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speech sound disorders > midterm > Flashcards

midterm Flashcards

1
Q

sensitivity

A

ability of the assessment to accurately identify children who HAVE speech sound difficulties

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2
Q

specificity

A

ability of assessment to accurately identify children who do NOT have speech sound difficulties

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3
Q

norm-referenced

A

Compare performance against normative samples to determine whether child is typical or delayed.

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4
Q

Criterion-referenced

A

Measures ability to produce a target skill
Does not compare to performance of other children

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5
Q

The most important articulator in the production of speech

A

tongue

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6
Q

What is the primary purpose of the tongue in speech?

A

changes the shape of the oral cavity
Restricts or stops airflow to produce the majority of our consonants and vowels

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7
Q

Ankyloglossia

A

aka “tongue tie”
an abnormally short, thickened, or tight lingual frenulum
~ 4–10% of population

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8
Q

Macroglossia

A

Large tongue
Can be associated with speech difficulties
Associated with individuals with Down syndrome

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9
Q

Bifid tongue

A

Tongue with 2 points
Feature of oro-facial digital syndrome, Mohr’s syndrome, & Klippel-Feil syndrome
Speech is typically intelligible, but may have distorted s, z

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10
Q

Glossectomy

A

Tongue is surgically removed (often as a result of cancer)
Speech can be intelligible through the use of compensatory strategies

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11
Q

cleft lip

A

Unilateral vs. bilateral
Complete vs. incomplete
Can be associated with cleft palate

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12
Q

Mandible

A

Supports many speech sounds by supporting the movement of the lower lip and tongue
Important in the earliest phases of speech

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13
Q

Occlusion

A

Alignment of teeth in the upper and lower jaws

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14
Q

Class I malocclusion

A

Bite is relatively correct
teeth, however, are crowded, crooked, or rotated

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15
Q

Class II malocclusion

A

“overjet” or “overbite”

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16
Q

Class III malocclusion

A

underbite

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17
Q

hard palate

A

roof of mouth
closer to teeth

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18
Q

Cleft palate

A

Can be hard and or soft palate
Difficulties with feeding and speech
Consonants that require “pressure build-up” may be impacted

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19
Q

Submucous cleft

A

“hidden” cleft palate
Tissue covers the cleft
Can have difficulties with speech sounds similar to overt cleft palate
can cause hyper-nasal speech

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20
Q

raised soft palate is necessary for what sounds

A

non-nasals

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21
Q

Soft Palate Cleft

A

hypernasality
nasal emissions
not good velopharyngeal

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22
Q

bifid uvula

A

uvula split in half
typically not associated with speech difficulties

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23
Q

Pharynx

A

Connects and extends from the nasal cavity to the esophagus
Destination for the velum during velopharyngeal closure
To produce oral consonants & vowels

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24
Q

Larynx

A

AKA vocal folds
Site of the production of voicing
prevents food/fluid from getting in lungs
vocalization

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25
Q

motor planning

A

providing instructions to the ARTICULATORS on which to activate and when

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26
Q

Motor programming

A

Specifies which MUSCLES will be used to carry out the motor plan

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27
Q

Motor execution

A

Physical production of programmed movements

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28
Q

Phonological planning

A

Selecting and sequencing the right combination of phonemes

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29
Q

~ 0 – 1 Year: Perception

A

Babies only a few days old can perceive differences in phonemes

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30
Q

Reflexive vocalizations (_ to _ months)

A

vegetative sounds (cry, cough, burp, laugh), sustained crying/fussing, grunt like sounds

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31
Q

Control of phonation (_ to _ months):

A

vowel-like sounds and consonant-like segments (raspberries, clicks, isolated consonant)

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32
Q

Expansion (_ to _ months):

A

isolated vowels, 2 vowels in a row, vowel glide, squeals, marginal babbling (lack regular syllable timing)

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33
Q

Basic canonical syllables (_ to _ months):

A

5 to 10 mo
single consonant-vowel syllable, canonical babbling, consonant-vowel combination followed by consonant (CV-C) and disyllables (CVCV)

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34
Q

Advanced forms (_ to _ months):

A

complex syllables (VC, CCV, CCVC), jargon, diphthongs.

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35
Q

PCC ~__% at 2;0

A

70%

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36
Q

development ~ 1 – 2 Years

A

First 50 words (up to ~ 18 months):
Small phonetic repertoire [anterior stops, nasals, glides, neutral vowels (low, non-rounded)]
/p, b, d, t, m, n, w/
Most consonants in syllable-initial position
Final consonants omitted or followed by a vowel
Simple syllable structures (CV, VC, CVC, CVCV)
Tend to simplify words
Reduplication, final consonant deletion, cluster reduction

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37
Q

2-year-olds are intelligible at least __% (more often with their parents)

A

50

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38
Q

age of acquisition

A

the age at which a certain percentage (often 75% or 90%) of children have acquired a phoneme in initial, medial, and final position in single words.

