phonological processes

Question 1

Weak syllable deletion

Answer 1

Age 4

deletion of an unstressed syllable Banana -> nana

Question 2

Reduplication

Answer 2

Age 3

repetition of the (usually) first syllable Messy -. Meme

Question 3

Final or initial consonant deletion

Answer 3

Age 3

deletion of first or last sound in word.

initial deletion is not ommon.

h - wa, come - ome

Question 4

Cluster reduction

Answer 4

Age 5

deletion of a consonant in a cluster Splash -plash

Question 5

Cluster simplificaiton/coalesence

Answer 5

when two consonants combine into a new consonant with similar features Sp - f

Question 6

Epenthesis

Answer 6

Age 8

adding of an uh sound or similar into the word Please- pelease

Question 7

Fronting

Answer 7

Age 3.6

when the position of articulation where the sound is produced moves to the front of the mouth sch -s, tsch - ts, k-t, g-d

Question 8

Metathesis

Answer 8

swapping of two consonants in words Spaghetti- psaghetti

Question 9

Stopping of fricatives

Answer 9

3.6 fricative gets substituted with a plosive F-p V-b Th-p s-t

Question 10

Stopping of affricate

Answer 10

Tsch-t

Dj -d

Chew-tew

Jam -dam

Question 11

Deaffrication

Answer 11

Affricate consonant gets substituted with a fricative Tsch- sch Dj-j

Question 12

Gliding

Answer 12

Age 6

A liquid sound becomes a glide L, r = w,j

run=wun

leg=jeg

Question 13

Backing

Answer 13

not very common when the position of articulation where the sound is produced moves to the back of the mouth

Question 14

Diminutizatiom

Answer 14

Adding of an /i/ or /e/ at the end of a word. ‘Baby talk’ Bird -> birdy

Question 15

Migration

Answer 15

a sound moves to another position of a word

Question 16

5 categories of speech sound disorders

Answer 16

1. Phonological impairment: a cognitive-linguistic difficulty with learning the phonological system of a language. Phonological impairment is characterized by pattern-based speech errors.
2. Inconsistent speech disorder: a phonological assembly difficulty (i.e., difficulty selecting and sequencing phonemes for words) without accompanying oro- motor difficulties (Dodd, 2013, 2014). Inconsistent speech disorder is characterized by inconsistent productions of the same lexical item (word).
3. Articulation impairment: a motor speech difficulty involving the physical production (i.e., articulation) of specific speech sounds. It is characterized by speech sounds errors typically only involving the distortion of sibilants and/or rhotics (typically /s, z, ɹ, ɝ/). (This definition is narrower than some historical uses of the term.)
4. Childhood apraxia of speech (CAS): a motor speech disorder involving difficulty planning and programming movement sequences, resulting in errors in speech sound production and prosody (ASHA, 2007b).
5. Childhood dysarthria: a motor speech disorder involving difficulty with the sensorimotor control processes involved in the production of speech, typically motor programming and execution (van der Merwe, 2009).

Question 17

case history questions for patrick vine (20) with stutter

Answer 17

Where do you work/study? What do you do in your spare time? interests? ( when did the stutter start? (indicate how long he has lived with the stutter) Has he had treatment prior (to see if therapy has worked in the past and if the stutter has maybe returned?) Are there family members that have a stutter? (stuttering can be hereditary and run in families, it also could give indication if family members that stuttered managed to control the stutter with therapy) are there situations when it’s worse than others(is the stutter related to certain situations in his life) how does the stutter make you feel? does it affaect how you communicate with others? do you avoid certain situations?

Question 18

Case history questions for Patrick vine (20) with stutter

Answer 18

Where do you work/study? (activity & participation, ICF framework WHO) What do you do in your spare time? interests? (activity & participation). when did the stutter start? (indicate how long he has lived with the stutter) Has he had treatment prior (to see if therapy has worked in the past and if the stutter has maybe returned?) Are there family members that have a stutter? (stuttering can be hereditary and run in families, it also could give indication if family members that stuttered managed to control the stutter with therapy) are there situations when it’s worse than others(is the stutter related to certain situations in his life) how does the stutter make you feel? does it affect how you communicate with others? do you avoid certain situations? what would you like to achieve as an outcome of the therapy?

