Perspectives in Speech Sound Disorders- Ch.3*** Flashcards
An articulation disorder is purely _________, the individual cannot produce the ________.
Only a few sounds are affected and there are no ________.
Children with an articulation disorder are fairly ___________. Sometimes these children do not get ________ because the teacher can’t __________ them.
An articulation disorder is purely physical, the individual cannot produce the sound.
Only a few sounds are affected and there are no patterns.
Children with an articulation disorder are fairly intelligible. Sometimes these children do not get referred because the teacher can understand them.
A ____________ disorder causes multiple sound errors, causing the individual to be highly ____________.
Individuals with a phonological disorder also experience __________ of errors.
A phonological disorder causes multiple sound errors, causing the individual to be highly unintelligible.
Individuals with a phonological disorder also experience patterns of errors.
SSD cases are more _______** in present day, including more **____\_ motor involvement due to _________ feeding and constant use of _________.
Bottle feeding does not __________ oral mechanism much, compared to ____________.
Reduced intelligibility causes many _________ and ________ problems.
SSD cases are more complex in present day, including more oral motor involvement due to bottle feeding and constant use of pacifiers.
Bottle feeding does not strenghthen oral mechanism much, compared to breastfeeding.
Reduced intelligibility causes many academic and social problems.
Even a mild disorder can have an ______.
It’s Dr. Roseberry’s experience that kids with a mild disorder are afraid to ______ their ______ and talk in _______.
Studies show that adults with a mild ______ judged less __________.
Often with kids, SSD’s and ________ impairments _______.
Even a mild disorder can have an impact.
It’s Dr. Roseberry’s experience that kids with a mild disorder are afraid to raise their hand and talk in class.
Studies show that adults with a mild lisp judged less intelligent.
Often with kids, SSD’s and language impairments coexist.
Macrae, T., & Tyler, A.A. (2014) compared ________ children with co-occurring ____ and (LI) to children with SSD only.
Looked at _______ and types of _____ in both groups.
They found that children with SSD and ___ had more ________ of sounds than children with just SSD.
SLP’s need to be most concerned about children with _______ of sounds.
_________ are more predictive of ________ or reading problems than sound ________.
Macrae, T., & Tyler, A.A. (2014) compared preschool children with co-occurring SSD and (LI) to children with SSD only.
Looked at numbers and types of errors in both groups.
They found that children with SSD and LI had more omissions of sounds than children with just SSD.
SLP’s need to be most concerned about children with omissions of sounds.
Omissions are more predictive of language or reading problems than sound distortions.
Phonetics are the study of physical, __________, and _________ variables associated with speech sound production.
_________ or applied phonetics is a branch dedicated to the ________ application of knowledge.
A _______ is a family of sounds that the listener _________ as belonging to the same _______.
An allophone is not a _______ phoneme
Phonetics are the study of physical, physiological, and acoustic variables associated with speech sound production.
Clinical or applied phonetics is a branch dedicated to the practical application of knowledge.
A phoneme is a family of sounds that the listener perceives as belonging to the same category.
An allophone is not a distinct phoneme
Morphemes are minimal units of ________.
A free morpheme is a ______ word that ______ be broken down ___________ into smaller units.
A bound morpheme can be a ________ or prefix that attaches to a word to _______ the word’s meaning.
__________ _______ only differ by one phoneme
____________ rules specify how sunds are combined to form morphemes.
Morphophonemics are sound _________ that result from the ___________ of free morphemes.
Morphemes are minimal units of meaning.
A free morpheme is a whole word that cannot be broken down linguistically into smaller units.
A bound morpheme can be a suffix or prefix that attaches to a word to alter the word’s meaning.
Minimal pairs only differ by one phoneme
Morphophonemic rules specify how sounds are combined to form morphemes.
Morphophonemics are sound alterations that result from the modification of free morphemes.
A _________ is composed of brief pauses that make ___________ or semantic __________.
______ of ________ is very important. In rapid speech there is ________ vowel duration.
Usually the ______ the rate, the ____ intelligible a person is. This is very important to address in Tx
MOOSE is used with adult accent clients.
