Brainscape's Knowledge GenomeTM

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


See full index

SHS 470 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

subtypes of speech sound disorders (SSD)

A

functional, organic, motor/neurological, structural, sensory/perceptual

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

functional SSD

A

-no known cause
-articulation (motor aspects)
-phonology (linguistic aspects)

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

organic SSD

A

developmental or acquired

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

motor/neurological SSD

A

-execution (dysarthria)
-planning (apraxia)

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

sensory/perceptual SSD

A

hearing impairment

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

general ways a speech disorder can impact input

A

-auditory processing
-discriminate speech
-phonological recognition
-phonetic discrimination

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

general ways a speech disorder can impact storage

A

-phonological representation
-semantic representation
-motor program

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

general ways a speech disorder can impact output

A

-motor programming
-motor planning
-motor execution

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

how do we get feedback

A

from auditory and sensory sources

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

components of a speech assessment

A

case history, hearing screening, language screening, speech sample, oral mechanism exam (to evaluate structure and function of speech articulators), standardized testing

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

considerations for multilingual speech assessment

A

some articulation/phonology tests are only based on monolingual english speakers
-may need to use informal assessments
-intelligibility speech scale

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

how to read a speech sound development chart

A

shows when a speech sound should begin to be developed all the way to where it should be mastered

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

features of articulation

A

-process of planning and executing speech sounds
-CAN we say it?
-motor learning that results in ability to move articulators
-disruption in storage

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

features of childhood apraxia of speech (CAS)

A

-affects motor planning and programming
-inconsistent errors

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

features of dysarthria

A

-affects neuromuscular execution of speech
-consistent errors

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

features of phonology

A

-language conventions (rules) that govern how phonemes are combined to make words
-DO we say it?
-linguistic learning that results in adult-like set of phonological rules
-disruption in storage

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

four components of speech production

A

respiration, phonation, resonance, articulation

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

what is similar between articulation and phonology

A

-affects speech intelligibility
-can be delayed or disordered

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

what is different between articulation and phonology

A

articulation : affects sound on motor level, therapy focuses on repetitive motor practice
phonology : affects sound on linguistic level, therapy focuses on sound contrasts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

phonological processes and age of mastery

A

review images from slide 14 articulation and phonology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

key principles of articulation treatment

A

-motor
-targeted outcome
-focus on establishing correct articulator placement for eroded sounds
-repetitive motor practice
-uses feedback and attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

key principles of phonology treatment

A

focus on groups of sounds (targets phonemic level)
-support establishment of phonemic contrast
-takes advantage of natural communication consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

four common phonological interventions

A

minimal opposition, maximal opposition, cycles, complexity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

minimal opposition

A

uses minimal pairs to teach meaningful phonetic contrasts
-very common

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

maximal opposition

A

uses a set of 4-5 words that are minimal pairs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

cycles

A

targets are introduced in a cyclic fashion to target a wide variety of sounds quickly
-used to boost intelligibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

complexity

A

targets later developing sounds to try and stimulate maximal changes in earlier and easier sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

how can IPA be used in articulation interventions

A

can help change a sound
-we use manner, place, and voice cues to help adjust sounds to be where and what they should be

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

childhood apraxia of speech (CAS)

A

neurological childhood speech disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

core traits of CAS

A

-inconsistent errors on consonants and vowels
-lengthened and disrupted coarticulatory transitions between sounds and syllables
-inappropriate prosody, especially on realization of lexical or phrasal stress

31
Q

speech characteristics of CAS

A

-difficulty with sequencing speech sounds
-unusual errors (additions, prolongations, etc.)
-difficulty with voicing
-vowel errors
-difficulty with prosody

32
Q

considerations for diagnosing CAS

A

-does the child produce enough speech to analyze?
-signs in young children include : limited cooing/babbling, delayed first words, limited consonants and vowel inventory, articulatory groping, and imitated speech is clearer then spontaneous speech

33
Q

principles of CAS treatment

A

establishing motor programs
-more frequent and intense
-focus on movement, not just speech sound
-give appropriate and specific feedback

34
Q

three common interventions for CAS

A

-DDTC (dynamic temporal and tactile cueing - supports motor planning)
-ReST (rapid syllable transition treatment - uses concepts of sounds, beats, and smoothness)
-PROMPT (prompts for restructuring oral muscular phonetic targets - integrates all domains of speech system)

35
Q

dysarthria

A

neuromuscular disorder of motor execution resulting from abnormalities to the strength, range of motion, tone, or precision of movements

36
Q

how can dysarthria affect speech production

A

affects motor execution and output (cannot get muscles to do what they need to do)

37
Q

flaccid dysarthria

A

-weakness
-hyper nasality, breathy voices, imprecise consonants

38
Q

spastic dysarthria

A

-spasticity/rigidity
-harsh vocal quality, reduced stress, mono pitch, imprecise consonants

39
Q

speech characteristics of dysarthria

A

-difficulty with speech rate and precision
-voice quality may be hoarse/breathy or harsh/strained
-may display hyper nasality due to inability to close VP port
-may have poor breath support and shallow respiration

40
Q

principles of dysarthria treatment

A

establishing functional communication
-consider all 4 speech systems
-use augmentative and alternative communication
-compensatory articulations may be needed
-adult dysarthria interventions may not be appropriate

