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Motor Speech and Cranio-facial > Exam 4 (Final) > Flashcards

Exam 4 (Final) Flashcards

1
Q
  • obstruent sounds
  • respiratory airflow or airflow and acoustic energy pass through a narrow constriction to create a turbulent noise source
  • noise cues manner
  • noise spectrum and vowel transitions cue place
A

Fricatives

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1
Q

True or false

children with craniofacial anomalies have smaller lexicons than peers up to about age 30 months

A

true

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1
Q

______% of children with clefts have a competent VP mechanism and do not need extensive tx

A

75%

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1
Q
  • child produces a pressure speech sound or class of sounds as a nasal fricative
  • /s/ and /z/ often are produced in this manner iwth other pressure sounds produced normally
  • amenable to tx, since it is the result of mislearning and not a structural anomaly
  • SLPs not familiar w/ the problem will refer children to a cleft palate clinic
  • clinic will refer back to the SLP
A

Phoneme specific nasal emission

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2
Q

Children with clefts prelinguistic development (6)

A
  • more restricted consonant inventory
  • use more glottal stops
  • use fewer oral stops
  • produce fewer multisyllabic words
  • show a preference for nasals, glids, and the glottal fricative /h/
  • may show delays in the use of cannonical babbling
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2
Q

early words of children with craniofacial anomalies often include what places of articulation (3)

A

labial, velar, glottal

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4
Q

resonance disorders in craniofacial anomalies are a result of (3)

A
  • velopharyngeal incompetence (VPI)
  • oral fistulae
  • various nasalpharyngeal obstructive conditions
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5
Q

True or false

there is no difference in the frequency of vocalizations in children with and without cleft lip/palate

A

true

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6
Q

resonance disorders associated with craniofacial anomalies may include (3)

A
  • hypernasality
  • hyponasality
  • cul-de-sac resonance
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7
Q
  • known as oral semivowels and are vowel like
  • voiced with some constriction of the vocal tract, but not as great as the other consonants
  • characterized by quick movement of the articulators
  • /j/ and /w/ also known as glides
  • palatal produced with tongue position similar to /i/
  • /w/
    • like a dipthong starting at a high back vowel position /u/
    • a velar with lip rounding
A

liquids and glides

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8
Q

Instrumental assessment of craniofacial anomalies speech

A
  • airflow and oral pressure studies
  • nasoendoscopy
  • nasometry
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10
Q
  • produced with occlusion of the vocal tract and nopen nasal port
  • lower resonant frequencies, damping and reduced intensity (nasal murmer) are key features
  • vowel transitions cue place of articulation and murmer cues manner
A

Nasal semivowels

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11
Q
  • produced by selectively amplifying the vocal tract to produce distinctive formant patterns
  • formant pattern used to perceive
  • source-larynx phonation
  • filter- vocal tract
A

vowels and dip thongs

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12
Q

_____ % of children with clefts have problems with VPI and will need speech tx.

A

25%

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13
Q

Overall sound production errors craniofacial anomalies (4)

A
  • associated with pressure sounds
  • sounds may be made w/ weak pressure
  • nasal emission may be present
  • sounds may be produced in a a compensatory fashion
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14
Q

classification errors related to their function in the child’s system (3)

A
  • developmental
  • obligatory
  • compensatory
15
Q
  • measures relative nasal acoustic energy in speech
  • acoustic energy is captrued from both oral and nasal cavities during speech
  • ratio is converted to a percentage- nasalence score
  • normed passsages often used (Zoo, Rainbow), but may be too difficult for children
A

nasometry

17
Q

true or false

children may show a temporary reduction in vocalizations just after a palate repair

A

true

18
Q
  • most frequent resonance problem
  • the perception of unwanted nasal resonance during the production of voiced sounds, particularly vowels
  • due to VPI
A

Hypernasality or hypernasal resonance

19
Q
  • complete occlusion of the vocal tract and a quick release, which creates a noise burst
  • glottal stops
    • not phonemic in our language, however, we use glottal stops phonetically
    • some speakers w/ VP closure problems use glottal stops as a copensatory articulation
  • cues
    • manner- stop burst
    • place- the frequency regions of the stop burst
    • voicing
      • voice onset time (VOT)
      • onset of voicing relative to the voice onset
A

Stops/Plosives

20
Q

The early words of children with craniofacial anomalies show a preference for what sound classes (3)

A

nasals, vowels, semi-vowels

21
Q

compensatory errors include (6)

A
  • glottal stops
  • nasal snorts
  • velar fricatives
  • pharyngeal fricatives
  • pharyngeal stops
  • mid-dorsum palatal stops
22
Q
  • porduced with total occlusion (stop-like) of the vocal tract followed by a slow release (fricative-like) that creates a turbulant noise source
A

affricates

24
Q

pressure sound classes (3)

A
  • plosives
  • fricatives
  • affricates
25
Q
  • nonstandard substitutions used to replace sounds or entire sound classes
  • generally the result of velopharyngeal dysfunction or oral-nasal fistulee
  • often found in the speech of children born with clefts
  • compensatory errors are ameanable to ST
A

compensatory errors

26
Q
  • due to structural differences that influence physiologic movements requisite to normal sound production
  • will not improve unless the structural defect is corrected
  • typically classified as distortions
  • dental intervention, orthodontics, and/or surgery needed to correct the structural problems
  • speech production skills may change positively with a change in structure
  • careful assessment is required to identify this change
  • these errors also may be present in children who wear dental or orthopedic appliances
A

Obligatory errors

27
Q

SLP conducts an assessment and categorizes errors into (3)

A
  • developmental
  • obligatory
  • compensatory
28
Q

children with residual velopharyngeal dysfunction following initial palatal surgery will need to… (2)

A
  • undergo a secondary surgical repair and/or
  • be fitted with a speech appliance
29
Q

secondary surgical repairs for velopharyngeal dysfunction following inital palatal surgery (2)

A
  • pharyngeal flap
  • sphincter pharyngoplasty
30
Q

speech appliances for velopharyngeal incompetence following initial palatal surgery (2)

A
  • palatal lift prosthesis
  • speech bulb prosthesis
31
Q

True or False

Treatment for compensatory articulation errors should not be delayed until secondary surgery or prosthetic intervention

A

true

32
Q

True or False

most children with clefts do not have muscle weakness

A

true

33
Q

true or false

children with cleft palate are at risk for language delay

A

true

34
Q

Additional types of performance feedback

A
  • mirror for observing articulatory placements
  • diagrams of the articulators
  • occluding the nostrils
  • listening tube
  • drinking straws
  • air paddle
35
Q

Place of articulation- teaching hierarcy (5)

A
  • group 1- laryngeal
  • group 2- bilabial and labiodental
  • group 3- alveolar and linguadental
  • group 4- velar
  • group 5- palatal
36
Q

internal knowledge such as sensory information and conscious introspection by the learner

A

feedback

37
Q
  • information provided to the learner by an external source (e.g., clinician)
  • can be quantitative, qualitative, or both
A

kowledge of results

Motor Speech and Cranio-facial (3 decks)

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