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Speech Sound Disorders > Final exam > Flashcards

Final exam Flashcards

1
Q

Prevalence of Speech Sound Disorders (

A

• 7.5% of children between 3 and 11 years have significant system sound disorders needing treatment, 2.5% of those children still have major substitution and deletion past 4 years.

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2
Q

acquisition patterns 1

A

Early 8 (p b m w d n j h ) by 3 years

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3
Q

acquisition patterns 2

A

Middle 8 (t f v k g ŋ tʃ dʒ ) by 4 years

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4
Q

acquisition patterns 3

A

Late 8 (s z ʃ ʒ l r θ ð ) by 6-6 ½ years

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5
Q

What is the first step of Hudson phonological acquisition?

A

1 year

Canonical babbling and vocables

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6
Q

What is the second step of Hudson phonological acquisition?

A

1 1/2 years

Recognizable words; CV structures; stops, nasals, glides

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7
Q

What is the third step of Hudson phonological acquisition?

A

2 years

Final consonants, communication with words “syllableness”

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8
Q

What is the fourth step of Hudson phonological acquisition?

A

3 years

/s/ clusters, anterior-posterior contrast, expansion of phonemic repertoire

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9
Q

What is the fifth step of Hudson phonological acquisition?

A

4 years

Omissions rare, “most simplifications” suppressed, “adult-like” speech

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10
Q

What is the sixth step of Hudson phonological acquisition?

A

5-6 years
Liquids /l/ @ 5 years
/r/ @ 6 years
phonemic inventory stabilized

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11
Q

What is the seventh step of Hudson phonological acquisition?

A

7 years

Sibilants and “th” perfected, “adult standard” speech

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12
Q

Critical Age Hypothesis:

A

children need to be intelligible by 5½ years of age or they are likely to have difficulty with decoding and spelling -

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13
Q

“Matthew Effects”:

A

Stanovich compared achievement levels of children who are poor beginning readers with their peers who have good decoding skills and noted that the gap widens over time
Early intervention is important because children 
with disordered phonological systems are risk for decoding text, comprehension, spelling, writing, and word finding.

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14
Q

• Purpose of Assessment

A

Identify specific communication skills
• Guide intervention design
• Monitor growth and progress
• Qualify a person for special services

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15
Q

Application of comprehensive communicative assessment

A
  • Identify the presence and absence of a disorder
  • Identify goals and strategies to meet
  • Monitor progress toward therapy outcome
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16
Q

What is a norm-referenced test?

A

o Answers→how does a client compare to average?
o Standardized→ reliable from person to person, from tester to tester
o Helps focus and sharpen observational skills & decide if a problem exist (reliability & validity)

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17
Q

What is a criterion-referenced test?

A

o Answers→ how does the client compares to an expected level of performance
o Can be standardized or not standardized
o Identifies one’s performance according to predefined criteria

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18
Q

Performance-based measures

A

Describe an individual’s skills or behaviors within the actual context of use
Whole word accuracy %
Identifiable word accuracy %

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19
Q

Dynamic assessment

A

Identifies the amount and type of support needed to determine a client’s range of performance
uses a “test-teach-retest” forma tVygotsky’s “Zone of Proximal Development.”

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20
Q

• Percentile Ranks (PR)

A

state the percent of persons in the norming sample who scored the same as or lower than the student.
>99,95, 84, 75, 50, 25, 16, 5 >1

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21
Q

Standard Scores (SS)

A

have an average (mean) of 100 and a standard deviation of 15. The middle half of these standard scores falls between 90 and 110. Average range is between 85 and 115
145, 125, 115, 110, 100, 90, 85, 75, 55

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22
Q

Scaled Scores

A

have an average (mean) of 10 and a standard deviation of 3.