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39
Q

sounds acquired by age 2 (7)

A

p, b, d, m, n, h, w

40
Q

sounds acquired by 3 (6)

A

t, k, g, ng, f, y

41
Q

sounds acquired by 4 (7)

A

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

42
Q

sounds acquired by 5 (3)

A

th (voiced), zh, r

43
Q

sounds acquired by 6 (1)

A

th (voiceless)

44
Q

Age of Acquisition – Consonant Clusters

A

May start ~ 2 years of age
PCC = 29.5% (mean)
By 3;0
range of word-initial clusters predominantly containing /l/, /w/ or /s/.
Common word-final clusters contained nasals (e.g., [-nd, -nt])
By 4;0
Near 90% PCC
By 5;0
Near 95% PCC

45
Q

discreet individual vowels (in monosyllabic words) are generally mastered by age ___

A

3

46
Q

Vowels in context (e.g., stressed and unstressed vowels in polysyllables) take at least __ years to master

A

6

47
Q

three broad categories of phonological processes

A

Syllable structure processes
Substitution processes
Assimilatory processes

48
Q

Syllable structure processes (3)

A

the repetition, deletion, or reduction of an entire syllable,
the deletion or reduction of consonants in a syllable, or
a change to the order of the sounds within a syllable.

49
Q

Structural processes (5) that simplify syllables

A

Weak Syllable Deletion (WSD)
Cluster Reduction (CR)
Epenthesis
Final Consonant Deletion (FCD)
Reduplication

50
Q

epenthesis

A

When a sound is added between two consonants, typically the “uh” sound

51
Q

substitution processes (6)

A

Stopping
Fronting
Backing
Deaffrication
Gliding
Vocalization (vowelization)

52
Q

stopping

A

affects fricatives and affricates

53
Q

fronting

A

Consonants get moved to a position more anterior in the mouth especially velars, and some palatals
place change only

54
Q

backing

A

Place of articulation of a consonant gets moved further back in the mouth
replacing a non-velar/non-glottal with a velar/glottal sound

55
Q

Deaffrication

A

removing the stop portion of an affricate, making it a fricative
ex. tʃ to ʃ

56
Q

gliding

A

Substitution of a glide [j] or [w] in place of a liquid /r/ or /l/

57
Q

Vocalization

A

when /l/, /er/ or /3r/ is replaced by a more neutral vowel

58
Q

Assimilatory Processes

A

A change in phoneme production due to a phonetic environment

It can be labial, velar, nasal and/or voicing assimilation

59
Q

That is: A substitution occurs because of the influence of the _______ of articulation of a sound that occurs elsewhere in a word

A

PLACE

60
Q

“consonant harmony

A

the assimilated consonant becomes the same as the influencing sound
Example: man  /mæm/ take  /keik/

61
Q

context sensitive voicing (2)

A

can be ‘prevocalic voicing’ or ‘word final devoicing’

62
Q

Prevocalic voicing

A

Consonant preceding a vowel is voiced (initial consonant typically):
/kæp/  [gæp] /pæd/ - [bæd]

63
Q

Word final devoicing

A

last voiced consonant is devoiced:
/bed/ – [bet] /web/ – [wep]

64
Q

the cause of articulation and phonological speech sound disorders in most children is _________

A

unknown

65
Q

two categories of SSD’s

A

motor speech
phonology

66
Q

two phonology SSD’s

A

phonological impairment
inconsistent speech disorder

67
Q

three motor speech SSD’s

A

articulation disorder
childhood dysarthria
CAS

68
Q

Phonological Impairment

A

Motorically able to produce the sound but cant
A cognitive-linguistic difficulty with learning the phonological system of a language
- characterized by pattern-based speech errors.

69
Q

Phonological Disorders
“Atypical” patterns

A

Deaffrication
Initial Consonant Deletion
Backing
Denasalization
Palatalization
Lisping
Nasalization

70
Q

Phonological Delay
“Typical” patterns

A

Cluster Reduction
Gliding
Stopping
Fronting
Weak Syllable Deletion
Assimilation
Final Consonant Deletion

71
Q

inconsistent speech disorder

A

Impaired phonological planning (i.e., difficulty selecting and sequencing phonemes for words) without accompanying oro-motor difficulties.
characterized by inconsistent productions of the same word.

72
Q

articulation impairment

A

A motor speech difficulty involving the physical production (articulation) of specific speech sounds

Most often r- and s- like sounds
/ɹ, ɝ, ɚ/ and /s, z ʃ, ʒ/

Could be functional or organic
Organic = known etiology
Functional = no known cause

73
Q

SODA Analysis stands for

A

substitution
omission
distortion
addition

74
Q

CAS

A

Impairment in planning and programming movement sequences impacting speech segments and prosody.

75
Q

childhood dysarthria

A

Weakness, slowness, or incoordination of speech movements impacting speech systems including respiration, phonations, resonance, and articulation.

