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Nature of Disorders of Speech, Voice, Fluency and Swallowing > L5 SSD pt 1 > Flashcards

L5 SSD pt 1 Flashcards

1
Q

3 constructs to describe children’s speech acquisition

A
  • Early - middle - late
  • Percentage of consonants correct (PCC)
  • Age of acqusition
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2
Q

who’s theory is early - middle - late 8

A

shriberg (1993)

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3
Q

early 8

A

(/p/, /b/, /j/, /n/, /w/, /d/, /m/, /h/)

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4
Q

middle - 8

A

/t/, /η/, /k/, /g/, /f/, /v/, /t∫/, /dʒ/)

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5
Q

late 8

A

(/∫/, /s/, /θ/, /δ/, /r/, /z/, /ʒ/, /l/)

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6
Q

early-middle-late 8 in children with speech delay

A
  • 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.
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7
Q

sounds acquired by 2 years

A

p

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8
Q

sounds acquired by 3 years

A

b, t, d, k, g, m, n, ng, f, h, y, w

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9
Q

sounds acquired by 4 years

A

v, s, z, sh, ch, j, l

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10
Q

sounds acquired by 5 years

A

th (voiced), zh, r

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11
Q

sounds scquired by 6 years

A

th (voiceless)

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12
Q

explain percentage of consonants correct

A
  • Shriberg and Kwiatkowski (1982)
  • Calculated by dividing the number of consonants produced correctly by the total number of consonants in a connected speech sample.
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13
Q

why should we not use PCC

A
  • no differential diagnosis
  • no consideration of vowel distortions
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14
Q

developmental speech sound disorder

A

Delayed or impairment in expected development

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15
Q

main points of DSSD

A
  • 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
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16
Q

implications of persistent SSDs on other aspects of development

A
  • 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).
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17
Q

what does DEAP stand for

A

Diagnostic Evaluation of Articulation and Phonology

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18
Q

why is the DEAP particularly useful for us as Irish SLTs

A

its the only standardized test standardized to Irish children

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19
Q

what type of differential diagnosis is the DEAP especially useful for

A
  • 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
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20
Q

how do we know if a child is exhibiting a phonological delay

A

if they are using typical phonlogical processes later than they should be

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21
Q

three types of typical phonological processes

A
  • syllable structure processes
  • systematic processes
  • assimilation processes
22
Q

what are syllable structure processes

A
  • Affect the syllable shape itself
  • Delete a syllable or segment within a syllable
23
Q

four examples of syllable strucutre processes

A
  • reduplication
  • weak syllable deletion
  • final consonant deletion
  • cluster reduction
24
Q

example of reduplication

A

thanks → ta ta

25
Q

example of weak syllable deletion

A

banana → nana

26
Q

example of final consonant deletion

A

mouse → mou

27
Q

example of cluster reduction

A

swift → wift

28
Q

what are systematic processes

A

Affect segments within syllables, either in terms of the place or the manner of articulation

29
Q

examples of systematic processes

A
  • stopping
  • voicing
  • devoicing
  • gliding
  • fronting
  • deaffrication
30
Q

what is stopping

A

fricative → stop
eg. /s/ → /t/

31
Q

what is voicing

A

voiceless → voiced
eg. /t/ → /d/

32
Q

what is devoicing

A

voiced → voiceless
eg. /d/ → [t]

33
Q

what is gliding

A

liquid → glide
eg. /r/ → [w]

34
Q

what is fronting

A

sounds at back → sounds at front
eg. /k/ → [t]

35
Q

what is deaffrication

A

affricate → fricative
eg. /tʃ/ → /s/

36
Q

Assimilatory processes

A

Neighbouring syllables of segments influence each other

37
Q

two examples of assimilatory processes

A
  • Nasal assimilation - nasal resonance instead of oral resonance
  • Consonant harmony - indian → nindinin
38
Q

how do we know if a child is exihiting a phonological disorder

A

if they are using atypical phonological processes

39
Q

examples of atypical processes

A
  • backing
  • affrication
  • initial consonant deletion
  • medial consonant deletion
  • intrusive consonants
  • denasalisation
  • favoured sound
40
Q

backing

A

Place of articulation moved to a more posterior position - Teeth → [kik]

41
Q

initial consonant deletion

A

Deletion of word initial consonant - Sun → [ʌn]

42
Q

affrication

A

Replacement of stops with fricatives of affricates - Dog → [ʒog]

43
Q

medial consonant deletion

A

Deletion of glottalization of intervocalaic consonants - Feather → [fɛhə]

44
Q

intrusive consonants

A

Insertion of extra consonant before another consonant - Duck → [dʌnk]

45
Q

denasalisation

A

Replacement of nasal consonants with a non-nasal sound - Knife → [taɪf]

46
Q

favoured sound

A

Replacement of groups of consonants by a favourite sound All initial consonants marked by [d]

47
Q

1.

acceptable error patterns for 3;0-3;5

A
  • gliding
  • fronting of velars
  • deaffrication
  • cluster reduction
  • weak syllable deletion
  • stopping of fricatives
48
Q

acceptable errors at age 3;6-3;11

A
  • gliding
  • fronting of velars
  • deaffrication
  • cluster reduction
  • weak syllable deletion
49
Q

acceptable errors patterns for 4;0-4;11

A
  • gliding
  • deaffrication
50
Q

accceptable error patterns for 5;0-5;11

A

gliding

51
Q

acceptable error patterns for 6;0-6;11

A

none

Nature of Disorders of Speech, Voice, Fluency and Swallowing (12 decks)

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