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Speech Sounds > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

What function do the larynx and vocal tracts serve in infants?

A

Primary Functions

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2
Q

What is a primary function?

A

Life-supporting duties (such as sucking and swallowing)

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3
Q

Why are the larynx and vocal tracts unable to perform the secondary function of speech?

A

Due to restrictive anatomy and physiology

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4
Q

Describe respiration in infants.

A

More breaths per minute, less control

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5
Q

Describe sucking pads.

A

Little fatty pads in the mouth - there is little space in the oral cavity because tongue fills it up, sucking pads disappear over time

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6
Q

Why is the vibratory action of larynx stifled?

A

Because of the disproportionately large cartilages, position limits movements

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7
Q

When does perceptual development begin?

A

before birth

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8
Q

Do babies show a voice preference?

A

Yes, the mother’s voice is preferred

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9
Q

What shapes cry melody?

A

Native language

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10
Q

What is categorical perception?

A

The ability to perceive difference according to categories in native language

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11
Q

When does the ability to discriminate nonnative sounds disappear?

A

6-8 mos

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12
Q

What is perceptual constancy?

A

The ability to identify same sounds across different speakers, present 5 - 10 mos.

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13
Q

Describe phonemic contrast.

A

Children’s ability to distinguish minimal pairs, which shows developmental progression with considerable variability.

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14
Q

What abilities develop before first meaningful utterances?

A

Perceptual abilities

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15
Q

What is the first prelinguistic stage?

A

Reflexive crying and vegetative sounds: cries, grunts, burps. Birth - 2 mos.

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16
Q

What is the second prelinguistic stage?

A

Cooing and laughter, vowel-like sounds, some consonants, back sounds, nasal sounds. 2-4 mos.

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17
Q

What the third prelinguistic stage?

A

Vocal play. Longer series of segments, prolonged steady states, variations in loudness. 4-6 mos.

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18
Q

What is the fourth prelinguistic stage?

A

Canonical babbling. 6+ mos

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19
Q

What reduplicated babbling?

A

Similar strings of CV

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20
Q

What is nonreduplicated/variegated babbling?

A

Variation of both consonants and vowels

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21
Q

What is the important milestone reached toward the end of prelinguistic stage 4?

A

Imitative behavior

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22
Q

What is preglinguistic stage 5?

A

Jargon, strings of babbled utterances modulated by intonation and pauses resembling sentences

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23
Q

What is a vocoid?

A

Not quite a real vowel….mainly E, UH, I

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24
Q

What is a contoid?

A

Not quite a real consonants….mainly H, D, B, M, T G, W

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25
Q

What syllable shapes are commonly used in the babbling stage?

A

Mainly open, V, CV, VCV, CVCV

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26
Q

At what age do children start to use prosodic patterns?

A

6 mos

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27
Q

What interaction influences prosodic features and early language development?

A

Child-directed speech.

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28
Q

Around what age does the first meaningful word appear?

A

1 year

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29
Q

What is a proto-word?

A

An invented word without a recognizable adult model

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30
Q

By 18-24 mos, a child should possess about how many words?

A

50 words

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31
Q

A child who can use 50 words is able to understand about how many words?

A

200

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32
Q

End of 50 word stage to age 6

A

Preschool Child

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33
Q

In what period does the largest growth in phonological skills take place?

A

The preschool stage

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34
Q

Why should you use age of acquisition/mastery charts with caution?

A

Studies are inconsistent, and they are only one consideration when choosing therapy targets

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35
Q

What is helpful in determining normal vs. disordered development?

A

Approximate ages of suppression

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36
Q

What errors are suppressed earlier?

A

Reduplication, final consonant deletion, fronting, stopping, assimilation

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37
Q

What errors are suppressed later?

A

Unstressed syllable deletion, cluster reduction, epenthesis, gliding, stopping /J, th, th/

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38
Q

When does true mastery of whole prosodic systems take place?

A

Not until at least age 12

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39
Q

What prosodic features begin to develop early, and in what order?

A

Intonation, and then stress

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40
Q

What are some differences in development for English learners?

A

Interference from L1, phonotactic differences, rhythmic differences

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41
Q

What is the silent period?

A

A typical period of silence while child is focusing on understanding the new language

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42
Q

What is code-switching?

