Phonology Acoustics Flashcards
Phonetics
study of the production of sounds.(how sounds are made)
example: sing produced with a lateral lisp
Phonology
the study of a sound system of a language and addresses the question of how sounds are used rather than how sounds are made.
example: “sing” produced as “thing”
Allophones
Sounds that do not function to contrast meaning
Vowels are produced with a relatively ____________ tract
open
There are two subtypes of vowels
simple vowels and diphthongs.
Diphthongs
vowels that change sound quality within the same syllable
Formant Frequencies
- F1 – height
* F2- advancement
Skills infants may be born with:
Perceptual Constancy
segmentation
VOT
time between the release of the stop & the beginning of vocal fold vibration.
Phonological Awareness
Is the ability to i.d. discrete linguistic units that comprise the speech signal
Phonological awareness occurs on a continuum
shallow to deep
Awareness of Phonemes
ability to sequentially isolate all the individual sounds in a syllable or word
Disordered or Deviant
phonological patterns that are different from the types of patterns observed in normal phonological development at various ages.
Awareness of Syllables
Patterns of Phonological Awareness at Syllable Level
Delayed
persistence of normal mispronunciations or phonological processes
beyond the ages that the typical child would be using them. Phonological system is similar to that of a normal younger child
Characteristics of the Infant
- -Vocal Tract (VT) shorter
- Pharyngeal cavity is shorter
- Tongue mass is more forward in oral cavity
- Oropharyngeal channel has a gradual bend not a rght angle
- Larynx is high
- Close approximation of velopharynx & epiglottis
- Relative position of articulators is different
- Neuromotor control is different
Early Stages of Production Reflexive vocalizations Ollers Stages
Phonation 0-1 month Goo-Cooing 2-3 months Expansion – 4-6 months Canonical Babbling – 7-10 months Variegated Babbling – 9 -12 months Transitional Period – 9-18 months
Stages of Prelinguistic & Phonological Development:
I. Birth – 1 y/o
Prelinguistic vocalization & perception
Stages of Prelinguistic & Phonological Development:
II. 1-1.6 y/o
Phonology of first 50 words (transitions period)
Stages of Prelinguistic & Phonological Development:
III. 1.6 – 4.0
Phonology of simple morphemes
Stages of Prelinguistic & Phonological Development:
IV. 4.0-7.0 –
Completion of phonetic inventory
Stages of Prelinguistic & Phonological Development:
V. 7.0 – 12.0
Morphonemic development
Stages of Prelinguistic & Phonological Development:
VI 12.0- 16.0
Spelling is mastered
Why use formal artic and phonology tests?
- Easy to give and score
- Minimal time expenditure
- Provides a list of quantifiable incorrect sound -productions
- Provides standardized scores
standardized scores do what?
- Compare client’s performance to norms
- Document need for tx
- Document change over time
Common Tests
- CAAP
- HAAP
- GFTA
- Khan Lewis
- BBTOP
INdependent analysis
describe production independently from adult
Relational analysis
describe correspondence of child
Intelligibility
85-100-mild
65-85-mild/moderate
50-650 moderate/severe
Less than 50-severe
PMLU
one point for each segment and 1 point for each additional correct consonant
Basic Principles of Remediation Stages of Treatment
Establishment
Generalization
Maintenance
Establishment
-production of target behavior on demand
Generalization
target behavior being moved to other contexts
Maintenance
-final stage, stabilization and retention of behaviors
Subtypes of speech sound disorders in children
- SSD-Artic
- SS-Motor
a. CAS
b. Dysarthria - SSD Phonological: cognitive-linguistic
a. Speech only
b. Speech and language
Research shows that sounds that are easily imitated are _________________________ OR improve _________________________ remediation.
more likely to rapidly improve during remediation
by themselves without
Research shows that once a child can imitate a sound, _____________to other contexts occurs rapidly.
generalization of that sound
Focus of Linguistic-Based Approaches to Intervention
- Phonological errors viewed as lack of feature contrasts
- Reorganize child’s phonological system
- Target selection based on non stimulable sounds
- Phonological processes for which client is stimulable
Motor/Phonetic Based Approaches
- Teaching sounds
- Traditional Approach: Charles Van Riper
- Context Utilization Approaches:
- Core Vocabulary Approach
Traditional Approach: Charles Van Riper
a. Auditory/ Sensory-Perceptual Training
b. Phonetic Placement
c. Shaping
Teaching sounds
a. Establishment
b. Stabilization/facilitation of generalization
c. Maintenance
Context Utilization Approaches:
a. Facilitating context
b. Key words
Roles of Clinician
Characterization
Reorganization
Prediction
Monitoring
Reorganization
Vertical training
Horizontally Structured Tx-
Cyclically
Vertical training
One or two goals/targets are trained to some predetermined performance criterion before proceeding on to a new target.
Horizontally Structured Tx
Multiple related goals/ targets trained simultaneously in each session or alternating sessions, usually representative of an error pattern or relationship among target productions.
Cyclically
Multiple patterns targeted, and worked on sequentially for a predetermined period of time, such as one week.
Transfer
when linguistic structure of one language is temporarily seen in the other language
Acceleration
-A linguistic property emerges earlier in one language for bilingual child compared to monolingual child.
Declaration
Burden of two languages slows overall acquisition or acquisition of a specific structure in both languages.