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Speech Sound Disorders > QUIZ 1 > Flashcards

QUIZ 1 Flashcards

1
Q

communication

A

process of two or more people sharing info, including facts, thoughts, ideas and feelings (verbal and or nonverbal means)

convey info from one person to another

encoding, transmitting, decoding

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2
Q

speech

A

most widely used means of communication

expression of thoughts in spoken words (I.e. ORAL AND VERBAL COMMUNICATION/USE OF LANGUAGE)

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3
Q

speech components

A

articulation (motor production of speech sounds)

fluency (the flow of speech, rate and rhythm) ex) stuttering

voice (vocal quality, pitch, loudness, and resonance)

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4
Q

language

A

complex and dynamic system of conventional symbols that is used in various modes (ASL, speech, etc) for thought and communication

RULE GOVERNED
adds meaning to speech

5 components of lang: Form (phonology, morphology, syntax), Content (semantics), Use (pragmatics)

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5
Q

communication disorder

A

impairment in the ability to receive, (w sensory input/hearing issue) send and process and comprehend concepts(receptive issue) including verbal, nonverbal and graphic symbols systems

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6
Q

communication disorder components

A

speech
language
hearing
central auditory processing

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7
Q

speech disorder

A

used to indicate oral, verbal communication that is so deviant from the norm that it’s noticeable or interferes with communication (artic., fluency, voice)

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8
Q

language disorder

A

impaired comprehension and or use of spoken, written, and or other symbol systems

can include one or more issues of : phonology, morphology, syntax, semantics and pragmatics

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9
Q

hearing disorder

A

impaired auditory sensitivity leads to a hearing impairment (hard of hearing; deaf)

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10
Q

central auditory processing disorders

A

difficulties with information processing of auditory signals that are not the result of hearing impairment

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11
Q

articulation

A

motor production of speech
subcategory of speech

phones- the actual production (no meaning)

articulatory motor processes

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12
Q

phones

A

actual production
no meaning attached
need to combine together to combine meaning

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13
Q

phonology

A
  • study of speech sounds and how they convey meaning within a language
  • study of how phonemes are organized and function in a language

subcategory of language

phonemes- when combined with other units, distinguish meaning between words (change meaning of words –> pig vs. big)

understanding of sound systems within a language

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14
Q

phonemes

A

when combined with other units, distinguish meaning between words (change meaning of words –> pig vs. big)

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15
Q

phonotactics

A

allowed combinations of phonemes in a particular language

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16
Q

speech sound disorders

A

refers to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments including phonotactic rules

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17
Q

articulation disorder

A

atypical articulation- substitutions, omissions, additions and distortions that may interfere with intelligibility

can cause frustration

errors- may be typical (age appropriate) or atypical (non age appropriate) depending on the age

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18
Q

phonological disorder

A

impaired understanding of the phonological system of a particular language

if a child says swing, sing, ring and wing as WING- child cannot phonemic contrast to indicate differences between these words

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19
Q

are articulation and phonology mutually exclusive?

A

NO - can be intertwined and or separate issues

many children with SSD demonstrate both types of difficulties

a child may demonstrate problems with physically producing phones AND using phonemes contrastively to differentiate words

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20
Q

assessment: articulation/phonological disorder

A
  1. phonetic inventory - list of all phones produced (sounds actually produced, not the target production)
  2. phonemic inventory- list of phonemes the child used to differentiate meaning (substitutions ex) r–>w)
  3. phonotactic constraints- can they use target phonemes in all possible positions of the word
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21
Q

what characteristic of respiratory, phonatory, resonatory, and articulatory mechanisms MUST CHANGE CONSIDERABLY before regular articulatory activities begin

A

structure and function

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22
Q

newborn oral and pharyngeal cavity

A

used primarily for sucking and swallowing actions

the tongue fills the oral cavity completely leaving no space practically for the buccal area

the production of sounds under these conditions is severely restricted

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23
Q

newborn larynx

A

larynx is close to the angle between neck and chin
- restricted position of the larynx does not allow the vocal tract to effectively elongate

24
Q

anatomical changes around child’s 1st birthday

A

expansions of the laryngeal and pharyngeal cavity

changes in the form and mobility of the arytenoid cartilages (controls vocal folds), soft palate, and tongue

fine tuning and coordination of the lips, mandible, tongue and velar movements

25
Q

early perception

A

auditory experiences begin before birth (3rd trimester)

human fetuses have a clear sensitivity to melody contours in language and music

newborns prefer their mother’s voice over other voices

newborns’ cry melodies appear to be shaped by their native language

26
Q

categorical perception

A

tendency of listeners to perceive differences in speech sounds according to the classifications of their native language

sucking rate studies - 1 month old demonstrated categorical perception between /b/ and /p/

27
Q

perceptual constancy

A

ability to identify the same sounds across different speakers, pitches, and other changing environmental conditions

28
Q

phonemic contrasts

A

differentiating between phonemes (change meaning) that signal differences in word meanings

29
Q

prelinguistic stages

A
  1. reflexive crying and vegetative sounds- birth to 2 months
  2. cooing/gooing and laughter or controlled phonation 1-4 months
  3. vocal play or expansion 3-8 months
  4. basic (canonical) babbling- 5-10 months
  5. advanced forms 9-18 months; overlaps with 1st meaningful words
30
Q

canonical babbling includes what two forms of babbling?

A

reduplicated babbling and non-reduplicated babbling

31
Q

reduplicated babbling

A

similar strings of CV productions (open syllable)

slight variations in vowels

consonants remain the same from syllable to syllable

ex)gaga

32
Q

non-reduplicated babbling

A

aka variegated babbling

variation of both consonants and vowels from syllable to syllable

ex) batuh (schwa)

33
Q

stage 5- advanced forms (9-18 months)

A

jargon, echolalia, diphthongs

jargon-strings of babbled utterances that modulated mainly by intonation, rhythm, and pausing

sounds like a child is attempting sentences but without actual words

more complex syllables are produced

parents think children try to imitate what they hear

34
Q

vocoids

A

nonphonemic vowel like productions

attempt to produce vowels

35
Q

contoids

A

nonphonemic consonant-like productions

attempt to produce consonants

36
Q

later babbling period

A

open syllables -most frequent (fewer closed syllables)
V, CV, VCV, CVCV

37
Q

syllables by 24 months

A

toddlers expand their syllable structures considerably
CVC, CVCVC, CCVC,CCCVCC

38
Q

greater language growth is associated with-

A
  1. greater babble complexity
  2. increased diversity of contoid productions
39
Q

prosodic features

A

considers the stress and intonation of a language

infants go through canonical babbling phase are beginning to learn prosodic features

40
Q

first 50 words

A

12-24 months
beginning of linguistic phase

41
Q

the first 50 word stage

A

refers to the time children begin using first words up to 18-24 months

an entity of relatively stable phonetic form that is produced consistently by a child in a particular context and is recognizably related to the adult-like word form of a particular language

42
Q

vocables

A

like real words but do not carry meaning

43
Q

protowords

A

phonetically consistent forms
function as real words but not based on adult model. these are considered the link between babbling and adult-like speech

44
Q

late talkers

A
  1. at 24 months, child has less than 50 word vocab

AND OR

  1. phonetic inventory with only 4-5 consonants and limited variety of vowels
45
Q

development of vowels

A

18 months- acquisition of /a/ /u (in push)/ i, low cap I, and wedge (correct production 23-71%)

24 months- the only vowels that did not meet 70% accuracy were schwar and right hook epsilon

3 years- all vowels

46
Q

phonological processes- syllable structure processes

A

address the general tendency of young children to reduce words to basic CV structures

47
Q

phonological processes- substitution processes

A

when one speech sound is substituted for another

48
Q

phonological processes- assimilation processes

A

when one speech sound influences another

regressive assimilation

49
Q

assimilation

A

changing a phoneme so it takes on a characteristic of another sound in the word

cat to tat

50
Q

final consonant deletion

A

omitting a singleton consonant at the end of a word

cat to ca

51
Q

fronting of initial velar sounds

A

substituting a front sound for a back sound

can to tan

52
Q

cluster reduction without /s/

A

omitting one or more consonants in a sequence of consonants grape to gape (omitting gr cluster)

53
Q

depalatalization of final singles

A

substituting a nonpalatal for a palatal sound at the end of a word

dish to dit

54
Q

cluster reduction with /s/

A

omitting /s/ in the initial position of a cluster

step to tep

55
Q

gliding of initial liquids

A

substituting a /w/ or /j/ for another consonant

run to wun

56
Q

epenthesis

A

adding a sound, typically wedge, between two consonants

black to balack

Speech Sound Disorders (2 decks)

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