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Intro to communication > intro test 2 part 2 > Flashcards

intro test 2 part 2 Flashcards

1
Q
  1. International Phonetic Alphabet
A
  • A set of phonetic symbols that could represent most of the sounds adequately.
  • Each symbol represents only one sound
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2
Q
  1. Allophone
A

• Variants of phonemes

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3
Q
  1. Phonemic.
A

• Refers to abstract system of sounds

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4
Q
  1. What is phonetic
A

• Concrete productions of specific sounds.

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5
Q
  1. How many phonemes are there in English
A

• 46

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6
Q
  1. What phonemes should be developed by 3 ½
A

• P,M,H,W,B

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7
Q
  1. By 4 ½?
A

• N, NG, J, B, K, G, D, T

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8
Q
  1. By 5 ½?
A

• F

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9
Q
  1. By 6 ½?
A

• L, v, ʒ, ʃ, ð

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10
Q
  1. By 7 ½?
A

• S, r, z, θ

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11
Q
  1. Which phonemes where not reported?
A

• tʃ, dʒ

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12
Q
  1. What is language?
A

• An abstract system of symbols used to communicate

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13
Q
  1. What is speech?
A

• The production of speech sounds or actual production of oral language.

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14
Q
  1. What are the three consonant classification?
A
  • Place of Articulation - describes the location of constriction
  • Manner of Articulation – describes the degree type of constriction
  • Voicing of Articulation – describes the presence or absence of vocal fold vibrations in the production of consonants.
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15
Q
  1. What is voicing?
A
  • Speech sounds based on the behavior of the vocal folds
  • Voiced: vocal folds are adducted (Closed)
  • Voiceless: vocal folds are abducted (open)
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16
Q
  1. What is place?
A
  • Bilabials- both lips (p, w)
  • Labiodentals- Upper teeth/ lower lip (fricative)
  • Lingua-dental- tongue/teeth
  • Lingui-alveolar- tongue/alveolar ridge
  • Langue- palatals – tongue/ hard palate
  • Lingua-velars- tongue to soft palate (velum)
  • Glottals- keep vocal folds open and let air pass through glottis
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17
Q
  1. Manner
A
  • Plosive: produced by impounding air behind an occlusion in the vocal tract and releasing it suddenly (ex: /b/, /k/, /m/, /w/)
  • Fricative: produced by forcing air through a narrow opening for a prolonged length of time (ex: /z/, /f/, /s/, /v/, th, sh, j, and /h/)
  • Affricate: produced by narrowing an opening for the air to pass through, but in a short burst (ex: /tʃ/, /dʒ/)
  • Nasal: produced by opening the velopharyngeal port to allow some air to resonate in the nasal cavity (ex: /m/, /n/, ng)
  • Liquid: produced by air passing along one or both sides of the tongue (ex: /l/, /r/)
  • Glide: produced by narrowing an opening for the air to pass through that are described as semi-vowels (ex: /w/, /j/)
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18
Q
  1. What is speech intelligibility?
A
  • The degree in which people understand the sounds in words that a speaker produces.
  • Judges as good, fair, poor or mild, moderate severe
  • Measured By number of understandable words/ total number of word * 100
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19
Q
  1. What is prosody?
A

• The melody, flow and rhythm of spoken communication including melodic changes in syllable stress, pitch, loudness, and duration.

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20
Q
  1. What is the difference between articulation and phonology?
A

• Articulation=motor component
• Phonology = language component (patterns)
- Child has difficulty organizing their speech sounds into system of sounds contrast

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21
Q
  1. What is articulation disorder?
A
  • Difficulty producing sounds as sounds sequences of language (problems with producing speech sounds)
  • Reason may be unknown(children with functional speech disorders who do not have serious problems
  • Reason may be known ( children with dysarthria who do have serious problems with muscle functions)
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22
Q
  1. What is articulation disorder attributed to?
A

• Fault placement, timing directions, pressure, speech or integrations of movement for lips, tongue, velum or mandible

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23
Q
  1. What are the types of articulation error?
A
  • Omission
  • Distortion
  • Addition
  • Substitution
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24
Q
  1. What is omission?
A

• Absence of a required sound in a word position or sound is left out of word

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25
Q
  1. What is distortion?
A

• Imprecise sounds production that does not match its normal production or sound produced is recognizable but inaccurate.

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26
Q
  1. What is addition?
A

• Sound that does not belong in a word is added

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27
Q
  1. What is substitution?
A

• Production of a wrong sound in place of a right one. Or incorrect sound is produced for target sound

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28
Q
  1. What is the place-manner-voice approach?
A

• Used to identify patterns of error

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29
Q
  1. What is final consonant deletion?
A

• Final consonants are omitted. Ex.”Bo for Boat” or Bee for Beep

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30
Q

what initial consonant deletion?

