Exam 1 Flashcards

1
Q

The term speech sound disorder

A

Speech sound disorder is an umbrella term for Phonological and Articulation disorder.

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2
Q

Articulation Disorder

A
  • Purely physical – just can’t produce the sound.
  • Distortion resulting in nonstandard speech sounds.
  • Only a few sounds affected
  • No patterns
  • Child fairly intelligible
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3
Q

Phonological Disorder

A

Phonology – a system of rules underlying sound production and sound combination it is covert, it refers to a prior known level of knowledge.

  • Multiple sound errors.
  • Highly unintelligible.
  • Pattern of errors
  • Due to and underlying problem with phonological knowledge
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4
Q

Importance of Intelligibility

A

Caseloads – many children with speech sound disorders (SSDs). 91% of school based clinicians serve children with SSDs–ASHA

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5
Q

Even mild disorders can have an impact on intelligibilty

A

Studies have shown that adults with mild lisps are judged as less intelligible.

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6
Q

Often

A

Speech Sound Disorders and Language Disorders coexist.

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7
Q

New Research Article October 2014

A

Macrae, T., & Tyler, A.A. (2014). Looking at speech abilities in preschool with children who have speech sounds disorders with and without co-occuring language impairment. Language, Speech and Hearing Services in Schools

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8
Q

What did the Macrae & Tyler 2014 study do?

A

They compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD only.

Looked at numbers and types of errors in both groups.

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9
Q

Macrae and Tyler 2014 found

A

Children with SSD and LI had more omissions of sounds than chldren with just SSD.

SLPs need to be more concerned about children

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10
Q

Phonetics

A

Study of physical, physiological, and acoustic variables associated with speech sound production.

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11
Q

Clinical/Applied Phonetics

A

Branch dedicated to practical application of knowledge.

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12
Q

Phoneme

A

Family of sounds that the listener perceives as belonging to the same category.

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13
Q

Allophone

A

Not a distinct phoneme; allophone is a member of a particular phoneme family.

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14
Q

Morphemes

A

Minimal use of meaning.

  • Free morphemes: whole word that cannot be linguistically broken down into smaller units.
  • Bound morphemes: suffix or prefix that attaches to a word to alter its meaning.
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15
Q

Minimal pairs

A

Morphemes that are similar except for one phoneme.

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16
Q

Morphophonemics

A

Morphophonemic rules specify how sounds are combined to form morphemes.

Morphophonemics: sound alterations that result from the modification of free morphemes.

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17
Q

Example of morphophonemic rules

A
  • If a noun ends in a voiced sound, use plural allomorph /z/ (tails, bags, pins).
  • If a noun ends in a voiceless sound, use plural allomorph /s/ (tarts, cops, lakes).
  • If a word ends in a voiceless sound, the past tense is pronounced /t/ (cooked); if a word ends in a voiced sound the past tense is pronounced /d/ (buzzed).
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18
Q

Suprasegmental Aspects of Speech

A

Juncture

Rate of Speech

MOOSE

Pitch

Intonation

Stress

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19
Q

Juncture

A

Brief pauses that make grammatical or semantic distinctions.

“Get the money bag!”

“Get the money, bag.”

Juncture and pauses help signal new or important information. Those pauses help us as listeners know when this new information is about to occur.

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20
Q

Rate of Speech

A
  • How fast someone talks
  • In rapid speech, there is a decrease in vowel duration
  • Usually, the faster the rate, the less intelligible a person is.
  • Very important to address in text.
21
Q

MOOSE

A

Move your lips

Open your mouth

Over exaggerate

Slow down

Enunciate every sound

22
Q

Pitch

A

Is determined by the frequency at which the vocal fold vibrates.

Pitch contours are the melody of a phrase and intonation refers to the changes in these pitch contours.

23
Q

Intonation

A

Intonation is affected by several things such as the tongue position in producing vowels, the speakers emotional state, and cultural variables.

24
Q

Stress

A

A device that gives prominence to certain syllables (or words) with in a sequence of syllables (or words).