A

Switching between L1 and L2

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43
Q

Why should bilingualism be encouraged?

A

Because it has cognitive and linguistics advantages

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44
Q

By what age is the phonological inventory nearly complete?

A

5

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45
Q

There is a strong correlation between what skills and reading achievement?

A

Phonological development, perceptual processing of sounds, and metaphonology

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46
Q

What is metaphonology?

A

Conscious awareness of sound within a language

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47
Q

What is phonological awareness?

A

Awareness of sound structure, ability to detect and manipulate sounds; involves words.

48
Q

What is phonemic awareness?

A

Understanding that individual sounds make up words

49
Q

What are some examples of prosodic features

A

Use of intonation and pausing to signify grammatical forms and use of stress to signal different words.

50
Q

What is highly correlated to later reading and spelling?

A

Phonological awareness

51
Q

What sort of children are at risk for written language difficulties?

A

Children with phonemic-based disorders (vs those with articulation disorders)

52
Q

What is assessment?

A

The clinical evaluation of a disorder, it includes appraisal and diagnosis.

53
Q

What is appraisal?

A

Data collection: case history, interview with parents/professionals, school and medical records, evaluation by the clinician

54
Q

What is the difference between a screening and an evaluation?

A

A screening may be formal or informal, it is brief and used to identify whether further evaluation is warranted. An evaluation is detailed and complete, and results in a diagnosis.

55
Q

What are the parts of a complete speech evaluation?

A
  1. Articulation and/or phonological tests
  2. Stimulability measures
  3. Conversational speech sample
  4. Hearing screening
  5. OPME
56
Q

What is the OPME?

A

Oral-peripheral mechanism evaluation - prereq to every evaluation - assesses the structure and function of the oral mechanism

57
Q

What equipment is needed for an OPME?

A

Tongue depressor, stop watch, flashlight, gauze, gloves, alcohol swabs, and lollipop

58
Q

How should you assess the head and facial structures during an OPME?

A

Size and shape of head, symmetry and proportion, appearance at rest

59
Q

What should you check for when assessing breathing?

A

Mouth breathing, abnormal features

60
Q

How should you assess the oral and pharyngeal cavity during an OPME?

A

Check the teeth for occlusion and orientation, size and appearance of tongue, size and color of tonsil, check hard and soft palates for fistulas, clefts, and bifid uvula

61
Q

What is a class I occlusion?

A

Normal

62
Q

What is a class I neutrocclusion?

A

Molar occlusion is normal, but there is some abnormality of the anterior dental arch

63
Q

What is a class II malocclusion?

A

Overbite, the mandible is too far back

64
Q

What is a class III malocclusion?

A

Underbite, the mandible is too far forward

65
Q

What is the most common occlusion discrepancy?

A

Class II malocclusion

66
Q

What is an openbite?

A

Lack of contact between upper and lower incisors?

67
Q

What is an overbite?

A

Excessive vertical overlapping

68
Q

What is a crossbite?

A

Later overlapping of the upper and lower arches

69
Q

What is overjet?

A

Excessive horizontal distance between the surface of the upper and lower incisors

70
Q

What is underjet?

A

Lack of normal horizontal differences, lower teeth splay out.

71
Q

How do you assess functionality during an OPME?

A

Check movement of lips, mandible, tongue, and velum- subjective judgement. Check diadochokinetic rate.

72
Q

What are some advantages of articulation tests?

A

Quick, quantifiable, norm-referenced and standardized, document need for therapy, document progress

73
Q

What are some disadvantages of articulation tests?

A

Not representative, not enough info about phonological system, doesn’t test all sounds in all contexts, limited probe

74
Q

What factors should you take into consideration when selecting a measure?

A

Age-appropriateness, ability to provide a standardized score, analysis of errors, inclusion of an adequate sample.

75
Q

How do you minimize the shortcomings of articulation tests?

A

Transcribe entire word and look for patterns, supplement additional words, collect connected speech sample, complete stimulability probes

76
Q

What is the least useful scoring method?

A

Two-way: +/-

77
Q

What is the common scoring method on tests?

A

Five-way: correct, omission, substitution, distortion, addition

78
Q

What is stimulability testing?

A

Testing the ability to produce a misarticulated sound from the test, given cueing by the clinician

79
Q

For which phonemes do you perform stimulability testing?