A

• Initial consonant are omitted. Ex. Ot for pot, us for bus. Eep for peep

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31
Q
  1. Cluster reduction
A

• one or come consonant of a cluster are omitted. Ex. Kate for skate, bu for blue, tong for strong

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32
Q
  1. Fronting
A

• Sounds produced in the front of the mouth are substituted for those produced at the back of the mouth. Tak for chalk, seep for sheep, tum for come

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33
Q
  1. Denasalization
A

• An oral sound is substituted for a nasal sound. Ex. Mad for man, brother for mother

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34
Q
  1. Reduplication or doubling
A

• A syllable of a target word is repeated. Baba for bottle, dada for dog, tata for television

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35
Q
  1. Unstressed syllable deletion
A

• The child says medo for tomato, tepone for telephone, ephent for elephant

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36
Q
  1. Epenthesis
A

• An unstressed vowel, typically the schwa, is inserted inappropriately ex. sapoon for spoon

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37
Q
  1. Phonological process
A

• Man ways (or PATTERNS) of simplifying difficult sounds production

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38
Q
  1. Consonant deletion process
A

• A child who omit s several final or initial consonants.

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39
Q
  1. What is diadochokinetic rate?
A

• Speed at which a speaker can repeat selected syllables.

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40
Q
  1. What kind of disorder is diadochokinetic used for?
A

• Articulation disorders.

41
Q
  1. Auditory Discrimination
A

• Clearly hearing and understanding difference between speech sounds ex s and z.

42
Q
  1. What are some causes for articulation and phonological disorders?
A
  • Intelligence- low intelligence (articulation)
  • Gender_ females generally have slightly superior articulation skills than males(evidence is weak)
  • Birth order-1st born and only children have better articulation skills than other siblings.
43
Q
  1. What is Ankylogossia
A

• Organic cause for articulation, tongue-tie.

44
Q
  1. Lingual Frenum?
A

• Attaches the tongue to the base of the mouth, is too short. The range of tongue-tip movement is reduced

45
Q
  1. What is malocclusion?
A

• Is a problem of misaligned upper and lower dental arches. (tongue thrust)

46
Q
  1. What is tongue thrust?
A

• A pattern of abnormal swallowing

47
Q
  1. What is myofuntional therapy for?
A

• Treatment aimed at correcting tongue thrust.

48
Q
  1. What is a glossectomy?
A

• Surgical removal of a portion of the tongue

49
Q
  1. What is compensatory response?
A

• A child may learn unusual ways of producing target sounds.

50
Q
  1. Hearing loss….
A
  • Causes a verity of oral speech and verbal language problems.
  • Individuals born with deafness have great difficulty articulating speech sounds.
  • Difficulty hearing sound as well as monitoring one’s own speech production
  • Can be affected even if mild hearing loss
51
Q
  1. Congenital causes
A

• Cleft palate

52
Q
  1. What are the 2 types of neuropathological systems?
A

• Verbal apraxia and dysarthria

53
Q
  1. Verbal apraxia involves what?
A
  • Motor programing ( highly inconsistent error of articulation)
  • Damage to the central nervous system
  • Development Apraxia of speech
54
Q
  1. What is dysarthria?
A

• The damage to the nervous system causes paralysis, weakness, or lack of coordination of the muscle of speech. (weakness)

55
Q
  1. Groping is described as what?
A

• Difficulty positioning the articular correctly and appears unsure of the movements necessary to produce a word

56
Q
  1. Childhood Apraxia of Speech (CAS)
A

• Variety of articulation disorders.

57
Q
  1. What is screening?
A

• A brief procedure that helps determine whether a person should be assessed at length.

58
Q
  1. What is a speech assessment?
A
  • A process of identifying and describing a clinical problem.
  • Involves case history, Oral exam, articulation tests phonological test, transcribe IPA, percentage of indelibility and write report
59
Q

Case history involves..

A

• Hearing loss, family history, developmental history

60
Q
  1. Oral exam
A
  • Clinician examines the clients facial and oral structures to rule out gross organic problems.
  • Notes general symmetry of the facial structures
61
Q
  1. Orofacial examination
A
  • Also called oral-peripheral examination
  • Procedures that determine the mobility of the soft palate is evaluated to make sure that it can move back and up to close the velopharyngeal port during the production of non-nasal sounds
62
Q
  1. What is an articulation test?
A
  • Involves pictures the client is asked to name
  • Test sound of English in the word initial, medial, and final positon.
  • Test consonant clusters and stimulability
63
Q
  1. What is stimulability?
A

• Clinician produces the child’s misarticulated sounds correctly and asks the child to imitate

64
Q
  1. What is error sound discrimination?
A

• Individual ability to perceive differences between their speech and target sound

65
Q
  1. What is consistency?
A

• Lack of consistency is positive indicator, has sound, needs to habitualize it

66
Q
  1. If child is said to be stimuability….
A

• He or she imitate the correctly modeled production.

67
Q
  1. What is a phonological test?
A
  • Test by sample of conversation

* Looks for patterns of errors.