_____ _____ ____
Open your mouth
_____________
Slow down
________ ______ ______
Intonation entails changes in _______ contours.
A juncture is composed of brief pauses that make grammatical or semantic distinctions.
Rate of speech is very important. In rapid speech there is decreased vowel duration.
Usually the faster the rate, the less intelligible a person is. This is very important to address in treatment (Tx).
MOOSE is used with adult accent clients.
Move your lips
Open your mouth
Overexaggerate
Slow down
Enunciate every sound
Intonation entails changes in pitch contours.
phoneme classification
consonants are produced by some narrowing or closing of the vocal tract - complete or partial closure
___________ (banana) intervocalic (banana) ___________ (bananas)
initial-medial-final (reindeer)
clusters
syllabics - form the ___________ of a syllable
phoneme classification
consonants are produced by some narrowing or closing of the vocal tract - complete or partial closure
prevocalic (banana) intervocalic (banana) postvocalic (bananas)
initial-medial-final (reindeer)
clusters
syllabics - form the nucleus of a syllable
B. Vowels**
- Produced with an _______ vocal tract
- Pure vowels (e.g., /a/, /i/, /ɪ/)
- Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/)
___________ diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)
____________ diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )
B. Vowels**
- Produced with an open vocal tract
- Pure vowels (e.g., /a/, /i/, /ɪ/)
- Diphthongs (e.g., /oʊ/, /aɪ/, /aʊ/)
Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)
Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )
C. Narrow Transcription**
- This uses diacritic markers
- Gives us more detail
- Especially helpful for ________ clients, clients with hearing loss, cleft palate
pg.67 for diacritics
C. Narrow Transcription**
- This uses diacritic markers
- Gives us more detail
- Especially helpful for accent clients, clients with hearing loss, cleft palate
pg.67 for diacritics
SYLLABLES
- Open syllable word ends in a _______ (free, my, hello)
- Closed syllable word ends in a ____________ or __________ cluster (box, zipper, bed)
SYLLABLES
- Open syllable word ends in a vowel (free, my, hello)
- Closed syllable word ends in a consonant or consonant cluster (box, zipper, bed)
XI. PHONOLOGICAL PROCESSES/PATTERNS**
- A. Definition and Background
- Stampe first described phonological processes, or ____________ of adult sound productions that affect entire classes of sounds
When my niece Jennifer was 2: “Aunt Nes” for “Aunt Celeste.” She was using _______ __________ deletion, _________ consonant deletion, and an n/l substitution
- The term phonological __________ is preferred
- Stampe’s phonol. processes are __________ in typically-developing children, but are a disorder when they persist beyond a certain _____ level
- After a normal age of disappearance, we use the term phonological pattern
XI. PHONOLOGICAL PROCESSES/PATTERNS**
- A. Definition and Background
- Stampe first described phonological processes, or simplifications of adult sound productions that affect entire classes of sounds
When my niece Jennifer was 2: “Aunt Nes” for “Aunt Celeste.” She was using weak syllable deletion, final consonant deletion, and an n/l substitution
- The term phonological pattern is preferred
- Stampe’s phonol. processes are normal in typically-developing children, but are a disorder when they persist beyond a certain age level
- After a normal age of disappearance, we use the term phonological pattern
Patterns that should disappear by age __ include _______ ___________ deletion and final __________ deletion
patterns that persist beyond age 3 include ________ reduction and __________
Patterns that should disappear by age 3 include weak syllable deletion and final consonant deletion
patterns that persist beyond age 3 include cluster reduction and gliding
B. Substitution Patterns one class of sounds is substituted for another class of sounds
_______ _________ - anterior sounds replace velars for alveolar stops. most common in word-initial position.
ex: t for k and d for g
tate/cake
___________ - stop substituted for fricative
ex: i lub you. happy balentines day
B. Substitution Patterns one class of sounds is substituted for another class of sounds
velar fronting - anterior sounds replace velars for alveolar stops. most common in word-initial position.
ex: t for k and d for g
tate/cake
stopping - stop substituted for fricative
ex: i lub you. happy balentines day