76
Q

Components of Children’s Speech Assessments (6)

A
  1. case history
  2. intelligibility
  3. speech production
  4. speech perception
  5. oral structure/function & hearing
  6. other
77
Q

intelligibility assessments (3)

A

PCC
% intelligibility
rating scales

78
Q

how to assess single words elicitation (artic vs phonology vs both)

A

artic - Arizona-3 and GFTA-3
phonology - HAPP-3
both - CAAP and DEAP

79
Q

how to assess Connected speech elicitation (4)

A

Conversations during play
Narrative retell
Picture description
Sentence repetition

80
Q

What is the minimum size of an adequate sample?

A

100 WORDS

81
Q

Stimulability assessment determines what

A

CAN THE CHILD PRODUCE AN ERROR SOUND WHEN CONTEXT IS SIMPLIFIED

82
Q

how to test stimulability

A

List consonants that are absent from child’s inventory
Provide auditory and visual models, as well as instructions regarding PMV if necessary
Start at lowest linguistic level
Stick to a single position (e.g., initial only) OR do each level in each position of relevance (initial, final, &/or medial)
Do 3 trials at each level

83
Q

which standardized test measures inconsistency

A

DEAP

84
Q

“My child’s speech sounds slurry. Some sounds are hard to say, and people find it hard to understand him. The weakness in his mouth also makes it difficult for him to chew and swallow.”

A

dysarthria

85
Q

“Some people find my child difficult to understand. He is having difficulty putting the ends on words and saying sounds like ‘c,’ ‘k,’ ‘g’” (i.e., patterns of errors

A

phonological impairment

86
Q

“My child is having difficulty saying the sounds ‘s’ and ‘r.’ He has a lisp.”

A

artic error

87
Q

“My child is hard to understand. Every time he says the same word he pronounces it differently.”

A

inconsistent speech

88
Q

“My child is very difficult to understand. He has difficulty moving his tongue within his mouth when I tell him to do so.”

A

CAS

89
Q

Independent Analyses (2)

A

Phonetic inventory
Syllable shapes (e.g., CV, VC, CVC, etc.)

90
Q

Relational Analyses (5)

A

Provide a description of the child’s errors in relation to the adult target
Focus on errors in the sample
Examples of relational analyses
SODA (substitution, omission, distortion, addition)
PMV (place-manner-voice)
Phonological Analysis (rule-based)
Phoneme collapse analysis
Percentage of consonants correct (PCC)

91
Q

suspected phonological impairment - what assessments and analyses

A

ASSESSMENTS
Comprehensive single-word speech sample from a standardized phonology test.
Connected speech assessment: targeting specific areas of difficulty (e.g., consonant clusters, fricatives, affricates, liquids).
Informal probes of patterns of errors (e.g., fronting, stopping, cluster reduction).
Speech perception ability (e.g., percent correctly identified target sounds given an array of correct, incorrect, and other sounds).
ANALYSES
Independent phonological analysis:
Phonetic inventory
Syllable shapes
Relational phonological analyses:
PCC
PMV
Phonological Process Analysis
Phoneme collapse analysis

92
Q

suspected inconsistent speech disorder - what assessments and analyses

A

ASSESSMENTS
Inconsistency assessment (e.g., subtest on DEAP)
Assessment of the same words in imitated and spontaneous speech contexts
Stimulability testing of any consonants not present

ANALYSES
Independent phonological analysis:
Phonetic inventory
Syllable shapes
Relational phonological analyses:
Calculate percent inconsistency to determine whether the child’s repeated productions of single words show ≥ 40% variability

93
Q

suspected artic impairment - what assessments and analyses

A

ASSESSMENTS
Single-word standardized articulation assessment: which consonants/any phonotactic constraints?
Informal probes of consonants in error
Connected speech assessment (consider impact on intelligibility)
ANALYSES
SODA analysis

94
Q

if suspected CAS - what assessments and analyses

A

ASSESSMENTS
Comprehensive single-word assessment
Informal assessment of words of increasing length (e.g., but, butter, butterfly).
Assessment of the words in imitated vs. spontaneous speech
Connected speech assessment (attention to intelligibility and prosody)
Stimulability testing
Oral structure and function
ANALYSES
Independent phonological analysis:
Phonetic inventory
Syllable shapes
Stress patterns
Relational phonological analyses:
PCC
measures of accuracy of prosody
phonological process analysis

95
Q

if suspected childhood dysarthria - what assessments and analyses

A

ASSESSMENTS
Single-word sample from a standardized test.
Informal probe of specific speech sounds in error.
Intelligibility test
Connected speech assessment (take note of respiration, phonation, prosody, voice, intelligibility, and acceptability.
Stimulability testing
Oral structure & Function
ANALYSES
Independent phonological analysis:
Phonetic inventory
Syllable shapes
Stress patterns
Relational phonological analyses:
PCC
measures of accuracy of prosody
Speech intelligibility

96
Q

phoneme collapse

A

When a child uses a single consonant sound in place of other consonant sounds

97
Q
A

speech sound disorders (1 decks)

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