Phonological Disorders (exam 2) Flashcards
Where does the problem (of phonological disorder) lie?
The child with a developmental phonological disorder has a language difficulty affecting their ability to learn and organize their speech sounds into a system of ‘sound patterns’ or ‘sound contrasts’.
Why might a child have difficulty with phonological development?
~Child has been unable to pick out the relevant information from the speech around them.
~Child needs help focusing on the features and/or phonemes that are missing from their system.
Underlying representation
The way sounds are stored in a child’s mind
A disorder of associating speech sound differences with word meaning differences is called a…
phonological disorder
By what age are phonological processes typically ‘gone’?
Age 5, though there is individual variation.
Context sensitive voicing
A voiceless sound is replaced by a voiced sound.
“Pig” is pronounced as “big”
“Car” is pronounced as “gar”
In the examples given, /p/ is replaced by /b/, and /k/ is replaced by /g/.
Should be gone by 3;0 years of age
Word-final devoicing
A final voiced consonant in a word is replaced by a voiceless consonant.
“Red” is pronounced as “ret”
“Bag” is pronounced as “bak”
/d/ has been replaced by /t/ and /g/ has been replaced by /k/.
Should be gone by 3;0
Final consonant deletion
The final consonant in the word is omitted.
“Comb” is pronounced as “co”
“Bath” is pronounced as “ba”
In these examples, /m/ is omitted (or deleted) from “home” and /t/ is omitted from “cat”.
Should be gone by 3;3 years of age
What is the difference between word-final devoicing and final consonant deletion?
In word-final devoicing the final consonant is just replaced by a voiceless consonant, whereas with final consonant deletion the final consonant is totally omitted.
Velar fronting
A velar consonant, that is a sound that is normally made with the middle of the tongue in contact with the palate towards the back of the mouth, is replaced with consonant produced at the front of the mouth.
“Kiss” is pronounced as “tiss”
“Give” is pronounced as “div”
Hence /k/ is replaced by /t/, /g/ is replaced by /d/.
Should be gone by age 3;6
Palatal fronting
The fricative consonants ‘sh’ and ‘zh’ are replaced by fricatives that are made further forward on the palate, towards the front teeth.
“Shoe” is pronounced as “soe” (sue)
‘sh’ is replaced by /s/
Should be gone by age 3;6
Consonant harmony
The pronunciation of the whole word is influenced by the presence of a particular sound in the word.
“Soap” is pronounced as “pope”
“Doggy” is pronounced as “goggy”
the /g/ in “dog” causes /d/ to be replaced by /g/.
Should be gone by age 3;9
Weak syllable deletion
Syllables are either stressed or unstressed. In this phonological process, weak syllables are omitted when the child says the word.
“Telephone” is pronounced as “teffone”
In “telephone” the second syllable is “weak” or unstressed.
Should be gone by age 4;0
Cluster reduction
Consonant clusters occur when two or three consonants occur in a sequence in a word. In cluster reduction part of the cluster is omitted.
“Spider” is pronounced as “pider”
“Ant” is pronounced as “at”
In these examples /s/ has been deleted form “spider” and /n/ from “ant”.
Should be gone by age 4;0
Stopping
A fricative consonant (/f/ /v/ /s/ /z/, “sh”, “zh”, “th”), or an affricate consonant (‘ch’ or /j/) is replaced by a stop consonant (/p/ /b/ /t/ /d/ /k/ or /g/).
“Funny” is pronounced as “punny”
“Jump” is pronounced as “dump”
In these examples, /f/ in “funny” is replaced by /p/, and ‘j’ in “jump” is replaced by /d/.
Stopping of specific sounds disappears at different ages – bottom line no stopping should occur after 5;0
Epenthesis
Addition of sounds in words
“fambily” for “family”
“puhlay” for “play”
Should be gone by 4 years of age
Metathesis
The order of the sound segments in word is reversed
“aminal” for “animal”
“flutterby” for “butterfly”
Should be gone by 4 years of age
Gliding of liquids
The liquid consonants /l/ and /r/ are replaced by /w/ or ‘y’.
“Real” is pronounced as “weal”
“Leg” is pronounced as “yeg”
In these examples, /r/ in “real” is replaced by /w/, and /l/ in “leg” is replaced by ‘y’.
Should be gone by age 5;0
What type of phonological errors are considered “red flags”, or indicators of disordered phonology since they aren’t displayed in typically developing children?
Idiosyncratic processes
Glottal Replacement
Substitution of a glottal stop for another consonant
Replacing the “t” sound in the word “bottle” with a glottal stop
Backing
Substitution of velar stops for consonants that are usually produced further back in the mouth.
“time” pronounced as “kime” “zoom” pronounced as “goom”
Initial Consonant Deletion
When a single consonant at the beginning of a word is omitted it is called initial consonant deletion.
“cut” pronounced as “ut” “game” pronounced as “aim”
Stops Replacing Glides
Substitution of a stop for a glide
“yes” pronounced as “des” “wait” pronounced as “bait”
Fricative Replacing Stops
Substitution of a fricative for a stop
“sit” pronounced as “sis” “doll” pronounced as “zoll”
What are the ways we assess phonology?
Oral facial examination
The contrastive assessment
the phonetic and phonological matches and mismatches, and hence the communicative potential of the output phonology
The developmental assessment
the developmental status of the child’s output phonology
Speech language sampling
What are the characteristics of phonemic therapy?
Characterized by conceptual, rather than motoric activities
Designed to nurture the child’s system rather than simply to teach new sounds
Stoel-Gammon and Dunn (1985, p. 168)
Main goal = Increase awareness of sound differences to allow for accurate representation
What was phonemic therapy designed to do?
Designed to nurture the child’s system rather than simply to teach new sounds
What is the main goal of phonemic therapy?
Increase awareness of sound differences to allow for accurate representation
Three underlying principles of phonemic therapy
- Phonological contrasts –
focus on function; teach how different sounds result in different meaning. - Focus on patterns –
rather than individual sounds. - Naturalistic context –
usually work with real words in meaningful contexts.
Guidelines for selection of target processes
- Choose processes that are crucial for the child, i.e., those that draw considerable attention to the child’s speech
- Choose early processes
- Choose processes that interact, i.e., involve more than one syntactic rule (e.g., stopping of fricatives in final word position, impacts plurals, possessives)
Phonological Therapy: Minimal Pairs
Present a pair of words to the child that addresses the incorrect sound pattern and enables the child to first discriminate, and later produce, the differences between sound patterns
If the child is omitting sounds in blends, a pair might be “Kate”/”skate” or “cool”/”school”.
If velar fronting is the problem, then a pair of words might be “tar”/”car” or “tan”/”can”.
- Focus on Contrasts: Minimal Pairs
Most phonemic approaches use minimal word pairs (differ on a single phoneme).
Create a contrast to show the child how differences in sound create differences in meaning (show function).
See word list on following slide for examples
Usually work at word level or higher.
Hodson’s cycle’s or cycling approach
Auditory bombardment is used on a specific process for a period of time, then move onto the next process, and so on.
Once through all of the processes that need remediating, the cycles are repeated again and again.
PACT (phonological therapy program)
Parent and child together
Auditory bombardment is used on a specific process for a period of time, then move onto the next process, and so on.
Once through all of the processes that need remediating, the cycles are repeated again and again.
(Same as Hodson’s cycle’s, but with parent as integral component)
