Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Speech Sound Disorders > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What percentage of children have speech sound disorders?

A

50-80%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the relationship between early phonological disorders and emergent literacy skills?

A

positive correlation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What percentage of children with phonological disorders evidence academic problems?

A

50-70%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What percentage of SLPs in schools serve children with phonological disorders?

A

91%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is IPA used for?

A

To provide a common vocabulary and symbol system for description of speech sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the clinical use of IPA?

A

To capture the relationship between target and obtained production (captures speech sound errors at the single word level and intelligibility in connected speech).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Guidelines for transcriptions:

A

Records speech, does not reinterpret orthography.
Rely on kinesthetic, auditory, and visual cues for own speech.
Rely on auditory and visual cues for other’s speech.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

4 characterizations of misarticulations:

A

substitutions, omissions, distortions, additions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does it mean that the etiology is organically based?

A

there is a presence of a structural anomaly related to congenial disorders or as a result of surgery. Hard to predict the relationship between ‘mild’ structural deficit and severity of articulation disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Down syndrome/ Trisomy 21

A

Cognitive impairments
Overall low muscle tone/ macroglossia
High frequency of otitis media

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Hearing Loss

A

severe-profound levels impact speech-sound development significantly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Dysarthrias

A

Neurological source
slow, imprecise, uncoordinated movements
difficulty with execution (being able to reach targets in a timely manner)
pervasiveness, generalized, includes respiratory, laryngeal, and articulatory system
usually makes distortions
consistency in the error at various levels, slow rate will yield a positive response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Apraxia

A

speech motor programming impairment with little or no deficits in speech
neurological source
difficulty programming movements in a timely way
pervasiveness: articulatory system
types of errors: substitutions, deletions, additions
inconsistency in the error, slowing down does not help

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What does it mean to have an ideopathic or unknown origin?

A

most represent some kind of speech delay

56% are genetically based; 30% are otitis media w/ effusion; 12% have psychosocial involvement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

INTELLIGENCE and SSD

A

nonpredictive relationship. positive correlation if developmental delay is involved.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

LANGUAGE DELAYS and SSD

A

60% of children with SSD have language problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

ACADEMIC PROBLEMS and SSD

A

robust correlation of SSD and emergent literacy (Matthew effect)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

GENDER and SSD

A

young girls ahead in phonological development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

SES and SSD

A

weak evidence

20
Q

SIBLINGS AGE and SSD

A

the older the sibling, the lower percentage of SSD

21
Q

phone vs phoneme

A 
phone = produced, behavioral unit of sound
phoneme = cognitive linguistic unit or conceptualization of sound
22
Q

phonology

A

knowledge of your sound system and what it entails

  1. ) the repertoire of phonemes in the language
  2. ) the rules by which we combine sounds
23
Q

phonological disorder

A

phonological knowledge is ill-developed, there is a limited phonemic repertoire, or they haven’t learned all the rules by which they’re combined

24
Q

how do you recognize a phonological disorder?

A

Simplified Phonological System
- limited phonemic inventory
- only a few places of articulation
- few places for fricatives
- affricates are frequently absent
- lacking voiced/ voiceless distinction
- mostly have earlier developing (anterior) sounds
Mostly CVCV
- mostly open syllables
- few clusters
Intelligibility is compromised to moderate-severe levels
Discernable pattern in the speech-sound errors
Possibilities of difficulties in other language (academic) areas

25
Q

Phonological Processes

A
  • patterned modifications in speech sound productions
  • driven by innate mechanisms
  • some apply sequentially, affect intelligibility variably and all must be understood developmentally
  • not a problem if age appropriate
  • doesn’t always indicate phonological impairment, diagnose impairment first then determine processes
26
Q

Articulation

A

physical production; the totality of motoric processes in speech

27
Q

articulation disorder

A

motoric problem (dysarthria)

28
Q

processes disappearing by 3 years:

A
  • unstressed syllable deletion
  • final consonant deletion
  • reduplication
  • velar fronting
  • prevocalic voicing
29
Q

processes disappearing after 3 years:

A
  • cluster reduction
  • epenthesis
  • vowelization
  • stopping
  • depalatalization
  • final devoicing
  • idiosyncratic processes
30
Q

what historical landmarks took place?

