normal phonological development, speech sound learning and phonological processes,

Question 1

Infraphonological skills VS. Canonical babbling

Answer 1

Infraphonological skills – early infant vocalizations
(protophones)
VS.
 Canonical babbling – infant vocalizations
comprising of adult-like sounds and syllables.

Question 2

Infraphonological stages
(prelinguistic)
Stage 1:

Answer 2

Stage 1: phonation (birth - 2 months)
 reflexive vocalizations: crying, fussing,
coughing, sneezing, burping.

Question 3

Infraphonological stages
(prelinguistic)
Stage 2

Answer 3

Stage 2: Primitive articulation (1-4m)
 New sounds (squeals, growls, coos/goos)

Question 4

Infraphonological stages
(prelinguistic)
Stage 3

Answer 4

Stage 3: Expansion (3-8 m)
 Period of vocal play and interaction

Question 5

Infraphonological stages
(prelinguistic)
Stage 4

Answer 5

Stage 4: Canonical babbling (5-10m)
 Normal phonation, repetitive patterns
 Reduplicated and variegated babbling
 May produce stops, nasals, glides, lax
vowels

Question 6

The integrative stage

Answer 6

Onset of speech - final stage in infant
speech development (Oller, 2000)
 may last up to 18 months
 first meaningful word
 Jargon
 Gibberish production
 At the end of this stage: infants combine
syllables/sounds and generate words

Question 7

First Word:
vs Proto words:

Answer 7

Babbling transitions to First Words
 First Word: consistent phonetic form in a particular context that is recognized as an adult form.
 Proto words: consistent phonetic form in a particular context that is recognized as an adult form.

Question 8

First Fifty Word Stage

Answer 8

the time from first meaningful utterance
(around 12 months) to the time when the
child begins to put two words together (18-
24 months)

Question 9

Item Learning

Answer 9

during this time child
acquires word forms as unanalyzed units
rather than by contrasting phonemes

They are unaware of the contrasting phonemes

Question 10

Holophrastic Period:

Answer 10

In this period they use one word or protoword to convey a complete idea

Question 11

Phonetic variability

Answer 11

Trying out different production for different words— will say different.
Appropriate errors
The children present with an unstable pronunciation. They are trying different ways to phonate different sounds.

Question 12

Limited Syllable Structures

Answer 12

They are using VC, CVC, CV
They cannot produce multisyllabic words
Bilabiales— firsts words
Fewer errors with vowels and consonants

Question 13

Limited Sounds

Answer 13

Vowels [a] and [α] typically precede [i]
and [u].
 Consonants [p], [b] and [m] are among
the earliest.
 Individual Variation Exists
 Fewer Errors with Vowels than with
Consonants

Question 14

Preschool Acquisition of sounds
Ages:

Answer 14

Ages: (Smit, Hand,Frellinger,
Bernthal & Bird, 1990)
 /m/ 3yrs
 /n/ 3-3 ½ yrs
 /p/ 3 yrs
 /b/ 3 yrs
 /k/ 3 ½ yrs
 /g/ 3 ½ -4 yrs
/f/ 3 ½ yrs (I), 51/2 yrs (F)
 /v/ 5 ½ yrs
 /θ/ 6-8 yrs
 /δ/ 4 ½ -7 yrs
 /s,z/ 7-9 yrs
 “sh” 6-7 yrs
 /l/ 5-6 yrs (I), 6-7 yrs (F)
 /r/ 8 yrs (“er” earlier than
initial l /r/)

Question 15

Ages of acquisition cont.
 Lots of variability in

Answer 15

Lots of variability in norms, pg. 158, 161
 Table 4.3 (Smit et al.’s youngest group was
3 yrs and GFTA-2 was 2 yrs).
 Depends on mastery criterion (75%, 85%,
95%), sound position in words, gender
 Should be used as a reference, not as strict
guideline

Question 16

Ages of acquisition cont.
 Earlier sounds vs. Later sounds:

Answer 16

Earlier sounds vs. Later sounds: earlier sounds
should be mastered earlier, not just produced
earlier (table 4.4 – p. 161)

Question 17

Age ranges for consonant mastery

Answer 17

Early sounds(2-4 yrs) – p, b, m, n, h, d. t. k, g, f, w, ɧ
 Late sounds (5-7 yrs) - j, ʃ, ʧ, l, ʤ, s, r, v, z, ”th”
(voiceless and voiced)
 Disagreement: j and ɧ could be early or later

Question 18

Clinical Implications

Answer 18

Developmental research provides
the ability to target earlier sounds
before later ones.
 Syllable structure limitations should
be taken into account when
structuring Treatment.

Question 19

Phonological processes

Answer 19

are regularly occurring
simplifications of adult sound
productions that may affect classes
of sounds.

Question 20

Phonological Processes
 Advantages

Answer 20

use information to target processes,
not just individual sounds
 Suppression of processes could help all
phonemes in a group, and in other
contexts

Question 21

Phonological Processes
 Use of processes more common before

Answer 21

Use of processes more common before age
of 3, if lingering after 3 may not be typical
 Certain processes are more common in
normal speech (i.e., FCD) whereas others
are more atypical (i.e., ICD)
 More than one process can influence a
single word (e.g. stop→[dop] – cluster
substitution and prevocalic voicing)

Question 22

Phonological processes

Answer 22

Errors that change the syllable structure
There are three types of phonological
processes:
 Syllable structure
 Substitution
 Assimilation

Question 23

Syllable Structure Processes
Reduplication

Answer 23

Partial or total repetition of a syllable on a word

Question 24

Syllable Structure Processes
Unstressed syllable deletion

Answer 24

Deleting the syllable that is not stressed

Question 25

Syllable Structure Processes
Cluster Reduction

Answer 25

Cluster can be deleted or substituted.
Substitution : substitution in the cluster of one consonant for another.
Deletion: deleting a consonant from the cluster reduction or deletion of the cluster.
When there’s is a change to a cluster, it’s always cluster reduction. When there’s only one consonant and there’s is a change it’s either final or initial consonant delete because there’s only one constant. When it’s more than one consonant it’s a cluster reduction.

Question 26

Syllable Structure Processes
Final Consonant Deletion

Answer 26

Deleting the finals consonant.
When there’s only one constant and not a cluster.

Question 27

Syllable Structure Processes
Initial Consonant Deletion:

Answer 27

Deleting the initial consonant. When there’s only one constant and not a cluster

Question 28

Syllable Structure Processes
Epenthesis

Answer 28

Inserting a vowel between a vowel a cluster or between two consonant. Usually it’s the shwa
Or
Adding a vowel to a word

Question 29

Substitution Processes
Stopping

Answer 29

Replacement of a fricative or affricate for a stop

Question 30

Substitution Processes
Fronting

Answer 30

Replacement of a velar sound for an alveolar sound.

Question 31

Substitution Processes
Gliding

Answer 31

Replacement of liquids with glides

Question 32

Substitution Processes
Depalatalization

Answer 32

when a palatal sound
is replaced with a non-palatal sound
Example: shoot  [su:t]

Question 33

Substitution Processes
Deaffrication

Answer 33

Replacement of affricates with a non affricate sound especially stops and fricatives
Choose  [su:z]

Question 34

Substitution Processes
Backing

Answer 34

Replacement of alveolar (front) sounds with velar (back sound )
doll  [gɑl]

Question 35

Substitution Processes
Vocalization

Answer 35

Syllabic consonants L, M, N and R are replaced with a vowel.
bottle /badə/; simple
[simpə])

Question 36

Substitution Processes

Answer 36

A simple sound substitution of one segment
for another does NOT define a
phonological process
 Processes involve systematic sound changes
that affect the classes of sounds or sound
sequences. Example:

Question 37

Assimilation Processes

Answer 37

Influence of a phoneme that makes the sound more similar to the surrounding phoneme.
Processes that alter a consonant phoneme so
that it becomes more similar to a surrounding
phoneme.
 It can affect sound’s manner of production,
place or articulation, and voicing features.
 Very common in young children
 If persisting beyond 3yrs, may be indicator
of phonological disorder (Grunwell, 1987)

Question 38

Assimilation processes
Velar

Answer 38

(e.g. duck → [g∧k]

Question 39

Assimilation processes
Nasal:

Answer 39

The word has a nasal sound and that sound makes a sound in a word become a nasal sound
Nasal: (e.g. tin → [nIn]

Question 40

Assimilation processes
Labial:

Answer 40

The word has a labial sound and that sound makes a sound in a word become a labial sound

Labial: (e.g table → [bebl]

Question 41

 Assimilation processes
Alveolar:

Answer 41

 Alveolar: (e.g. goat  [doʊt]

Question 42

Assimilation processes
Prevocalic voicing:

Answer 42

Assimilation to the
voiced feature of the following vowel (e.g.
pea  /di/)

Question 43

Assimilation processes
Postvocalic devoicing:

Answer 43

Postvocalic devoicing: (e.g. pig  [pIk])

Question 44

Assimilation processes’
Metathesis:

Answer 44

Metathesis: (e.g. boast  [boʊts]

Question 45

Assimilation processes
Coalescence:

Answer 45

Coalescence: (e.g. spoon [fun]: fricative
feature from /s/ and labial feature from /p/
remain).

Question 46

Assimilation processes
Progressive:

Answer 46

Progressive:
e.g. coat → [koʊk]

Question 47

Assimilation processes
Regressive

Answer 47

Regressive
e.g. take → [keɪk]

Question 48

Assimilation processes
Full/Total:

Answer 48

Full/Total: e.g. bed →[bɛb]

Question 49

Assimilation processes
Partial:

Answer 49

Partial: e.g. bed → [bɛm]

Question 50

Assimilation processes
Contiguous

Answer 50

Contiguous: occurs within a cluster
(adjacent sounds): boast  /boʊts/

Question 51

Assimilation processes
Noncontiguous

Answer 51

Noncontiguous: occurs between
sounds separated by a vowel:
bed/bɛm/

Question 52

Ages of Suppression

Answer 52

Smit & Hand (1997)
 Voicing 3 yrs
 Assimilation 3yrs
 FCD 3 yrs
 Stopping 3 ½ yrs
 Fronting 4 yrs
 Cluster Reduction (w/o /s/) 4 yrs
 Cluster Reduction (w/ /s/) 5 yrs
 Weak syllable Deletion 5 yrs
 Gliding 7 yrs

Question 53

Speech intelligibility expectations

Answer 53

19-24 m: 25%-50% intelligible
 2-3 yrs: 50%-75%
 By 3 years of age - 75% of speech
should be intelligible
 By 5 years – most of speech should
be intelligible to strangers (90-
100%)

Question 54

Factors related to speech sound
learning

Answer 54

Abnormalities in the anatomic structures
2. Neurophysiological factors – dysarthria,
Childhood Apraxia of Speech (CAS),
cerebral palsy
3. Hearing loss
Language skills – 40-80% of children with
SSD may exhibit a language disorder
5. Intelligence – if not within norm
6. Tongue thrust – associated with
articulation disorders