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Intro to Speech & Language Disorders 4411 > LECTURE #9 - pediatric speech sound disorders > Flashcards

LECTURE #9 - pediatric speech sound disorders Flashcards

1
Q

how are consonant/vowel sounds classified ?

A

Consonant and vowel sounds are classified based on how and where they’re made in the mouth and throat:

Consonants: Classified by the amount of airflow restriction (like blocking with the lips or tongue) and whether the vocal cords vibrate (voiced or voiceless).

Vowels: Classified by the shape and position of the mouth and tongue, with an open vocal tract and always using vocal cord vibration.

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2
Q

what are the different types of speech sound disorders ?

A
  • Articulation Disorders
  • Phonological Disorders
  • Motor Speech Disorders
  • Resonance Disorders
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3
Q

speech sounds; what is a phoneme ?

A

the smallest unit of sound in a language that conveys meaning

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4
Q

what is an example of different phonemes ?

A

e.g., /p/ and /b/ (e.g., pat versus bat)

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5
Q

how many letters in the english alphabet ?

A

26

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6
Q

what is a problem with the alphabet ?

A

there is no simple symbol to sound relationship

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7
Q

what are examples of simple symbol-to-sound relationships

A
  • the ‘s’ sound = soup, bass, base, face vs hose
  • the ‘er’ sound = jerk, fir, fur, word, butter, earth
  • the ‘sh’ sound = ship, station, chef, moustache
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8
Q

what does IPA stand for ?

A

international phonetic alphabet

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9
Q

what is the IPA?

A

unambiguous system for representing sounds of speech

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10
Q

how IPA symbols are there ?

A

42

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11
Q

how many of the 42 IPA symbols are vowels and consonants ?

A

18 vowels and 24 consonants

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12
Q

what is an example of a IPA speech sound ?

A

‘“sh”
- SH ip
- sta TI on
- CH ef
- mousta CHE

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13
Q

how fo we classify consonants ?

A

by using the 3 dimensions aling which sounds are classified

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14
Q

what are the 3 dimensions along which sounds are classified ?

A
  1. place
  2. manner
  3. voicing
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15
Q

define “place” as one of the 3 dimensions :

A

where in vocal tract the constriction occurs as the sounds is produced (e.g., /p/ = bilabial)

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16
Q

define “manner” as one of the 3 dimensions :

A

how air is modified as it travels through vocal tract (e.g., /p, b, t, d, k, g/ = stops)

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17
Q

define “voicing” as one of the 3 dimensions :

A

whether vocal folds are vibrating while sound is produces (e.g., /z/ = voiced, /s/ = voiceless)

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18
Q

explain what voice vs voiceless means in the sense of consonant classification :

A

In consonant classification, “voice” and “voiceless” refer to whether or not your vocal cords vibrate when making a sound

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19
Q

define “voiced consonants” :

A

are sounds you make with vocal cord vibration. If you put your fingers on your throat, you’ll feel a slight vibration when you say sounds like b, d, or g

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20
Q

define “voiceless consonants” :

A

are sounds you make without vocal cord vibration. When you make these sounds, like p, t, or k, you won’t feel that same vibration in your throat

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21
Q

between voiced and voiceless which is no vibration vs vibration ?

A
  • Voiced = vocal cords vibrating
  • Voiceless = no vocal cord vibration
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22
Q

what are the places of articulation ?

A
  • bilabial (m,b,p)
  • labio-dental (f,v)
  • lingua-dental (th)
  • lingua-alveolar (t,s)
  • lingua-palatal (sh)
  • glottal (h)
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23
Q

what part of the body are the following from ?

  • bilabial (m,b,p)
  • labio-dental (f,v)
  • lingua-dental (th)
  • lingua-alveolar (t,s)
  • lingua-palatal (sh)
  • glottal (h)
A

bilabial = formed by bringing both lips together
labio-dental = formed by touching the bottom lip to the upper front teeth
lingua-dental = formed by placing the tongue against the upper front teeth
lingua-alveolar = formed by placing the tongue close to the alveolar ridge (the ridge just behind the upper front teeth)
lingua-palatal = formed by raising the tongue toward the hard palate (the roof of the mouth just behind the alveolar ridge)
glottal = formed in the glottis (the space between the vocal cords in the throat

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24
Q

how many palces of articulation are there ?