A

shift from behavioral to cognitive in the 60’s; application of phonoligcal theories to Dx and Tx process, influenced by David Ingram’s book

31
Q

Application of DF theory to clinical phonology

A
  • allow for complete analysis of substitutions
  • captures similarities between surface speech errors
  • notational system for representing sound change
32
Q

developmental implications of DF theory

A
  • children acquire features first then generalize to sounds

- provides critical distinction to interpret developmental date “naturalness vs markedness”’

33
Q

limits of DF theory

A
  • requires adequate knowledge of phonology

- only good for substitutions

34
Q

structural physiology before year 1

A
  • large lungs
  • enough subglottal pressure to support crying
  • larynx and artic structures for reflexive functions
  • tongue fills the oral cavity
  • Ratio of cartilage (arytenoid) to membrane (vf) is 2:1, allows for high pitch of crying but not alot of contrast initially
  • larynx is higher
  • enlarged vocal processes
35
Q

larynx at year 1

A

Hyoid plus larynx is displaced inferiorly
Thyroid enlarges relative to cricoid
Epiglottis becomes larger and firmer
Arytenoids retain their shape but adapt structurally and functionally to other structures
Vocal folds become longer

36
Q

oral structures at year 1

A

size of oral cavity increases so tongue does not completely fill the mouth
tongue and lips become elongated, acquire greater mobility
greater fine tuning and coordination of oral, pharyngeal, and laryngeal musculature

37
Q

cognitive/ linguistic development up to 1 yr

A
  • prenatal perception of speech sounds (fetal eye blinks in response to loud noises, heart rate in response to stimuli)
  • postnatal perception of speech sounds (sucking rates vary, segmentation/ categorical perception by 4 yrs) (discriminate place and manner by 3m, nonnative sounds at 6-8m but suppressed by 1 yr)
  • perceptual constancy: ability to the same sound across different speakers, pitches, etc)
38
Q

prelinguistic phase (general)

A
  • control of phonation
  • control of pitch and loudness (intonation and prosody)
  • control of resonance (nasals)
  • control of resonance and constriction (leads to array of consonants and vowels)
39
Q

Pre-linguistic Phases

A

Stage 1: Reflexive crying/vegetative sounds (b-2m)
Stage 2: Cooing & laughter (2-4m) (back vowels w/ some constriction)
Stage 3: Vocal play (4-6 m)
Stage 4: Canonical babbling (6m+)
Reduplicated & nonreduplicated/variegated
common vocoids - front, central
common contoids - anterior stops, nasal bilabials, glides
syllable shapes - V, CV, CVC, CVCV
Stage 5: Jargon (10m+)
Variagated babbling with distinct intonational patterns

40
Q

Current thinking on babbling

A

may predict later language ability
Rate of comfort-state vocalizations positively related to early spoken vocabulary and overall rate of vocabulary acquisition
Severity of phonological delay related to the time that infants remain without the ability to vocalize
At-risk infants tend to produce fewer contoids/closants in the first year of life
a. Greater language growth is related to
greater babbling complexity
greater variation in contoid productions
b. Less language growth is related to
greater vocoid-babble relative to contoid babble

41
Q

babbling and jargon to first words: what carries over?

A 
monosyllabic utterances
stops, nasals, fricatives
bilabials
rare use of clusters
central, front vowels
proto-words/vocables/quasi-words/PCFs (phonetically consistent forms)
42
Q

stops and nasals acquisition:

A

Anterior stops may develop earlier than velars
Final velars may develop before initial velars
Typical substitutions:
within sound class
Final velars may be omitted than substituted
Initial velars may be replaced by anterior stops

43
Q

fricatives acquisition

A

Labiodentals may appear before alveolars, interdentals, and palatals
Typical substitutions: stops for fricatives

44
Q

approximants acquisition:

A

Glides typically appear before liquids
Typical substitutions:
glides (particularly initial /w/) for liquids
Liquids in final positions may be deleted or vowelized

45
Q

clusters acquisition

A

Deletions typically follow order of acquisition

Speech Sound Disorders (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions