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SSD in Kids > Midterm Study Guide > Flashcards

Midterm Study Guide Flashcards

1
Q

What is syllable/word structure analysis

A

Consonants and vowels

of syllables
CV - open syllable
CVC - closed syllable

/bit/ → CVC
/brek/ → CCVC

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2
Q

What is a word-position analysis

A

The number of times a sound is produced in word position

Model replica chart

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3
Q

Consonant position within a word

A

Initial
Medial
Final

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4
Q

Consonant position within a syllable

A

SIWI: syllable initial word initial
SIWW: syllable initial word within
SFWF: syllable final word final
SFWW: syllable final word within

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5
Q

Consonant position in relation to the vowel

A

Prevocalic: before vowel
Postvocalic: after vowel (the final consonant in a word is postvocalic)
Intervocalic: between vowels

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6
Q

What is a syllable

A

Smallest grouping of segments

Each syllable has a peak (vowel) but may not always have onset (beginning of syllable with consonant) and coda (ending syllable with consonant)

Rime = peak + coda
Rime = peak (when open syllable)
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7
Q

Define distinctive feature

A

Any phonetic characteristic of a group of sounds which serves to distinguish that group from another group of sounds

Phonemes can be broken down into a group of features to distinguish one from the other

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8
Q

Major CLASS features - relates to MANNER of production

A 
[+Syllabic] 
[+Consonantal] 
[+Sonorant] 
[+Strident]
[+Lateral]
[+Nasal]
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9
Q

[+Syllabic]

A

Form the nucleus of a syllable

Vowels and glides

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10
Q

[+Consonantal]

A

Produced with a narrow (continuant) or complete constriction (interrupted) in vocal tract

All consonants except glides

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11
Q

[+Sonorant]

A

Vocal tract configuration allows for spontaneous voicing

Vowels, glides, liquids, nasals

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12
Q

[+Strident]

A

Noisy sounds produced by forcing the airstream though a small opening resulting in production of intense noise

Fricatives (not interdentals) and affricates

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13
Q

[+Lateral]

A

Point of constriction is midline

Lateral liquid /l/

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14
Q

Major PLACE features - relates to PLACE of articulation

A

[+Labial] - level of lips
[+Coronal} - tip of tongue
[+Dorsal] - posterior oral cavity

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15
Q

What are the two distinctive features that describe vowels?

A

All vowels are sonorant and vocalic and differ by cavity features —> articulatory range within oral cavity

Class - sonorant and vocalic
Cavity - high low back rounded

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16
Q

All vowels are…

A

Voiced
Non-nasal
Influenced by surrounding sounds (coarticulation)

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17
Q

SSD can result from impairments in…

A 
Sensory
Structural 
Motor
Syndrome
Phonological
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18
Q

What are the 2 etiological factors for SSD

A

Organic - neurological, structural or physical

Functional - the cause in TD children can not be determined

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19
Q

What is a phonetic disorder

A

Errors in speech sound production/articulation caused by motor issues

Phonemic contrast is preserved

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20
Q

What is a phonological disorder

A

Difficulty using phonemes to differentiate meaning

Loss of phonemic contrast

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21
Q

What is prosody

A

Stress and intonation

A suprasegmental aspect of speech that contributes to speech sounding natural

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22
Q

Segmentals vs suprasegmentals

A

Segmentals: sounds and features (phonemes), word position

Suprasegmentals: elements of speech above the sounds
stress, prosody, syllable # (prosodic), word length

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23
Q

What are the 2 main contexts for prosody

A

Phrasal stress aka sentential stress

Lexical stress

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24
Q

Lexical stress vs phrasal stress

A

Phrasal stress - produced across a sentence or phrase to emphasizing words to make a point Impacts how phrase is understood

Lexical stress- word stress of any word that is 2 or more syllables; multisyllabic words can have more than one level of stress - primary or secondary

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25
Q

What is trochaic stress

A

Sw

Emphasis on 1st syllable

Left footed

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26
Q

What is iambic stress

A

wS

Emphasis on 2nd syllable

Right footed

“giraffe”

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27
Q

true/false: Iambic and trochaic stress can only be used for 2 syllable words

A

true

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28
Q

What is an independent analysis

A

Children production independent of the adult form (does not look at errors!)

