lecture 3: SSD classification systems Flashcards
SSD is an umbrella term. explain what this means
includes linguistically-based difficulties (ie phonological) + production-related articulation disorders (ie phonetic)
T or F: SSD = heterogeneous group, differs in surface speech error patterns, severity, etiology and presence/absence of language impairment
true
T or F: speech components are easier to identify than language components
false (language easier, ex: receptive, expressive, syntax etc)
what are the two main SSD classification systems?
- clinical inferential (dodd) – psycholinguistic
- medical-etiological (shriberg)
dodd: psycholinguistic/cognitive components of speech exist. what are these 3 components?
- input processing
- internal representation
- output processing
dodd: what are the 5 classifications?
- delayed phonological
- consistent deviant phonological disorder
- inconsistent deviant phonological disorder
- articulation disorder
- structural anomaly (miscellaneous)
dodd: describe the delayed phonological classification (2) + examples
- speech errors that occur in normal development should stop after a certain age – if error continues after cutoff, this is delayed phono disorder
- errors can be categorized into patterns
- examples: cluster reduction, stopping, fronting
dodd, delayed phono: T or F: if you are not using a standardized test, you should still follow the test’s age cutoffs for phono processes
F – add 6 months
dodd: describe the consistent deviant phono classification (3) + examples
- use of ATYPICAL phono patterns
- imapired ability to organize phono info, follow phono rules, poor phono memory (cognitive-linguistic difficulty)
- errors are consistent
- examples: initial consonant del, stressed syllable del, backing
T or F: “disorder” suggests use of atypical processes but the use of only one atypical process can still be considered “delay”
F – even one atypical process = “disorder”
a) if the soft palate is contracted, does this mean it is open or closed?
b) is the soft palate open or closed during denasalization?
c) is denasalization a typical process?
a) closed when contracted – aka non-nasal sounds are produced
b) closed – aka client is constantly contracting
c) denasalization = atypical process
examples of phonological awareness? (3)
ability to segment sounds/syllables, join phonemes, rhyme etc
dodd, consistent deviation phono disorder: T or F: consistency is only measured on atypical processes
- F – measured on any processes
- ex: if child always calls soap “toap” (fronting) we measure the consistency of this, even though fronting is not atypical
what are the 12 atypical errors?
1) stressed syllable deletion
2) initial consonant deletion
3) epenthesis (at 3+ years of age)
4) sound preference patterns (ex: /h/ overused)
5) backing
6) glottal replacement of oral consonant
7) spirantization (stops replaced by fricatives)
8) unusual cluster reductions (ie dropping easier sound)
9) glides substituted by stops
10) denasalization or nasalization
11) metathesis (swapping order of sounds in a word)
12) palatalization (alveolar sounds replaced by palatal sounds)
which atypical processes have the most severe impacts on intelligibility and should be targeted in therapy first? (4)
1) stressed syllable deletion
2) initial consonant deletion
3) epenthesis
4) sound preference patterns (ex: /h/ overused)
characteristics of atypical processes? (4)
- less likely to be outgrown without ix
- more resistant to ix
- more likely to lead to residual errors
- present in <10% of population
a sound change would be considered atypical only if it could not be accounted for by a _______.
- typical sound change (ex: assimilation)
- example: dinosaur → ginosaur = atypical but pudding → pugging = maybe not due to the /ŋ/
T or F: atypical in one language may be typical in another
true
what are the 3 theoretical explanations for speech errors during acquisition of phonology?
1) auditory-perceptual explanation
2) linguistic explanations (optimality theory)
3) motor explanation (EPG data)
describe the auditory-perceptual explanation for speech errors (2)
- for sounds you cannot see being produced (ex: /k, g/), we rely on hearing
- fluctuating hearing loss (ex: due to otitis media w effusion) = loss of perceptual cues and may lead to more posterior tongue placement (backing)
describe the linguistic explanations (optimality theory) for speech errors (2)
- markedness hierarchy (dorsal>labial>coronal>glottal)
- backing involves adding a marked feature (+dorsal) which is atypical
- note: no standardized tests are based on this theory
describe the motor explanation (EPG data) for speech errors (2)
- target = /d/ but /g/ is heard if back of tongue is released last
- at artic level, d/g contrast is maintained, just not perceived