41
Q

interventions for dysarthria

A

-LSVT (lee silverman voice therapy - recalibrate vocal loudness)
-SSIT (speech systems intelligibility treatment - focuses on supporting phonation and respiration)
-PROMPT (prompts for restructuring oral muscular phonetic targets - integrates all domains of speech system)

42
Q

pediatric feeding disorder (PFD)

A

there are four main domains : medical, psychosocial, nutrition, and feeding skill

43
Q

medical domain

A

conditions or diagnosis

44
Q

psychosocial domain

A

-enjoyment of food
-caregiver interaction around food

45
Q

nutrition domain

A

-weight
-absorption
-growth

46
Q

feeding skill domain

A

-gross and find motor skills
-chewing
-swallowing

47
Q

who can work with PFD and what training is needed

A

-requires additional training of diagnoses and medical interventions
-SLPAs are not allowed to diagnose or assess
-SLPAs are not allowed to work with swallowing disorders or medically fragile patients

48
Q

considerations for assessment of PFD

A

should involve formal assessments, observation of skills, interviews with caregivers, relevant medical records
-infant child feeding questionnaire (IFCQ)

49
Q

picky eater vs. problem eater

A

picky eater : usually will have more than 30 foods in their food range, will have food “burn out”, eats at least one food from most categories, can tolerate new foods, frequently eats different meals than other family members
problem eater : usually less than 20 foods, foods list to “burn out” are not eaten again, refuses entire categories of foods, complete refusal of new foods, almost always eats different meals than other family members

50
Q

considerations for PFD treatment

A

-has the child met goals?
-safe to eat
-skills developing
-nutritional needs being met
-enjoyment of food
-family has tools to continue

51
Q

cleft lip/palate

A

a subtype of craniofacial anomaly that is caused by a disruption to typical development in utero
-usually abnormal opening or fissure in a structure that is normally closed

52
Q

complete vs. incomplete cleft

A

complete - goes up to nose
incomplete - notch in lip

53
Q

what causes cleft

A

exogenous - external factors such as exposure to chemicals, drugs, viruses, or nutritional deficiencies
endogenous - internal factors such as chromosomal disorder or genetics

54
Q

when does the palate develop

A

6-7 weeks : primary palate (development of lip and alveolus begins)
8-9 weeks : secondary palate (palatal development begins)
12 weeks : final palate (velum and uvula are formed)

55
Q

assessment consideration for cleft

A

what impact is structure having on function
-both phonology and articulation
assess for hyper nasal speech

56
Q

instruments that can be used for cleft

A

mirrors, nasal occlusion, nasometer, nasoendoscopy

57
Q

speech characteristics for cleft palate

A

-delayed onset and complexity of babbling
-smaller phonetic inventory
-later acquisition of expressive vocabulary development
-presence of compensatory articulation errors
-acquire speech sounds and expressive vocabulary skills at highly variable rates following primary palatal repair

58
Q

concept of compensatory articulation

A

learned articulation behaviors in which sounds are produced farther back in the oral cavity to compensate for the cleft
-once learned, they can be difficult to reduce

59
Q

basic principles of treatment

A

-support speech skills after surgical repair
-add consonants to the child’s inventory
-increase expressive vocabulary size
-reduce the use of compensatory articulation

60
Q

enhanced milieu teaching + phonological emphasis (EMT+PE) treatment

A

naturalistic intervention to serve children with significant phonological and early expressive vocabulary delays
-environmental arrangement
-responsive arrangement
-milieu prompting strategies
-speech recasting

61
Q

fluency disorder

A

interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies

62
Q

primary characteristics of stuttering

A

changes in speech
-repetitions
-prolongations
-blocks

63
Q

secondary characteristics of stuttering

A

attempts to move past stutter
-physical manifestation of tension (eye blinking, facial grimacing, limb/head movements)

64
Q

causes of stuttering

A

genetic - gene mutation found in around 10% of familial stuttering cases
neurological - atypical lateralization of speech and language ; reduced neural connectivity in areas of movement control

65
Q

assessment considerations for fluency disordes

A

-case history
-speech sampling
-assess impact of stuttering on quality of life
-what is their awareness level like? (for children)
-stuttering severity instrument

66
Q

basic considerations of treatment

A

SLPs cannot fix stuttering, though fluency may increase with therapy
-movement from avoidance of stuttering to self advocacy
-treatment addresses attitudes and emotions surrounding stuttering

67
Q

therapy approaches/texhniques for stuttering

A

indirect, direct, operant
stuttering modification, fluency shaping

68
Q

indirect

A

focused on coaching families to change their own speech to support child’s fluency
-for younger children

69
Q

direct

A

addressing a child’s attitudes and emotions around stuttering
-used when individual is aware of disfluency

70
Q

operant

A

provide positive reinforcement for fluent speech
-based on behaviorism

71
Q

stuttering modification

A

help modify the stuttered moment by reducing physical tension
-light bounce (makes stutter with bouncing of repetitions)
-pull out (slides out of the stutter by elongating a word)
-cancelation (pauses for a redo)

72
Q

fluency shaping

A

help facilitate fluency speech by reducing tension
-light articulatory contacts (reducing tension of articulation)
-stretching (lengthening the word)
-easy onsets (initiate voicing to begin word)

73
Q

cluttering

A

fluency disorder characterized by rapid or irregular speech rate, atypical pauses, maze behaviors, pragmatic issues, decreased awareness of fluency problems or moments of disfluency
-lots of revision
-excessive coarticulation

SHS 470 (2 decks)

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