Question 19

types of stuttering behaviour

Answer 19

1. repeated movements: syllable repetition, incomplete syllable repetition, multi-syllable repetition 2. fixed postures: - with audible airflow, without audible airflow 3. superfluous behaviours: verbal- non-verbal based on lidcombe behavioural data language (LBDL) Packman and Onslow. to describe stuttering behaviour

Question 20

what scale/measurement is used to determine/measure adults stutter:

Answer 20

%SS syllable stuttered and SPM (syllable per minute): measured during speech SR- severity rating scale: child 0-9 adult, adolescent 0-8

Question 21

facts about stuttering

Answer 21

can be common as part of development (spurt) in younger children. if the child is preschool age it is advised that the child’s stutter will be monitored. only if the stutter becomes more severe should intervention be suggested (or if parent requests it). can be hereditary. can have a sudden onset and become worse very fast.

Question 22

Case study: Alice

Answer 22

In the first session I would start by getting mum to fill in a case history form prior to the session. we want to know how long the stutter has been presenting. when exactly it started. how alice feels about it. does it impact her interaction with others? is she even aware of it? how do the parents feel? if the parents feel strongly concerned then a immediate intervention wouldbe considered. when does Alice plan to start school? school would be a determining reason for when to start intervention as it could affect alices communication ability during class and affect her succes at school. during this case history taking i would aks alice questions to get an impression of the severity of her stutter. I would also ask if i could recod parts of the session for future analysing. I would then engage alice in playful conversation maybe talking about her favourite topic(ask her during interview) during this conversation I would use a syllable counter. using a syllable counter gives insight on the amount of stutters per syllable spoken. and can be used to measure improvement. another way to measure severity is a severity rating scale. in alices as it would go from 0-9. the severity rating is a perceptual rating that can be undertaken by the parent with the help of he clinician. a new rating would be entred on a rgular basis by the parents as they observe their childin the home setting and other interactions outside the home. the measurement can be again used to determine fi the stutter improves. during this conversation I would try to identify the type of stutter shes has based on the lidcombe behaviour data evaluation (onslow, packman). it would define if her stutter is fixed posture (with or without airflow)repetition besed (syllable or incomplete syllable repetiton or multiple syllable repetition) or if it consists of superfluous behaviours (verbal or non verbal). knwoing whihc type of stuuter she presnts with can help to decide on the correct intervention method.

Question 23

case study Melody

Answer 23

a) 2 phonological processes not appropriate for her age 1. Stopping: /s/ to /t/ e.g. scary to tarwy 2. Reduplication: mum to /mama/ b) Which SSD? Justify with examples. Melody would be considered to have a Phonological Impairment: Melody isusing many phonologicalprocesses some which are typical for her age such as gliding (‘wed’ for ‘red’ – over 5 years). Fronting /k/ to /t/ (3;6 years) as in snake to snaite and final consonant deletion (‘that’s’ to /dae/). She also uses those like noted above which have not resolved yet. Her errors appear consistent e.g. /laet/ is said the same way 3 times therefore not an Inconsistent Speech Disorder. As her errors are broader than rhotics and sibilants she would not have an Articulation Impairment. Melody’s articulation difficulties are limited to patterns of errors (not inconsistent, or across all phonemes) and so would not be considered CAS (Childhood Apraxia of Speech) or Childhood Dysarthria.

Question 24

Jackson 24, MTD diagnosed by ENT. cant reach same pitch range as he used to. voice seems to give away.

Answer 24

1. Perceptual analysis of voice. (Record it for later comparison) Using a perceptual rating system such as ‘A Sound Judgement’, GRBAS or CAPE-V while Jackson reads ‘The Rainbow Passage’ allows systematic description of voice quality, pitch and loudness to identify strengths, inconsistencies, issues and the severity of the dysphonia – and confirm it is chronic (not AdSD). Rates grade of hoarseness, roughness, breathiness, asthetic (lack of voice power) and strain (hyperfunction). 2. Stimulability testing (a diagnostic probe). SOVTE’s (semi-occluded vocal tract exercises) could be used (using lips, tongue or straw) e.g. buzzing, to probe what Jackson does habitually and what he potentially can do that could be later used in therapy. 3. Test maximum phonation time (MPT) Is an acoustic measure testing hyperfunction. Maximum phonation time (MPT) is the maximum length of time you can sustain phonation (ie, voice), on a sustained vowel, on one maximal breath. Use a stopwatch to measure this. MPT will measure Jackson’s combined phonatory and respiratory control (there should be no tremor). Average for Jackson’s age is 28 seconds. 4. maximum phonation range for another assessment. Where you ask Jackson to produce “ee” in the middle range of his voice and go up to as high as he possibly can. You than ask him to go down as low as he possibly can. This would show the highest and lowest pitch he can obtain. You can than compare this to what you would expect to see in a “normal” male adult. • Do not do voice projection techniques, as can make worse