19 15 13 12 10 8 7 5 1

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23
Q

PRIMARY TARGET PATTERNS

A
  • Word Structures [OMITTED Segments]
  • /s/ Clusters
[For OMISSIONS, but NOT for Distortions (e.g., Lisps)]
  • Anterior/Posterior Contrasts [after stimulability evidenced]
  • Liquids (even if not Stimulable)
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24
Q

Word Structures [OMITTED Segments]

A

Syllableness Vowel sequences in compound words 2-syllables; 3-syllables
CV Word initial p,b,m if lacking
VC Voiceless final stops p,t,k; final m,n if lacking
VCV e.g. apple

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25
Q

/s/ Clusters
[For OMISSIONS, but NOT for Distortions (e.g., Lisps)]

A

Word-Initial /sp/,/st/,/sm/ (incorporate “it’s a ____” [/s/ cluster word]
Word-Final /ts/,/ps/,/ks/ (enhances awareness of plurals)

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26
Q

Anterior/Posterior Contrasts [after stimulability evidenced]

A

Velars (if “fronter”) Final /k/, then initial /k/,/g/ (occasionally /h/)
Anterior (if “backer”) Alveolar stops: final /t/, initial /t/ & /d/(possibly /n/)

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27
Q

Liquids (even if not Stimulable)

A

Word-Initial /l/ Preceded by week of tongue-tip clicking; may use cluster /l/ if singleton can be produced
Word-Initial /r/ Suppresses gliding initially; exaggerate the vowel; do not blend initially; possible /r/ clusters “kr, gr”

28
Q

Order of activities of a typical phonological treatment session

A
  • Review last session’s practice words
  • Listening activity
  • Production-practice words [5-6
  • Activities for eliciting productions
  • Probe for next session’s target
  • Metaphonological Activity [e.g., rhyming]
  • Repeat listening activity
29
Q

Apraxia:

A

difficulty planning, combining and sequencing required for skilled movements of speech → know what they want to say but cannot plan the motor activities that goes along with it, problem planning movements of articulation

30
Q

Dysarthria:

A

deficits in motor execution with skilled movements → due to brain lesions acquired in childhood after a normal onset of speech development.

31
Q

➢ Obligatory Errors

A

Errors of distortion where function/articulation is normal, but structure is normal (are related to anatomical structure): →Treatment is correction of structure (i.e., surgery, orthodontics)

32
Q

➢ Compensatory Errors

A

Errors where function is changed in response to abnormal structure
(are used to substitute for target phonemes) → Treatment is correction of function (i.e., speech therapy), but preferably after correction of structure i.e. glottal stops

33
Q

➢ Traditional articulation? (Hodson)

A

o Perceptual ear training & Production training
• One of the motor approach that teach the child how to physically make the sound and not how to get a new representation of the phoneme
• Focuses on individuals sound with learning emphasis as a placement of sound production accuracy
• Problems due to placement error
• Sound by sound
i. Assessment→SODA
ii. Intervention →articulation therapy

34
Q

o Perceptual ear training

A
  1. Identification: Demonstration & Recognition i.e. Sammy the snake sound
  2. Isolation: Recognition in more complex contexts (length) & Recognition in initial, medial, and final position
  3. Stimulation (Auditory Bombardment)
  4. Discrimination (correct vs. incorrect productions): Discrimination in more complex contexts (length) & Discrimination in initial, medial, and final position
35
Q

o Production training

A

increased length and complexity of response1. Isolation

  1. Syllable (Nonsense Syllables; NSS in all positions)
  2. Word
  3. Carrier phrase
  4. Phrase
  5. Sentence
  6. Conversation (or reading, monologue, and then conversation)
36
Q

Indications for treatment in CP patients?

