Paediatric Speech

Question 1

Speech

Answer 1

An organised set or system of sounds that are used to convey meaning

Question 2

Phonology

Answer 2

The study of how sounds are organised and used in natural languages.

Question 3

The phonological system of a language includes:

Answer 3

• An inventory of sounds and their features; and

* rules which specify hous sounds interact with each other

Question 4

Articulation

Answer 4

The act of producing sounds…a major component of speech (Kent, 2009, p.5)

Question 5

phone

Answer 5

A single speech sound

Question 6

phoneme

Answer 6

A sound that conveys meaning in a language

Question 7

Phonemic Awareness

Answer 7

Awareness of and ability to detect, categorise, match, isolate, blend, segment and manipulate phonemes in words

Question 8

Phonetic Awareness

Answer 8

Awareness of what articulators are doing as you speak

Question 9

Phonemic repertoire

Answer 9

the range or inventory of phonemes in a person’s phonological system

Question 10

Phonological processes

Answer 10

pattern-based errors that occur in the acquisition of children’s speech

Question 11

SSDs

Answer 11

Speech Sound Disorders

Question 12

Some risk factors associated with SSD

Answer 12

*being male *pre-natal and post-natal factors *ongoing hearing problems *oral sucking habits (post first year) *reactive temperament *being a younger sibling *family Hx speech/language problems *education level of parents *socioeconomic factors

Question 13

What is the most common type of SSD?

Answer 13

Phonological impairment

Question 14

What is a phonological impairment?

Answer 14

A cognitive-linguistic difficulty with learning the phonological system of a language; characterised by pattern-based speech errors ie /k, g/ –> /t, d/ (fronting)

Question 15

To do Evidence Based Practice, take into consideration (3 things):

Answer 15

1. Research Evidence
2. Clinical Expertise
3. Client Values and Preferences

Question 16

Domains of communication (McLeod & Baker (2016), p.4)

Answer 16

Speech
Language
Voice
Fluency
Hearing

Question 17

Perception
Articulation/motor production
Phonological representations of speech segments (Cs and Vs)
Phonotactics (syllable and word shapes)
Prosody (lexical and grammatical tones, rhythm, stress and intonation)
–> Children with ____ can have ANY COMBINATION of difficulties with the above.

Answer 17

Speech sound disorders (SSD).

Question 18

What is phonotactics?

Answer 18

Syllable and word shapes

Question 19

What is prosody?

Answer 19

• Lexical and grammatical tones
• rhythm
• stress
• intonation

Question 20

______ is an umbrella term for the full range of speech sound difficulties of both known (e.g. Down’s syndrome, cleft palate) and presently unknown origin, that may impact speech intelligibility and acceptability. (McLeod & Baker (2016), p. 4).

Answer 20

Speech sound disorder (SSD)

Question 21

Children with ____ can have difficulty with:
* phonological representation and mental organisation of speech [MIND]’
* motor production /articulation of speech [MOUTH];
* perception of speech [EARS]; and
* intelligibility and acceptabiltiy of speech [ENVIRONMENT].
(McLeod & Baker, 2016, p. 6).

Answer 21

Speech sound disorder (SSD)

Question 22

Speech and language disorders have a high prevalence compared with other areas of learning need, and presence of a communication disorder is the most important predictive factor of students needing a high level of support at school.

Answer 22

McLeod & Baker (2016), p. 10

Question 23

What is ‘natural history’?

Answer 23

The progression of a condition (disorder, disease, tec.), without intervention.

Question 24

At least 50% of all children with SSD will not improve and will require intervention. Of those children, those who have:
a) concomitant language impairment
b) produce distortions
are less likely to improve without intervention.
In addition, SLPs should also consider ____ and ____ when recommending, commencing and ending intervention.

Answer 24

• Children’s concerns
• Parent’s concerns
  (McLeod & Baker, 2016, p. 15)

Question 25

What is the strongest predictor of having ongoing speech errors when 8 yrs old?

Answer 25

The proportion of speech errors when 5 yrs old.

McLeod & Baker, 2016. p. 15

Question 26

Appart a few areas (e.g., appropriate use of lexical stress), by what age should children’s speech skills be similar to adults’?

Answer 26

8-9 years old

Question 27

What are the early-8 consonants?

Answer 27

/m, b, n, w/

Question 28

What are the middle-8 consonants?

Answer 28

/k, g, f, v/

Question 29

What are the late-8 consonants?

Answer 29

/s, z, l, ɹ/

Question 30

Children with SSD may not be aware that their speech is different from others, and may attribute communication breakdown to their communicative partners’ difficulties. True or false?

Answer 30

True
(McLeod & Baker, 2016, p. 19)
[In one study, communication partners (Mums) accepted responsibility for communication breakdowns, ie “I’ll try to listen harder..”]

Question 31

Limitations and restrictions on participation associated with SSD:

• educational impact
• social impact
• occupational impact

Answer 31

Educational: Learning to read, spell and write may pose difficulties for children with SSD (esp. writing for those with CAS). [Kids with concomitant speech and language impairments have much more difficulty, incl. wth mathematical thinking]. –> More likely to require remedial education, to drop out or to to do vocational education.
Social: poorer peer relationships, more bullying, lower self-esteem and less enjoyment of school. Poor attitude from other people about people with SSD.
Occupational: associated with difficulties obtaining and keeping a job. More likely to be in semi- or unskilled jobs. Workplace discrimination.

Question 32

What impact does a child having an SSD have an impact on their families?

Answer 32

Parents - Stigma. Held responsible for child’s developmental disability. Fight for access to services, for acceptance of their child.
Siblings - Have a lot of insight - they see their sibling in more contexts than their parents (ie school, playground, games with friends). They are sensitive to the attitudes of others, may be asked to act as interpreters - take on more of parent (feel responsible) role outside of the house (but at home, typical sibling relationship).
(Baker & McLeod, 2016, p. 26).