stop /d/); ○ have delayed onset of first words and acquire words more slowly; and ○ demonstrate preference for words beginning with sonorants (nasals, liquids, glides, vowels).

Answer 33

● Difficulties with socialisation ● Difficulties with literacy/spelling due to articulation errors ● Can impact expressive language development & grammar

Answer 34

● Need to determine whether client is showing a speech sound difference or disorder ○ Helps to understand how other languages can influence production of Mainstream Canadian English ● Differences do not need to be addressed unless client elects to do so ● For a child to be diagnosed as having a disorder, they should be demonstrating language/sound-learning difficulties in both their primary language and in English ● Typical process seen in those acquiring a second language: ○ Interference/transfer: error in second language is directly produced by influence of first language ● Age at which phonological processes are expected to be eliminated can differ based on child’s first language ○ And which phonological processes are “typical” vs “atypical” can also differ based on this

Answer 35

● phonemic and allophonic variations of the language(s) and/or dialect(s) used in the community and how those variations affect determination of a disorder or a difference and ● differences among speech sound disorders, accents, dialects, and patterns of transfer from one language to another.

Answer 36

● Collecting language sample in natural environment ● Requesting home recorded audio clips to measure intelligibility ● Interacting with clients during free play and noting articulation at the sound, syllable, words, sentence, and discourse levels. ● Questionnaires- parent, teacher and self-reporting measures include various tools like rating scales, checklists, questionnaires and inventories that are completed by the parents/family members/caregiver, teacher or individual.

Answer 37

Language samples can be analyzed through type-token ratio TTR= # of diff words in a sample/ # of words in sample TTR represents variety of different words child uses expressively - semantic/lexical skills Ages 3 to 8: TTR is typically 1:2 or 0.5

Answer 38

It is important to receive a representative sample of the client’s speech, so we have our best idea of their daily speech to both familiar communication partners and unfamiliar communication partners. Therefore, **it's important for us to complete naturalistic observations or obtain recordings of the client's speech in settings that are common and daily to them. **This is very important and ends up tying into the functional goals we create for them. - One concern is that our sample is not representative, maybe if we are working with a paediatric client who does not feel as comfortable speaking to us thus giving us an unrepresentative sample.

Answer 39

With consent using your phone or computer to record sample - Making notes as your client is speaking and attempting to make note of 30 to 50 utterances during this time with them - With hesitant clients introduce an activity that will allow you to receive a sample (a wordless picture book where they have to tell you and describe to you what they feel is happening can be helpful)

Answer 40

- Communication partners- not educated to correct any articulation or phonological errors the client has made, discouraging if the client makes errors, not engaging with the client because of their intelligibility etc. - Noisy environment: classrooms with lots of students may make it difficult for younger clients to feel comfortable with their intelligibility, some workplaces can be loud and make it difficult for the client to get their message across to an employer or coworkers - Expressing communication needs- For younger clients that spend the majority of their day in a classroom setting it can be difficult for them to reach out what their communication needs are since a teacher is responsible for their peers as well. It's important that as an SLP we take on a counselling role as well as an educator role to ensure that our clients can communicate their needs no matter the barriers in their environment

Answer 41

Speech perception testing tells us what auditory information is available to the child, what they are hearing, and how much auditory information is available for them to use for language learning, academic learning, and literacy. - Most speech perception tests require that the child (or adult) repeat the test word or sentence. These tests require that a child have the vocabulary to understand the words. Some children, especially those who are in auditory based, listening and spoken language therapy programs will repeat what they hear, even if it is not a word.

Answer 42

- A number of important factors must be taken into consideration when assessing speech perception in children. Child factors include the state of the child during testing, such as their attentiveness to the task. Moreover, children must demonstrate the requisite motor skills to perform the response task being asked of them (e.g., head turn, manipulation of objects, picture pointing, pushing a button), as well as the phonological, receptive and expressive language skills needed to participate in speech perception testing. - A battery approach is needed to accommodate children of different ages (both chronological and linguistic), communication modes (oral vs. sign language), and auditory processing skills. For that reason, assessment batteries should include measures that vary from closed-set to open-set response formats, from live voice to recorded presentation, and from auditory-visual to auditory-only administration.