A
  • compensatory articulation productions
  • misarticulations that cause phoneme-specific nasal air emission or phoneme-specific hypernasality
  • hypernasality or variable resonance due to oral-motor dysfunction
  • hypernasality or nasal emission following surgical correction
37
Q

Contraindications for treatment:

A

• NOT, if there is velopharyngeal insufficiency
• Usually not appropriate for hypernasality or nasal emissions due to VPI
o Except following surgical correction

38
Q

PRIMARY TARGET PATTERNS

A
  • Word Structures [OMITTED Segments]
  • /s/ Clusters
[For OMISSIONS, but NOT for Distortions (e.g., Lisps)]
  • Anterior/Posterior Contrasts [after stimulability evidenced]
  • Liquids (even if not Stimulable)
39
Q

Word Structures [OMITTED Segments]

A

Syllableness Vowel sequences in compound words 2-syllables; 3-syllables
CV Word initial p,b,m if lacking
VC Voiceless final stops p,t,k; final m,n if lacking
VCV e.g. apple

40
Q

/s/ Clusters
[For OMISSIONS, but NOT for Distortions (e.g., Lisps)]

A

Word-Initial /sp/,/st/,/sm/ (incorporate “it’s a ____” [/s/ cluster word]
Word-Final /ts/,/ps/,/ks/ (enhances awareness of plurals)

41
Q

Anterior/Posterior Contrasts [after stimulability evidenced]

A

Velars (if “fronter”) Final /k/, then initial /k/,/g/ (occasionally /h/)
Anterior (if “backer”) Alveolar stops: final /t/, initial /t/ & /d/(possibly /n/)

42
Q

Liquids (even if not Stimulable)

A

Word-Initial /l/ Preceded by week of tongue-tip clicking; may use cluster /l/ if singleton can be produced
Word-Initial /r/ Suppresses gliding initially; exaggerate the vowel; do not blend initially; possible /r/ clusters “kr, gr”

43
Q

Order of activities of a typical phonological treatment session

A
  • Review last session’s practice words
  • Listening activity
  • Production-practice words [5-6
  • Activities for eliciting productions
  • Probe for next session’s target
  • Metaphonological Activity [e.g., rhyming]
  • Repeat listening activity
44
Q

Apraxia:

A

difficulty planning, combining and sequencing required for skilled movements of speech → know what they want to say but cannot plan the motor activities that goes along with it, problem planning movements of articulation

45
Q

Dysarthria:

A

deficits in motor execution with skilled movements → due to brain lesions acquired in childhood after a normal onset of speech development.

46
Q

➢ Obligatory Errors

A

Errors of distortion where function/articulation is normal, but structure is normal (are related to anatomical structure): →Treatment is correction of structure (i.e., surgery, orthodontics)

47
Q

➢ Compensatory Errors

A

Errors where function is changed in response to abnormal structure
(are used to substitute for target phonemes) → Treatment is correction of function (i.e., speech therapy), but preferably after correction of structure i.e. glottal stops

48
Q

➢ Traditional articulation? (Hodson)

A

o Perceptual ear training & Production training
• One of the motor approach that teach the child how to physically make the sound and not how to get a new representation of the phoneme
• Focuses on individuals sound with learning emphasis as a placement of sound production accuracy
• Problems due to placement error
• Sound by sound
i. Assessment→SODA
ii. Intervention →articulation therapy

49
Q

o Perceptual ear training

A
  1. Identification: Demonstration & Recognition i.e. Sammy the snake sound
  2. Isolation: Recognition in more complex contexts (length) & Recognition in initial, medial, and final position
  3. Stimulation (Auditory Bombardment)
  4. Discrimination (correct vs. incorrect productions): Discrimination in more complex contexts (length) & Discrimination in initial, medial, and final position
50
Q

o Production training

A

increased length and complexity of response1. Isolation

  1. Syllable (Nonsense Syllables; NSS in all positions)
  2. Word
  3. Carrier phrase
  4. Phrase
  5. Sentence
  6. Conversation (or reading, monologue, and then conversation)
51
Q

Indications for treatment in CP patients?