25
Q

Consonants

A

We produce these by some narrowing or closing of the vocal tract - complete or partial closure (p vs ʃ )

Prevocalic: before the vowel - banana

Intervocalic: in between the vowel - banana

Postvocalic: After a vowel - bananas

Initial-medial-final (reindeer)

Clusters

Syllabics - form the nucleus of a syllable

/l,m,n/ (e.g. chasm, bottle); special diacritic

26
Q

Vowels

A

Produced with an open vocal tract

Pure vowels (/ɑ/, /i/, /ɪ/)

Diphthongs (/oʊ/, /aɪ/, /aʊ/)

Phonemic diphthongs: if you reduce them to pure vowels, the meaning changes (/aɪ/, /ɔɪ/) (Pipe►Pop) (Boil►Bowl)

Nonphonemic diphthongs: if you reduce them to pure vowels, the meaning doesn’t change (/eɪ/, /oʊ/)

27
Q

Consonant Production

A

A. Distinctive Features

  • Is a feature absent or present?
  • /b/ = -vocalic, +anterior, -nasal, -strident, +voice

B. Place-Voice-Manner

    1. Voicing- voiced or voiceless
    1. Place- where sound is produced
    1. Manner- how sound is produced
28
Q

Bilabials (Place)

A

Bilabials /p, b, m, w/

Trick for remembering Bilabials:

“Please be more welcoming”

29
Q

Labiodentals (Place)

A

Labiodentals /f,v/

Trick for remembering labiodentals:

“For Valentine”

30
Q

Linguadentals (place)

A

Linguadentals /θ, ð/

Trick for remembering Linguadentals:

“This Thursday”

31
Q

Lingua-alveolars (place)

A

Lingua-alveolars /t, d, s, z, l, n/

Trick for remembering Lingua-alveolars:

“Tommy doesn’t sing zestful like Natalie”

32
Q

Linguapalatals (place)

A

Linguapalatals /ʃ, ʒ, d͡ʒ, t͡ʃ, r, j/

Trick for remembering Linguapalatals:

“She measured Jonathan’s child really young”

33
Q

Velars (Place)

A

Velars /k, g, ŋ/

Trick for remembering Velars:

“Kobe’s going”

34
Q

Glottals (Place)

A

Glottals /h, ʔ/

Trick for remembering Glottals:

“Huge Mountain”

35
Q

Stops (Manner)

A

Stops /p, b, t, d, k, g, ʔ/

Trick for remembering stops:

“Poor broke teens dont kiss girls outside”

36
Q

Nasals (manner)

A

Nasals /m, n, ŋ/

37
Q

Glides (manner)

A

Glides /w, j/

38
Q

Liquids (manner)

A

Liquids /r, l/

Remember “liquid river”

39
Q

Fricatives (Manner)

A

Fricatives /s, z, f, v, θ, ð, ʃ, ʒ/

Trick for remembering fricatives:

“Sally’s zit feels very thick that she measures them”

40
Q

Affricates (Manner)

A

Affricates /t͡ʃ, d͡ʒ/

41
Q

Diacritical markers

A

Used in narrow transcription to identify variations and actual production.

syllabic consonant [̩]

partially devoiced [̥]

aspirated [ʰ]

unaspirated [=]

dentalized [̪]

lateralized [̯]

nasalized [̃]

nasal emission [like nasalized but two dots on inside of S]

42
Q

Phonological processes/patterns (Phonological patterns is preferred)

A

Patterns used by typically developing children to simplify the adult model.

Example:

  • Patterns that should disappear by 3 include weak syllable deletion and final consonant deletion.
  • Patterns that persist beyond age 3 include cluster reduction and gliding.
43
Q

Substitution Patterns

A

One class of sounds is substituted for another class of sounds.

  1. Stopping
  2. Deaffrication
  3. Velar fronting
  4. Depalatization
  5. Backing
  6. Liquid Gliding
  7. Vocalization
44
Q

Stopping

A

Stop substituted for fricative

Ex:

tu/ʃu or keɪb/keɪv

45
Q

Deaffrication

A

Affricate is replaced by a stop or fricative

Ex:

dʌmp/d͡ʒʌmp

or

tɪp/ t͡ʃɪp

46
Q

Velar Fronting

A

Anterior sounds replace /k, g, ŋ/ ; usually alveolar stop

Ex:

t/k or d/g

most common word- initial position

47
Q

Depalatization

A

Substitution of alveolar fricative for palatal fricative

Ex:

dz/d͡ʒ

ts/t͡ʃ

dzar/d͡ʒar

kaʊts/ kaʊt͡ʃ

48
Q

Backing

A

Rare in typically-developing children; present in children with severe phonological disorders. Posterior sounds replace anterior sounds.

Typically k/t and g/d

Ex:

kɔɪ/ tɔɪ

gɪʃ/ dɪʃ