Answer 43

Phoneme-identification task - particularly useful for obtaining information about speech features (voicing, manner, and place) and do not rely on higher-level cognitive/linguistic processing, such as lexical, syntactic, and semantic knowledge - recognizing the same phonemes in different words - What sound is the same in “top”, “tan”, and “tick”?

Answer 44

- Developmental - Complexity - Non-speech oral-motor training

Answer 45

- Treatment is based on selection of early-developing targets that follow a developmental sequence and are assumed to be easier for children to produce - E.g. /p,b.m/ develop early in life so an SLP using this approach would select these sounds for treatment - Underlying premise is that learning speech sounds has a motoric basis and should follow a sequential order based on ease of sound acquisition

Answer 46

- Targeting sounds that are non-stimulable, always incorrect, and later developing - Underlying assumption is that presenting more complex input to the child will accomplish two aims - Lead to the child’s learning simpler, untrained sounds - Force the child to learn the complex target - Assumes that the use of the approach will create a system-wide change - Caveat to this approach- even though it is considered more efficient, it may initially take longer to teach the child to produce more complex speech targets - thus may lead to frustration as the child may initially remain unintelligible - SLPs must consider the child’s ability to handle frustration and overall goals of intervention (immediate intelligibility vs promoting significant changes in their overall speech system)

Answer 47

- Can be used as a precursor to teaching sounds or as a supplement to teaching those sounds - E.g. blowing horns, whistles, wagging the tongue, sucking with a straw - Efficacy is questioned - Can be used as part of intervention when working with clients who have tongue thrust, dysarthria, and swallowing disorders

Answer 48

- Van Riper - Context-utilization approach

Answer 49

- Focused on auditory discrimination/perceptual training - phonetic placement - drill-like repetition, and practice - Bottom-up drill approach that focuses on discrete skills - The progression of therapy goes from simplest to most complex movements and isolated speech sounds are targeted - Clinicians who use traditional approaches to remediation of SSDs view articulation errors are resulting from motor difficulties in which the child is physically unable to produce the sound from faulty perceptual skills - Works well for children who have physical difficulties producing target phonemes

Answer 50

1) Sensory- perceptual training (ear training)- identifying, locating, stimulation and discrimination of sound 2) Pre-practice instruction- learning how to articulate the target sound using cues 3) Practice- in isolation, nonsense syllables, words, and sentences 4) Transfer and carryover 5) Maintenance

Answer 51

teach clients to distinguish between correct and incorrect productions of sounds - Based on assumption that auditory discrimintion training is a precursor to speech sound production training - Questioned by many researchers

Answer 52

- when client cannot imitate modelled production of a phoneme - Have child produce a sound in isolation - Clinician uses verbal instructions, modelling, physical guidance, and visual feedback - Assumption underlying production training is that motor practice leads to automatization and thus to generalization of correct production to untrained contexts

Answer 53

- Isolation - Syllables - Words - Phrases - Sentences - (reading) - conversation

Answer 54

- This approach recognizes that speech sounds are not produced in isolation but rather in syllable-based contexts - Based on assumption that the syllable- not the isolated phoneme- is the basic unit of speech production - Principles of coarticulation are important in this approach - Bottom-up drill approach to therapy - Disagreed with the established assumptions that perceptual training should precede production training and treatment should begin with sounds in isolation - Phonetic environment is very important in treatment- training begins at syllable level - May be helpful for children with oral-motor coordination difficulties

Answer 55

Based on assumption that a child’s multiple errors reflect the operation of certain phonological rules and the problem is phonemic not phonetic, change needs to occur in mind not mouth Child’s errors are grouped and described as phonological patterns not as discrete sounds ● contrastive approaches: use minimal pair word ● Non-contrastive approaches: minimal pair words are an optional component Minimal pairs Maximal opposition and treatment of the empty set Cycles Core vocab

Answer 56

● one of the oldest and most well known contrastive approaches ● Words differ by one feature e.g., ‘too’ and ‘do’ voicing difference (minimally opposing) or ‘key’ and ‘me’ (maximally opposing) ● Example, meaningful minimal pair intervention e.g., cape vs. tape ○ 1. Familiarization ○ 2. Listen and pick up ○ 3. Production ■ Ex- put bows and boats into a bowl and have them pull it out and say the word ■ Give feedback ● You try...can you think of a minimal pair for a child who is deleting final consonants? ○ Bow and boat ○ Me and meet ○ Saw and sock ● Strong evidence base.