A

6

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25
Q

what does “vocing” mean ?

A

Voicing is the process of making a sound by vibrating your vocal cords.

When you produce a voiced sound, like z in “zebra,” your vocal cords are close together and vibrate as air passes through. In contrast, for a voiceless sound like s in “snake,” your vocal cords stay apart, so they don’t vibrate as air flows through.

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26
Q

what are voiced sounds ?

A

vocal cords vibrate (like b, d, g, z)

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27
Q

what are voiceless sounds ?

A

no vocal cord vibration (like p, t, k, s)

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28
Q

what are “cognates” ?

A

speech sounds that share same manner and palce of articulation, but differ along voicing dimension

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29
Q

what are some examples of cognates ?

A

/d/ & /t/ , /f/ & /v/

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30
Q

TRUE OR FALSE

no two consonants fit in the same spot

A

TRUE

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31
Q

what are consonants ?

A

Consonants are sounds in speech made by blocking or restricting airflow in some way with parts of the mouth

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32
Q

TRUE OR FALSE

consonants are different from vowels

A

TRUE

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33
Q

how are consonants and vowels different ?

A

They’re different from vowels, which are produced with a more open vocal tract and let air flow freely.

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34
Q

what are vowels

A

are speech sounds produced by letting air flow freely through the mouth without any significant blockage from the tongue, lips, or teeth.

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35
Q

what are the vowels ?

A

A, E, I, O, and U (sometimes Y)

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36
Q

how many vowels are there ?

A

5 main vowels

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37
Q

how are vowels characterized ?

A

by positioning of the tongue within the oral cavity

38
Q

TRUE OR FALSE

vowels are always vibrating vocal cords

A

TRUE

39
Q

how many factors are vowels differentiation determined by ?

A

3

40
Q

what are the 3 vowel differentiation determined by ?

A

1) tongue elevation (height of tongue ; high, mid, low)
2) tongue advancement (place of articulation; front, central, back)
3) lip position (rounded or unrounded)

41
Q

TRUE OR FALSE

vowels are always voiced

A

TRUE

42
Q

explain the vowel classification chart :

A

y-axis = tongue elevation (high, medium and low)
x-axis = tongue advancement (front, central, back)

43
Q

what are the two types of vowel dimensions ?

A

elevation and advancement

44
Q

the place of articulation for /t/ ?

a) bilabial
b) labial-dental
c) lingua-alveolar
d) lingua-palatal
e) lingua-velar

A

c) lingua-alveolar

45
Q

define speech development in the first year for newborns ?

A
  • crying and reflexive, vegetative sounds (newborns)
  • cooing and laughing (2-4 months)
46
Q

define speech development in the first year for vocal play (4-6 months) ?

A
  • vowel-like and consonant-like sounds emerge
  • front sounds dominant (e.g., rasberries, bilabial trills)
  • prosodic play (altering duration and pitch, extreme, pitch glides, e.g., yells, squeals, growls)
47
Q

define speech development in the first year for 6-9 months ?

A

canonical babbling

48
Q

define speech development in the first year for 10-12 months ?

A
  • prosody
  • jargon
49
Q

when should most kids expect their first words ?

A

12 months

50
Q

describe speech development beyond the first year ; by 18 months

A
  • most have at least 1-2 clear vowels and approximaetly 4 word-initial consonants
51
Q

by 18 months how much % can parents usually understand of their child’s vocabulary ?

A

80-90%

52
Q

define speech development beyond first year by 2 years ?

A
  • most vowels cleary produced
  • 9-10 word initial consonats
  • clusters emerging
  • at least 70% correct in articulation of consonants
  • at least 50% of words are intelligible to unfamiliar listeners
53
Q

define speech development beyond first year by 3 years ?

A
  • bilabials, nasals, and glides established
  • fricatives and liquids begin to appear
  • at least 75% intelligible
54
Q

define speech development beyond first year by 4 years ?

A
  • 90%+ intelligible, even to strangers
  • may have some errors on some consonants
55
Q

define speech development beyond first year by 5 years ?

A
  • speech is 98%+ intelligible
  • phonetic inventory complete
  • > 90% consonants, clusters and vowels produced accurately
  • can produce all word shapes
  • speaking in full sentences
56
Q

when is correct articulation learned ?