Looks at what sounds child is producing and NOT comparing the results to adult target

Procedure -
speech sample provides opportunities for child to produce all sounds in all word positions - phonetic repertoire

Analyze -
PMV patterns, productive, marginal, absent phonemes, vowel analysis, word position

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29
Q

In an independent analysis, what are productive marginal and absent phonemes

A

Productive: 3+
Marginal: 1-2
Absent: 0

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30
Q

What is Model and Replica Chart

A

Examines what child is capable of

Organized according to word position, word place and manner of articulation

Calculate the frequency of occurrence of each phoneme in the SIWI, SIWW, SFWF and SFWW positions

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31
Q

What is the Model and Replica Chart application to therapy

A

Analyze segments in all position of single words instead of only one position at a time

The chart reveals

  • phonetic inventory
  • matches
  • variability
  • error patterns (not a focus in independent analysis)
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32
Q

Percent Consonant Correct (PCC)

A

Determine the number of consonants produced correctly and compare to total number of consonants

Scale is an index of intelligibility

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33
Q

What does a 3rd percentile mean?

A

97% of children the same age scored better than client’s standard score

About 2 standard deviations below mean

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34
Q

What’s happening at the mean of Bell shaped curve

A

The center line (the highest point of the bell curve is the mean and is where most people scored.

The standard score is 100
Mean is 50th percentile

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35
Q

What is a dynamic assessment

A

An active process to examine child’s speech production. Clinician taxes the system by providing input to facilitate accurate production and assesses the child’s response to that input

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36
Q

What are phonological processes

A

A way of examining regularly occurring systematic errors in speech

A way to simplify the adult target word

The greater # of phonological processes the less intelligible

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37
Q

3 phonological models used to classify phonological patterns

A

Phonological processes
Phonological rules
Phonological constraints

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38
Q

3 types of phonological processes

A

Syllable structure processes
Substitution processes
Assimilation processes

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39
Q

Describe Syllable structure processes

A

Processes that alter CV syllable structure

A systematic reduction mostly affecting deletion of unstressed syllable

If the syllable structure changes from what was intended

40
Q

4 main syllable structure processes

A

Initial or final consonant deletion
Reduplication
Consonant cluster reduction/deletion
Epenthesis

41
Q

Define substitution processes

A

Changing or replacing one phoneme into a different phoneme; change in class of sounds

42
Q

What are the 8 substitution processes

A 
Stopping
Fronting (atypical)
Backing
Stridency deletion
Deaffrication
Depalatalization
Gliding
Vowelization/vocalization
43
Q

What is assimilation

A

Underlying concept: sounds are influenced by one another causing feature spreading between sounds

One sound will change to more similar to a surrounding phoneme

44
Q

Total assimilation

A

A phoneme is completely repeated in a word in a place where it hadn’t been

/bɛd/ → [bɛb]

45
Q

Partial assimilation

A

Changed to a more similar form with shared features but not identical phoneme

/θeɪnk/ → [geɪnk]

46
Q

Direction of assimilation

A

Progressive - phoneme that causes sound change comes first
/koʊt/ → [koʊk]

Regressive - phoneme that causes sound change follows
/teɪk/ → [keɪk]

47
Q

4 types of assimilation

A

Velar - /teɪk/ → [keɪk]
Alveolar → velar

Labial - /boʊn/ → [boʊm]
nonlabial → labial

Alveolar -/tɑp/ → [tɑt]
Nonalveolar → alveolar

Nasal - /gʌn/ → [nʌn]
Non-nasal → nasal

48
Q

Prevocalic voicing

A

VL → V preceding a vowel

49
Q

Postvocalic devoicing

A

V → VL at end of syllable/word

aka final consonant devoicing

50
Q

Coalescence

A

Two adjacent sounds combine to form one sound (total assimilation)

51
Q

Contiguous vs Noncontiguous assimilation

A

Contiguous - adjacent segment

Noncontiguous - nonadjacent segments (features spread over vowel

52
Q

Define and name a few idiosyncratic processes

A

Error patterns that have not been documented in normal children or that occur infrequently in the normal population

