L5 SSD pt 1 Flashcards
3 constructs to describe children’s speech acquisition
- Early - middle - late
- Percentage of consonants correct (PCC)
- Age of acqusition
who’s theory is early - middle - late 8
shriberg (1993)
early 8
(/p/, /b/, /j/, /n/, /w/, /d/, /m/, /h/)
middle - 8
/t/, /η/, /k/, /g/, /f/, /v/, /t∫/, /dʒ/)
late 8
(/∫/, /s/, /θ/, /δ/, /r/, /z/, /ʒ/, /l/)
early-middle-late 8 in children with speech delay
- nearly all of the Early-8 English consonant sounds correct
- only some of the Middle-8 sounds correct
- few of the Late-8 sounds correct.
sounds acquired by 2 years
p
sounds acquired by 3 years
b, t, d, k, g, m, n, ng, f, h, y, w
sounds acquired by 4 years
v, s, z, sh, ch, j, l
sounds acquired by 5 years
th (voiced), zh, r
sounds scquired by 6 years
th (voiceless)
explain percentage of consonants correct
- Shriberg and Kwiatkowski (1982)
- Calculated by dividing the number of consonants produced correctly by the total number of consonants in a connected speech sample.
why should we not use PCC
- no differential diagnosis
- no consideration of vowel distortions
developmental speech sound disorder
Delayed or impairment in expected development
main points of DSSD
- The most common developmental impairment (up to 25% prevalence level in some studies)
- Not evenly distributed across age groups
- Often an indicator of additional needs in language and communication; patterns tend to resolve in this direction
- Often co-occurs with Developmental Language Disorder (DLD), reading or spelling disability and stuttering
implications of persistent SSDs on other aspects of development
- If SSDs persist beyond preschool, 30%–77% may also experience reading difficulties (Anthony et al., 2011).
- Without specialist services, these children face increased risk of lifelong social, educational, and vocational limitations (McCormack et al., 2009).
what does DEAP stand for
Diagnostic Evaluation of Articulation and Phonology
why is the DEAP particularly useful for us as Irish SLTs
its the only standardized test standardized to Irish children
what type of differential diagnosis is the DEAP especially useful for
- differentiating between articulation and phonological disorders
- if a child has a sound in their consonantal inventory but they do not make in context it’s a phonological disorder
- If a sound is not in a child’s consonantal inventory, it’s an articulation disorder or delay
how do we know if a child is exhibiting a phonological delay
if they are using typical phonlogical processes later than they should be
three types of typical phonological processes
- syllable structure processes
- systematic processes
- assimilation processes
what are syllable structure processes
- Affect the syllable shape itself
- Delete a syllable or segment within a syllable
four examples of syllable strucutre processes
- reduplication
- weak syllable deletion
- final consonant deletion
- cluster reduction
example of reduplication
thanks → ta ta
example of weak syllable deletion
banana → nana
example of final consonant deletion
mouse → mou
example of cluster reduction
swift → wift
what are systematic processes
Affect segments within syllables, either in terms of the place or the manner of articulation
examples of systematic processes
- stopping
- voicing
- devoicing
- gliding
- fronting
- deaffrication
what is stopping
fricative → stop
eg. /s/ → /t/
what is voicing
voiceless → voiced
eg. /t/ → /d/
what is devoicing
voiced → voiceless
eg. /d/ → [t]
what is gliding
liquid → glide
eg. /r/ → [w]
what is fronting
sounds at back → sounds at front
eg. /k/ → [t]
what is deaffrication
affricate → fricative
eg. /tʃ/ → /s/
Assimilatory processes
Neighbouring syllables of segments influence each other
two examples of assimilatory processes
- Nasal assimilation - nasal resonance instead of oral resonance
- Consonant harmony - indian → nindinin
how do we know if a child is exihiting a phonological disorder
if they are using atypical phonological processes
examples of atypical processes
- backing
- affrication
- initial consonant deletion
- medial consonant deletion
- intrusive consonants
- denasalisation
- favoured sound
backing
Place of articulation moved to a more posterior position - Teeth → [kik]
initial consonant deletion
Deletion of word initial consonant - Sun → [ʌn]
affrication
Replacement of stops with fricatives of affricates - Dog → [ʒog]
medial consonant deletion
Deletion of glottalization of intervocalaic consonants - Feather → [fɛhə]
intrusive consonants
Insertion of extra consonant before another consonant - Duck → [dʌnk]
denasalisation
Replacement of nasal consonants with a non-nasal sound - Knife → [taɪf]
favoured sound
Replacement of groups of consonants by a favourite sound All initial consonants marked by [d]
1.
acceptable error patterns for 3;0-3;5
- gliding
- fronting of velars
- deaffrication
- cluster reduction
- weak syllable deletion
- stopping of fricatives
acceptable errors at age 3;6-3;11
- gliding
- fronting of velars
- deaffrication
- cluster reduction
- weak syllable deletion
acceptable errors patterns for 4;0-4;11
- gliding
- deaffrication
accceptable error patterns for 5;0-5;11
gliding
acceptable error patterns for 6;0-6;11
none