A

Only ones that were always performed incorrectly

80
Q

Should you choose stimulable or non-stimulable sounds for treatment?

A

No conclusive evidence, differing views: stimuable phonemes = more rapid success, nonstimulable sounds =change in those sounds and other untreated stimulable sounds

81
Q

Why must every evaluation include the collection of a connect speech sample?

A

Because performance on articulation sounds can differ significantly from spontaneous speech, also helps to gather info on language, voice, and fluency

82
Q

What kind of sounds should you try to illicit in the speech sample?

A

The sounds that had errors on the articulation tests.

83
Q

How long should a speech sample be?

A

100-200 wrds

84
Q

What is glossing?

A

Repeating into the record what a child said, making note of the meaning

85
Q

Under what ages must children be referred to audiologist for pure tone testing?

A

3 years

86
Q

How much of the population with delayed speech will also have language problems?

A

80%

87
Q

Who is eligible for auditory perceptual testing?

A

Those with a collapse of 2 or more phonemic contrasts (using /w/ for /w, l, r/)

88
Q

What is the purpose of auditory perceptual testing?

A

To determine if clients who speak with collapsed contrasts also do not perceive the difference receptively

89
Q

Do SLPs perform cognitive/IQ testing?

A

No, but they may use the information

90
Q

Why should you use caution when interpreting IQ results?

A

IQ scores may be affected by language competence, low intelligibility may affect scores

91
Q

What difficulties may you encounter when evaluating older children with delayed phonological development?

A

Difficulty completing tests, limited output when collecting speech sample, OPME difficult to administer, hearing screening difficult to administer

92
Q

How should you perform an analysis of children with later developing phonology?

A
  1. Inventory of all speech sounds used
  2. Syllable shapes
  3. Constraints noted on sound sequences
93
Q

Can unintelligible children complete articulation/phonological tests?

A

Yes, use single words.

94
Q

How do you arrive at a diagnosis?

A

By analyzing and interpreting the collected data.

95
Q

What is inventory?

A

All sounds a client articulates

96
Q

What is distribution?

A

Where within a word the normal and error articulations occur

97
Q

How do you organize inventory and distribution?

A

Using a matrix

98
Q

How do you analyze the diagnosis matrix?

A

Look for consistent substitutions, look for inconsistent substitutions, summarize the collapse of contrasts, and look for sound preferences

99
Q

What are the signs of a articulation based SSD?

A

Preservation of phonemic contrasts (even if using slight differences to contrast), peripheral, motor-based predominately consistent problems.

100
Q

What are the guidelines for articulation based therapy?

A

Stimulability, correct production in specific context, sounds affecting intelligibility, developmentally earlier sounds

101
Q

What is the protocol for analyzing a suspected phonological SSD?

A
  1. Inventory of speech sounds
  2. Distribution of speech sounds
  3. Syllable shapes and constraints
  4. Phonological contrasts
  5. Phonological error patterns
102
Q

In phonemic SSD what should you analyze in regards to syllable shape?

A

Determine if the client has basic syllable structure, some may delete syllables or use predominantly open syllables

103
Q

In phonemic SSD how do you assess phonological error patterns?

A

Analyze place, manner voice, phonological processes, and assess phonological knowledge (infer based on child’s production)

104
Q

What are you looking for in place-manner-voice analysis?

A

If there are any patterns in p-m-v substitutions (not distortions)

105
Q

What is the goal when analyzing phonological processes?

A

To classify the processes and determine the frequency/percentage of occurence

106
Q

What is intelligibility?

A

A subjective judgement on how much can be understood

107
Q

How intelligible should a 2 year old be?

A

50%

108
Q

How intelligible should a 3 year old be?

A

75%

109
Q

How intelligible should a 4 year old be?

A

100%

110
Q

What is severity?

A

Quantification of the degree of phonological impairment

111
Q

How is severity measured?

A

By calculating the percent consonants correct (PCC)

112
Q

What is a dialect?

A

Any variety of language shared by a group of speakers

113
Q

What are two parameters that influence dialect

A

Region and social/ethnicity

114
Q

What is transfer?

A

The incorporation of native language features into a nonnative language

115
Q

What do you need to ensure when evaluating English language learners?

A

That a difference is not labeled a disorder

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