A
  • compensatory articulation productions
  • misarticulations that cause phoneme-specific nasal air emission or phoneme-specific hypernasality
  • hypernasality or variable resonance due to oral-motor dysfunction
  • hypernasality or nasal emission following surgical correction
52
Q

Contraindications for treatment:

A

• NOT, if there is velopharyngeal insufficiency
• Usually not appropriate for hypernasality or nasal emissions due to VPI
o Except following surgical correction

53
Q

Motor function

A

CAS: Not a feature (more with motor planning)

DYSARTHRIA: Associated paralysis, ataxia, involuntary movements

54
Q

Neural process

A

CAS:Motor planning and programming (gross/fine motor delays) → soft neurological signs

DYSARTHRIA: Motor execution → frank neurological signs

55
Q

Components of disorder

A

CAS:Primarily articulatory and prosodic

DYSARTHRIA: May have the components that affect all speech subsystems

56
Q

Speech production errors

A

CAS: Variable and inconsistent

DYSARTHRIA:Consistent and frequently classified as distortions of the intended target sounds

57
Q

Differences according to type of speech

A

CAS: Automatic and purposeful speech may differ

DYSARTHRIA: No differences in type of speech

58
Q

Productions errors

A

CAS:Often vary as function of grammatical complexity

DYSARTHRIA: no

59
Q

Groping

A

CAS: yes

DYSARTHRIA: no

60
Q

Typical findings

A

CAS: Family history
Some feeding and oral-motor problems
Reduced babbling

DYSARTHRIA:No family history
Frequent feeding and oral-motor problems
Babbling depends on severity

61
Q

Similarities

A

Sound system disorder

Have a nervous system etiology

62
Q

/k/

A
  • Tactile: As a touch cue, lay your fingers on the uppermost.
  • Visual: Demonstrate the plosive /k/ on the back side of your hand, and then on client’s hand
  • Verbal: refer to /k/ as the throaty sound, the back sound, the sort sound, the coughing sound, the tongue scrapper sound.
63
Q

/t/

A
  • Visual: Use hand gestures to demonstrate how to tap the tongue against the alveolar ridge Show the amount of pressure of the tongue necessary to produce /t/.
  • Tactile: As a touch cue, lay your finger above the top lip.
  • Verbal: remind the client of the dripping sound, the popping sound or the tapping sound.
64
Q

/l/

A
  • Verbal: Instruct the client to place one hand on your throat as you say /l/ to feel the voicing. (Remind the client to singing sound (la, la), the lullaby, pointy, tip-tongue, flowing, bump, hill, or filter sound.)
  • Tactile: As a touch cue, lay the client’s fingertip on the middle of his upper lip
  • Visual: Contrast the lip protruding for /w/ and /l/. For /w/ show that the lips are rounded and protruded, but for the /l/ the lips are separated and relaxed.
65
Q

/r/

A
  • Verbal: remind the client to use the growling dog sound or the tiger sound (grrrr)
  • Tactile: Tell the client to place his tongue behind his upper front teeth. Instruct the client to curl tongue backward without touching the roof of the mouth until it can’t go back any further. Tell client to lower the jaw slightly and attempt /ru/
  • Visual: Hold one hand horizontally to represent the tongue. With other hand underneath to represent the floor of the mouth, demonstrate the tongue movement for /r/
66
Q

/s/

A
  • Verbal: Tell the client to groove the tongue and then attempt /s/.
  • Visual: Instruct him to close his teeth and bring his lips together tightly. Then slowly open the lips to allow the /s/ to escape.
  • Tactile: As a touch cue, point to the corners of the mouth to encourage spreading of the lips, and then remind the client to put his teeth together
67
Q

/ ʃ/

A
  • Verbal: Ask the client what does a person say when they want you to be quiet? Then shape the sound as needed. Add prompt of holding your index finger straight up and touching your lips as if to make the hushing sound.
  • Visual: Instruct the client to round his lips, flatten his cheeks, and slush the air between his teeth.
  • Tactile: As a touch cue, lay the client’s finger in front of his lips.

Speech Sound Disorders (7 decks)

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