Replacing early sound with later developing sound

Atypical cluster reduction
Initial cluster deletion 
Medial consonant deletion 
Apicalization 
Denasalization 
Metathesis
Migration
53
Q

What is apicalization

A

Idiosyncratic process where a labial replaced by an coronal consonant

Labial —> coronal

54
Q

What is metathesis

A

Idiosyncratic process :The reversal of position of two sounds; may or may not be adjacent

/moʊst/ → [moʊts]

55
Q

What is migration

A

Idiosyncratic process: the movement of a sound from one position in a word to another

56
Q

Name the 4 types of vowel feature changes

A

Vowel backing
Vowel lowering
Centralization
Vowel surrounding

57
Q

The 2 types of vowel complexity changes

A

Diphthongization - monophthong → dipthong

Dipthong reduction - dipthong → monophthong (more common)

58
Q

Name the 4 types of VOWEL HARMONY (vowel assimilation)

A

Complete vowel harmony - one vowel changes so both vowels in the word are the same

Tenseness harmony - lax → tense

Height vowel harmony - one vowel changes so both vowels in the word are the same height

Consonant-vowel harmony - vowel changes due to features of neighboring consonant

59
Q

What is derhoticization and reduction of rhotic diphthongs

A

Derhoticization - loss of /r/ coloring in consonants and vowels

Reduction of rhotic diphthongs - simplification of rhotic diphthongs
/ɔɚ/ → [a] or [ʌ]

60
Q

What is derivation

A

The process by which sounds are simplified and changed within a word

Process helps to understand the order of change

How we get from underlying representation (target) to surface representation (production)

Always consider changes in PMV → can’t make all the changes in one step → break it down

61
Q

Define constraint and repair

A

In children, constraints are the limitations specific to their phonological system. Involves consonants and vowels and the features associated

Repairs, are the way the child adjusts pronunciation in order to accommodate the limitations

62
Q

4 types of sequence constraints

A
  • Consonant cluster sequences
  • Consonant s separated by vowels
  • Consonant-vowel sequences
  • Vowels separated by consonants
63
Q

Sequence constraint: consonant cluster

Examines word position and segments contained in cluster

A

Repair:
assimilation - makes two elements the same because similar in place of articulation /l,r/ → [w]

reversal - changes the order of elements

child repairs consonant cluster restraint by using assimilation or reversal to make the phonemes more closely related.

example: /plan/ to /lan/ because /l/ and /n/ are more similar than /p/ and /n/

64
Q

Sequence constraint: consonants separated by vowels

Consonants influence each other even though they are separated by a vowel (noncontiguous sequence)

A

Repair: avoid the sequence by making elements more similar in one direction or another

Ex: difficulty producing coronal-labial sequence so repairs by making both phonemes labial

65
Q

Sequence constraint: consonant-vowel

Adjacent consonants and vowels can influence each other (CV place sequence)

A

Two types of interaction:
Place-feature - consonant can only be produced when adjacent to a particular vowel

Vowel height - vowel height can impact consonant production

66
Q

Sequence constraint: vowels separated by consonants

This constraint only influences vowels; vowels can influence each other even if separated by consonants

A

Constraint: two different vowels may not be allowed across consonants

Repair:
Vowel harmony - vowel is repeated
Total reduplication - syllable to repeated

67
Q

syllable constraint: all syllables require an onset

A

Repair:
Insert a consonant
Delete a vowel
Eliminate a boundary

68
Q

Sequence constraints look at what variable?

A

Where the error pattern is occurring in phonetic environment/context

E.g. /r/ is produced SIWI but not in a cluster

69
Q

Syllable constraint: all consonants must be in a syllable

A

Repair:
Delete consonant (cluster reduction)
Insert a vowel (epenthesis)

70
Q

Syllable Constraint: syllable requires onset

A

Repair:

Insert/add consonant

71
Q

Stress Constraint: every foot must be Sw

A

Repair:
Insert a vowel to add an additional syllable

Delete syllable or make weak syllable strong

72
Q

Word length Constraint: only one foot is allowed

A

Repair:
Delete a foot
Make one foot unstressed

73
Q

4 types of basic constraints and processes

A
  • Delete
  • Insert
  • Spread (assimilation)
  • Delink (delete line from existing feature)
74
Q