Answer 57

features two to four contrastive pairings of a student's error with several target sounds across a rule set. ● For example, if the student substitutes sounds produced in the front of the mouth (such as /d/) with a sound produced in the back of the mouth (such as /g/), the therapist can select up to four target sounds to reduce this phonological process. ● targets are selected that will address all phonemes affected by a phoneme collapse, not just the target phoneme and the phoneme produced in substitution. ● The therapist may have the student produce words with the initial sound in the front of the mouth ("door," "four," "chore," and "store") to reduce the phonological process of backing. ● These chunks increase exposure to multiple sounds at once, resulting in faster generalization of sounds across a rule set. ● This will increase the number of sounds a student can produce and decrease sound errors or the amount of time a student receives therapy ● "doe" and "go," "doe" and "though," and "doe and Joe" to address using /d/d, as in the word dog for various sounds

Answer 58

Ages of Elimination 3 🡪 fronting, final consonant deletion 4 🡪 weak syllable deletion, deaffrication 5 🡪 stopping, cluster reduction 6 🡪 gliding, prevocalic voicing

Answer 59

Abnormal processes: backing, initial sound deletion, strong syllable deletion, epenthesis, metathesis, denasalization

Answer 60

backing, spirantization, consonant harmony, initial or medial consonant deletion, stressed syllable deletion, epenthesis, metathesis, de/nasalization, vowel errors

Answer 61

substitutions, omissions, labialization, nasalization, pharyngeal fricatives, devoicing, frontal lisp, lateral lisp, stridency deletion, unaspirated, initial/medial/final errors, pre/inter/postvocalic errors

Answer 62

Phonological Process Approaches (For highly unintelligible, multiple misarticulations) Errors are groups as phonological processes such as:. Hodson & Paden’s Cycles is one approach for multiple misarticulations and high unintelligibility: Each cycle runs 5-16 weeks (typically 3-6 cycles required). Each sound in an error pattern receives 1h of treatment per cycle. Each error pattern is not treated to mastery (e.g. 90%) but is treated and worked on later Only one error pattern is treated per therapy session. All error patterns are treated in each cycle. Each session consists of review of last session’s targets, auditory bombardment of new targets, and activities with new targets.

Answer 63

Intended for children who have inconsistent SSD - in the absence of CAS (they aren’t able to phonologically program the words – rather than motorically like CAS). Start by getting child to produce a word many times in same context; score of 40% meets criteria Therapy is 8-weeks and involves 70 core vocabulary, pragmatically powerful vocabulary word that are selected with the help of parents/caregivers (functional) The goal is to produce them consistently and intelligibly as a base for another approach (e.g. minimal contrast approach.

Answer 64

Explicit phonological awareness activities with blending, segmenting, and alliteration (e.g., sorting cards based on initial/medial/final sound). Used to treat SSD that are phonologically-based, and may also prevent problems with literacy.

Answer 65

S-LP must determine the types of errors made based on previously learned language(s). Determine who in client’s environment has difficulty understanding the client’s English. Obtain high quality recording of client’s conversational speech. Have 1-2 unfamiliar listeners and determine % of intelligible words (baseline). List client’s speech sound errors and phonetic inventory. Determine client’s speaking rate, stress, and prosody. Perform OME. Assess other factors that may be contributing to unintelligibility (e.g., volume, glottal fry).

Answer 66

their accent reduces their intelligibility and is a barrier in social/professional/etc. situations.

Answer 67

training (treatment/intervention sound pathological)

Answer 68

Determine parameters that contribute most to intelligibility. Ensure therapy and homework materials that are culturally/linguistically compatible. Use a multimodal approach of visual, auditory, and tactile (e.g., VisiPitch).