68
Q
  1. What should be written in your report?
A
  • Summary of the history and the results of test and other observations.
  • Typically concluded with a statement regarding the presence of an articulation disorder and recommendation for treatment
69
Q
  1. What will you get from a good evaluation?
A
  • Intelligently
  • Severity- labels: mild, moderate severe, PCC(percentages of consonants correct): more objective way of determining severity developed by shiver & Kwiatkowski
  • Developmental appropriateness- compare child’s production with developmental norms for individual sounds
70
Q
  1. Criterion of performance
A

• The level of accuracy in the production of a target behavior taught in treatment.

71
Q
  1. What is an example of modeling?
A

• The clinician asks the child to name a picture and immediately names it so the child can imitate the correct response. What is that? Say soap.

72
Q
  1. Phonetic placement method ( traditional approach)
A

• Clinician describes how a target sound is produced correctly.

73
Q
  1. What is traditional approach?
A
  • Perceptual training and production training; establish in isolation, transfer to conversational speech and maintain outside clinic
  • Newest theories suggest working on most linguistically complex sounds where 0% is accurate
74
Q
  1. What is the main focus for traditional approach?
A

• Production of individual sounds, increasing speech intelligibility (motor based)

75
Q
  1. What are some strategies for traditional approach?
A
  • Imitation
  • Phonetic placement
  • Moto-kinesthetic
76
Q
  1. What is manual guidance?
A

• Clinician uses his or her fingers to shape the articulation to facilitate correct production of a target sound

77
Q
  1. What is Moto- kinesthetic
A
  • A procedure of teaching correct production of speech sounds
  • Clinician normally moves the articulators, the client receives motor and kinesthetic feedback.
78
Q
  1. What are procedure to Traditional approaches?
A
  • Auditory discrimination- child is asked to listen to the clinicians paired word production
  • Sensory motor approach- treatment is always stared at the syllable level
  • Paired-stimuli approach –first finds a key word in which the error sound is produced correctly
  • Multiple phoneme approach – works on several sounds in any given session (teaching more than 1 sound)
79
Q
  1. McDonalds sensory approach in depth
A
  • Developed in 1964
  • Based on the assumption that the syllable, not the isolated phoneme, is the basic unit of speech production
  • Principles of coarticulation are important.
80
Q
  1. Paired stimuli approach in depth
A
  • Principle is that a target word produced correctly can facilitate generalization of the correct production in the key word to a target word.
  • Facilitate production from a key word
  • Pair key word with training word: produce key word then training word
81
Q
  1. Multiple phoneme approach in depth
A
  • Instruction on several sound errors in one session

* Traditional sequence of syllable through conversation

82
Q
  1. What is phonological approach
A
  • Emphasizes changing of patterns of errors rather than individual sounds
  • Establishment of correct production by facilitating contexts, successive approximations, discrimination target form error, minimal pairs
83
Q
  1. What is the main focus of phonological approach?
A

• Target patterns to be acquired rather than individual phonemes

84
Q
  1. Hudson’s Cycles approach
A
  • Error’d patterns are creation in cycles ( 2-6 Hours)
  • Ex. Final consonants deletion
  • Targets deficient phonological pattern
  • Cyclic approach?
  • Patterns that occur at least 40% of the time should be targeted
  • Designed for unintelligible children and good success with unintelligible children
85
Q
  1. Minimal pair
A
  • Pair of words differ by 1 sound and train how that changes meaning.
  • Client is taught different sound signal different meaning in words
  • First focus on perception of contrast then production
  • Data to support efficacy is available
86
Q
  1. What is probes?
A

• Procedures help assesses whether a trained sound is produced

87
Q
  1. Generalized production
A

• Production of target behaviors in the absence of clinician feedback

88
Q
  1. Responses maintained strategies
A
  • To train the family member to reinforce correct productions of target sounds at home and in other situations.
  • Followed up- dismissed clients are followed up to assess maintenance of correct articulation.
89
Q
  1. What are the major components of language?
A
  • Form
  • Content
  • Use
90
Q
  1. What is form?
A
  • How we put our words, phrases, and sentences together

* Includes phonology, morphology, syntax, discourse

91
Q
  1. What is phonology?
A
  • How sounds are used to make syllables and words.
  • Primarily concerned with the broader rules and process that govern the pattern of sounds, their acquisition and use.
  • Each language consist of phonemes
92
Q
  1. What is morphology?
A

• How we combine phonemes into syllables and syllables into words to convey meaning

93
Q
  1. What is morpheme?
A
  • Smallest grammatical units of language
  • Free- can stand alone
  • Bound- cannot stand alone
94
Q
  1. Are all words morphemes?
A

• Yes

95
Q
  1. What is syntax?
A
  • How awe combine words into phrases and sentences

* Word order, active/passive voice, combing sentences.

96
Q
  1. Does English rely more on syntax (word order) to convey meaning?
A

• Yes

97
Q
  1. What is discourse?
A

• How we combine words, phrases, and sentences into larger units

98
Q
  1. What are examples of discourse?
A
  • Telling stories
  • Explaining how things work
  • Describing events, actions and ideas
  • Each type of discourse operates with its own rules

Intro to communication (6 decks)

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