A

by 6 should know every sound

57
Q

what are the first sounds we learn at 2 years old ?

A
  • p
  • b
  • d
  • m
  • n
  • w
  • h
58
Q

what are the sounds we learn by 3 years old ?

A
  • k
  • t
  • g
  • ng
  • f
  • y
59
Q

what are the sounds we learn by 4 years old ?

A
  • v
  • s
  • sh
  • j
  • v
  • z
  • ch
  • l
60
Q

what are the sounds we learn by 5 years old ?

A
  • th (voiced)
  • zh
  • r
  • th (voiceless)
61
Q

4-year olds makes errors on the following which sounds ?

A

1) /k/
2) /d/
3) /f/
4) /r/
5) /s/
6) /sh/

62
Q

when are speech sound errors considered an impairement ?

A

when significant problem with production of speech sounds causes child’s speech to differ from age and cultural expectations

63
Q

what does SSD stand for ?

A

speech sound disorder

64
Q

what is SSD ?

A

speech sound delay or disorder that includes both rule- and motor based imapairments

65
Q

what are the two major branches of speech sound disorders in children ?

A

phonological (rule-based) and Moto speech (motor-based)

66
Q

what are the two sub branches under phonological branch ?

A
  • phonological impairment
  • inconsistent speech disorder
67
Q

what are the three sub branches under motor speech branch ?

A
  • articulation
  • childhood apraxia
  • dysarthria
68
Q

what are the two only sub categories were talking about ?

A

phonological impairment and articulation

69
Q

articulation falls under which category ?

A

motor speech

70
Q

phonological impairment falls under which category ?

A

phonological impairment

71
Q

define phonemic (rule-based) - phonological :

A
  • errors represent a pattern vs. a few sound errors
  • there is collapse of phonemic contrasts
72
Q

define phonetic (motor-based) - articulation :

A
  • errors are typically distortions of specific sounds
  • may discriminate between error and target sound
73
Q

what is articulation impairment ?

A

inability to articulate certain speech sounds

74
Q

what does articulation impairment often result in ?

A

phonetic error

75
Q

what happens to sound in articulation impairment ?

A

sound is distorted or mispronounced but is still the same phoneme

76
Q

what is an example of an articulation impairment ?

A

the big bang theory clip “wabbit” instead of “rabbit”

77
Q

what is a phonological impairment ?

A

impairment in phonological system, or rules that govern sound patterns of the language; child simplifies adult rules for producing souds

78
Q

TRUE OR FALSE

many children have both phonemic and phonetic errors

A

TRUE

79
Q

what does phonological impairment often result in ?

A

different phoneme is substituted or sound is omitted, resulting in change of meaning

79
Q

TRUE OR FALSE

often difficult to determine whether child has articulation imapirment, phonological impairment, or both

A

TRUE

80
Q

describe the prevalence of SSD :

A
  • 15% in 3 year olds
  • 6% in early school age
81
Q

what gender does SSD occurs more often in ?

A

more often in boys than girls

82
Q

what are the known causes of childhood SSD ?

A

physical / structural cause OR motor / neurological cause

83
Q

what are some examples of physical or structural causes ?

A
  • cleft lip and or palate
  • problems related to tnogue mobility
  • dental problems
  • hearing impairment
84
Q

what are some examples of motor or neurological causes ?

A
  • cerebral palsy
  • childhood apraxia of speech
85
Q

do we usually know or not know the cause ?

A

we usually do not know the cause / functional cause

86
Q

how many theories of pediatric SSD ?

A

3

87
Q

what are the three theories of pediatric SSD ?

A

1) behaviourist
2) distinctive features & natural phonology
3) optimality

88
Q

define the behaviourist theory ?

A
  • acquisition of sounds is rooted in pre-linguisted behaviours (e.g., babbling) and vocal interactions
  • early vocal interactions promote later development
89
Q

define the distinctive features and natural phonology :

A
  • development affected by phonological patterns
  • patterns suppressed as the child learns speech and language
90
Q

define optimality :

A
  • children learn constraints for possible word pronounciations
  • e.g. words don’t begin with /mr/
91
Q

when diagnosing pediatric SSFs, what is significant ?

A

1) is child’s speech different from their peers ?
2) does their speech interfere with communication ?
3) does the child avoid speaking situations ?

Intro to Speech & Language Disorders 4411 (13 decks)

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