Define faithfulness and provide examples

A

faithfulness: pronounce words as close to adult production as possible

Deleting segments - less faithful

Substitutions - more faithful

75
Q

How to validate phonological process

A

Errors have an opportunity to occur in at least 4 instances AND errors has to occur in at least 20% of items that could be affected

76
Q

What is Process Density Index (PDI)

A
  • How many processes are occurring per word;
  • measure of intelligibility;
  • the more processes occurring on a word, the higher the PDI → the lower intelligibility

Inverse relationship between PDI and PCC; as PDI increases, PCC decreases

77
Q

How to calculate PDI

A

Calculate PDI:
# of phonological processes in sample divided by
Total # of words in sample

/fɪʃ/ → [bɪt] → 4 processes
/f/ → [b] → initial voicing plus stopping
/ʃ/ → [t] → depalatalization plus stopping

4/1 → PDI score of 4

78
Q

How do PMV apply to Distinctive Feature Changes

A

Always transcribe into IPA first!

Match place, manner or voicing change with the appropriate distinctive feature

“Nose” → “doze”
/noz/ → [doz]
Nasal → stop → manner change

79
Q

What is chronological mismatch

A

Not producing early developing sound and replacing with later developing sound

Producing more complicated phoneme while not producing a simpler phoneme

Affricates are later developing sound

80
Q

What is stress and how are stress and syllables related

A

Duration, intensity and pitch

Stressed syllables: strong
Unstressed syllables: weak

Syllables are grouped together into a higher-order unit called foot.
A foot has one stressed syllable.
1-2 syllable words have one foot

81
Q

What is a prosodic foot

A

Syllable grouping with one primary stress

Sw or wS syllable → one prosodic foot

82
Q

What is primary stress and secondary stress in prosodic hierarchy

A

occurs on multisyllabic words

Primary stress (S) - syllable with greatest level of stress

Secondary stress (s) - feet with stress but not weak

“kangaroo”
/keɪn.gə.rʊo/
swS

“avenue”
/æ.və.nu/
Sws

83
Q

What is prosodic hierarchy in nonlinear phonology and what are the two main tiers

A

nonlinear phonology: Hierarchical organization of words, syllables, segments and features

Two main tiers:
Prosodic - words and word structure
Segmental - segments (tiers) and features

84
Q

What is prosodic hierarchy

A 
Word
Foot
Syllable
Onset-rime
Skeletal
Segmental
85
Q

Assessing co-articulatory effect

A

Speech sample; not single word test

86
Q

Processes that are eliminated early

A

Weak syllable deletion, reduplication, voicing contrast, final consonant deletion

87
Q

Linear phonology vs nonlinear phonology

A

Linear phonology -
focuses on sound level and how sounds are strung together;
focuses on what processes are removed

Nonlinear phonology -
looks at speech in hierarchies; focusing on segment (phonemes) AND suprasegmentals (the features that make up segments);
additive focus

88
Q

What are the 3 nodes in the segmental tier in nonlinear phonology

A

Root - manner of articulation
Laryngeal - +/- voicing
Place - place of articulation

89
Q

Stress and Vowels

A

/ə/ is never stressed

/ʌ ɜ˞/ and diphthongs are always stressed

90
Q

When last foot has two syllables, the word is often

A

Right prominent (iambic)

wS

91
Q

When both feet have only one syllable, primary stress is on the…

A

Final foot

sS

92
Q

If the first foot has two syllables and the final foot has only one, then the word is generally…

A

left prominent (trochaic)

Sws

93
Q

Identify multiple processes on a single word

A

Independent analysis: Is it a Manner change? Place change? Voicing change?

94
Q

Given a child’s constraint, identify a possible repair

A

Look at whole sample

95
Q

Identify a manner/voice/place change, corresponding distinctive feature change and corresponding phonological process change

A

Corresponding phonological change -

What is the manner change? So don’t talk about voicing changes

96
Q

True or false:
devoicing FINAL consonant stop is typical
devoicing INITIAL stop is atypical

A

True

97
Q

True or false:
Fronting is typical
Backing is atypical

A

True

SSD in Kids (3 decks)

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