Lecture 2 Flashcards
What is the point of Classification beyond
Artic Vs. Phonology?
SSD = Heterogeneous group, differ in surface speech error patterns, severity, etiology and presence/absence of language impairment
If we create sub-groups –should we be doing different therapies?
YES. No single treatment is appropriate for such a diverse population.
Different sub-groups = Different treatment / Sequence of treatments/diff outcomes to Tx
What 6 language components are we observing during assessment
Receptive Expressive Morphology Syntax Semantics Pragmatics
Dodd’s classification system of SSDs divides Subgroups in terms of _____________ that reflect differing _____________ in the speech processing chain (perceptual, cognitive-linguistic, and motor skills).
surface error patterns,
underlying deficits
The 2 main categories of Dodd’s classification are
- Phonology
2. Articulation
What is an SSD?
Speech sound Disorder (SSD) : SSD encompasses a range of children’s (adult’s) speech production disorders including those arising from linguistically-based difficulties (i.e., a phonological disorder), and/or production related articulation disorders (i.e., phonetic disorders).
What are the 3 subtypes of the phonological classification?
- Delayed Phonological
- Consistent Deviant
- Inconsistent Deviant
What are the 2 subtypes of Articulation?
- Articulation Disorder
2. Structural Anomaly (Misc)
A child whose speech is characterized by errors that occur in normal development but at a chronological age when the patterns should not occur (6 month delay or more) they are considered to have what SSD classification?
Delayed phonological
Give examples of typical processes
Cluster Reduction Stopping Liquid simplification Fronting Weak Syllable Deletion Final Consonant Deletion
A child with atypical patterns, poor PA and difficulty at the cognitive linguistic level of the speech chain would be considered which SSD?
Consistent (Deviant) phonological disorder
Describe 4 areas in which a child with Consistent (Deviant) phonological disorder would struggle
> Poor understanding of: -phonological awareness (e.g. rhyme and alliteration {she sells sea shells..} awareness).
Poor understanding of phonemic rules
Impaired ability to master the phonotactic constraints.
Poor phonological Memory
List 13 atypical processes
- Stressed syllable deletion*
- Deleting initial consonants*
- Addition/Epenthesis*
- Sound Preference patterns*
- Backing: Alveolar to velar
- Glottal replacement of oral consonant
- Fricatives replacing stops (Spirantization)
- Unusual cluster reductions
- Stops substituted for glides
- Palatalization
- DeNasalization/Nasalization
- Deaffrication (atypical for Spanish, ok for English speakers)
- Metathesis
Which atypical processes have largest impact on intelligibility and should therefor be targeted first
Stressed syllable deletion (BaNAna –> bana)
Deleting initial consonants (Sun –> su)
Addition/Epenthesis (p-uh-lease, adding a shwa)
Sound Preference patterns* (Overuse of one sound) = phoneme collapse
For a child to be considered delayed : At least ___ of those error patterns should be inappropriate for child’s chronological age and each error pattern must observed in at least ____ different lexical items in the 50 word phonological test
one, five
For a child to be considered Atypical: At least 1 ______ error pattern must occur in at least 5 different lexical items in the 50 word phonological test
atypical
Backing is ______ in japanese speakers
typical
One explanation of atypical processes is fluctuating hearing loss due to Otitis media + effusion which makes it difficult to reliably identify the relevant _______________ and thus establish correct place for obstruents (stops/fricatives) and may alternatively use a more _______ tongue placement.
> What is this explanation called
> perceptual cues
> posterior (i.e. backing)
Auditory-Perceptual explanation of backing of coronal stops and fricatives
What is the Linguistic explanation of backing (constraint based approach)
Backing involves adding a marked feature (+dorsal) which is phonologically impossible (due to constrains and violations).
This only happens when the child has a very unusual (atypical) phonological system in which Dorsal is the default place feature.
What is the motor explanation of backing?
Poorly differentiated/timed lingual gestures with tongue (also affects lateral distortions of sibilants - tongue sides are lowered and air flows out sides of tongue causing a lisp )
A chid displaying variable productions of same phonemes within the same context (lacks stable phonological system) and a deficit in phonological planning is classified as what SSD
Inconsistent (Deviant) Phonological Disorder
True or false a child with Inconsistent (Deviant) Phonological Disorder will have phonological awareness (Rhyme, aliteration) similar to typically developing peers
TRUE - a child with this SSD has intact phonological representation, phonetic planning ability, and motor speech implementation.
> PHONOLOGICAL planning is where the impairment occurs
An inability to produce a perceptually acceptable version of particular phonemes, either in isolation or in any phonetic context would classify a child as having an…
Articulation disorder
In children with Articulation disorder the Wrong _________ for production of specific sound has been learned but their ________ and _______ systems are intact!
motor program
> Intact cognitive-linguistic and Phonological systems
In with SSD do we find single speech sound distortions, errors, or omissions such as [r], [l] and [s] distortions, Lateral lisp
Or substituting one phoneme for another ([w] for /r/) - aka gliding
Articulation disorder (Typically errors do not greatly impact overall intelligibility)
The motor template for a particular sound is within the proper phoneme category (i.e., _____________ accurate) but is imprecise in the detailed specifications for the sound output (i.e., ___________ inaccurate).
phonologically, phonetically
_______ is the physical production and perception of speech sounds in any language.
_________ on the other hand is the interpretation of speech sounds and patterns in a specific language
phonetics, Phonology
Productions lack articulatory __________ leading to distortion errors
Considered lower level ________ problem i.e. motoric basis.
precision, phonetic
what is an Articulation Disorder: Due to Structural Anomaly and give examples
> Atypical physiological /anatomical development
Phonological /language rules are in place, piece of anatomy is missing
ex. Cleft Lip and Palate, VPI/VPD, hearing impairment
What is the first step in deciding weather sound errors indicate an articulation of phonological problem
If the errors occur in patterns it’s phonological (sound rules), if the sound error occurs on one phoneme across all contexts it’s an artic problem (motor)
True or false delayed phonological kids have intact cognitive-linguistic/ phonological / articulatory systems
True
True or false Consistent Deviant kids have intact Cognitive-Linguistic /Internal representations of sounds
FALSE cognitive linguistic level is faulty
Which SSD has an intact but unstable phonological system
Inconsistent deviant
Which SSD has a deficit in Output fine-motor skills
Articulation disorder
What is Differential diagnosis?
differentiating b/w sub-groups In clinically relevant or practical way
True or false in phonological disorders sound production in isolation is mostly okay.
TRUE - it’s when sounds are put into contexts that errors occur (i think lol)
What additional tasks could be performed if the child scores in grey area on inconsistency test to identify a child as having a consistent deviant phonological disorder?
Consistent deviant will do Poorly on Phonological awareness tasks:
> Assessing Rhyme/Alliteration
> Rule Derivation Task (computerized game-child has to find out hidden rules),
> Flexible item selection task (Pick two pictures that match).
> reverse recall tasks = impaired phonological working memory
Why do consistent deviant phonological disorder kids have trouble with tasks involving Phonological awareness?
Because they have a deficit at the Cognitive linguistic level and it impairs their ability to abstract phonological rules
Once a child displays atypical errors what test should you run to determine if they are consistent or inconsistent?
If a child shows ATYPICAL errors – your next step is to run an inconsistency test (DEAP)
Below 40% inconsistent
• Consistent deviant phonological
If a child recieves below ____ inconsistent it means they should be classified as Consistent deviant phonological
40%
If a child recieves over 40% on the inconsistency test what are the two possible disorders they may be displaying
Inconsistent Phonological Disorder or Childhood Apraxia of Speech
What are some ways we can differentiate between inconsistent and CAS?
In children with apraxia: oro motor difficulties are present, Spontaneous speech better than imitation (inconsistent better at imitation), articulatory groping present, have suprasegmental issues (none in inconsistent) such as Rhythm, stress or intonation issues
From most to least common, list SSDs likely to be in your case load
Delayed phonological (57%), Consistent deviant (21%), Artic disorders(13%) and inconsistent deviant (9%)
What are the 4 levels in the 4-Phase Speech Processing Framework
(Van der Merwe, 2009)
- Auditory-perceptual encoding
- Memory processes
- transcoding processes
- Neuromotor implementation processes
processes that transform auditory input into phonemic, sublexical, and lexical representations is termed ________
Encoding
Children with which SSD will Encode incoming information poorly= Fuzzy phonological representation for individual speech sounds
Phonological Delay
Memory processes
include phonological planning and phonological memory involved in the process of…
process of phoneme selection & Sequencing meaning Target utterance is held in memory -> prosodic frame is constructed -> articulatory representations for the target segments are slotted into the frame in the correct sequence and finally Prosodic/segmental units are retrieved from memory
At which level of the speech chain is the deficit in children with Delayed Phonological
Auditory-Perceptual Encoding
At which level of the speech chain is the deficit in children with Consistent Deviant Speech Disorder
Cognitive-linguistic rule extraction
Phonological working memory
At which level of the speech chain is the deficit in children with Inconsistent Deviant Speech Disorder
Phonological plan/template level
At which level of the speech chain is the deficit in children with CAS & Articulation Disorders
Transcoding (motor/phonetic plan/program)
At which level of the speech chain is the deficit in children with Dysarthria / Articulation issues
Neuromotor Implementation
