Speech Flashcards
Discuss the theories of psycholinguistics and sociolinguistics
Psycho- early cognitive intention is required before development of intentional communication
Socio- language is only acquired if the child has a reason to communicate
What are the 5 levels of communicative functioning
1- preintentional : reflexive
(Sucking, grasping, crying)
2- preintentional: reactive
(Reacts to stimuli, babbles, smiles, responds to tone of voice)
3- preintentional : pro active
(Reaches for distant object, babble conversations, adults shape interactions)
4- intentional: primitive
(Persistent behaviour until goal is obtained, intention to communicate inferred)
5- intentional: conventional
(Communicates through gesture, vocalisations, early words, requesting, protesting)
What pre verbal assessments are there
Early communication assessment (1988)
Affective Communication Assessment (1985)
What intervention can you do to develop interaction?
Intensive interaction
What intervention can you do to develop comprehension with pre verbal children
Visual supports- timetables etc
What intervention can you do to develop expression with pre verbal children
Like/dislike, choices, AAC
What are the benefits of intensive interaction
Teaches to tolerate proximity
adults can be fun
Turn taking
Improves social responsiveness
What is TAC PAC
Sensory communication resource
What are the 4 separate SSD groups according to Dodd
Articulation disorder
Phonological delay
Inconsistent phonological disorder
Consistent phonological disorder
What is an articulation disorder
Impaired ability to pronounce specific phonemes
Always produces same substitutions/ distortions
Can be organically caused (rare) eg Dysarthria
What is phonological delay
All phonological error patterns can occur in typical development
Typical of younger children
Caused by delayed neurological maturation or lack of support for language development
What is a consistent phonological disorder
Consistent use of non developmental error patterns
Often more than one error type
If limited syllable structure used it is an indication of a disorder
How would children with consistent phonological disorder preform
Poor on- - phonological awareness - meta linguistic skills - literacy tasks Norm on- - Oro motor skills - speech planning
What is inconsistent phonological disorder
Non developmental errors
At least 40% variability in phonological system
Multiple error forms for same lexical item observed (correct/ incorrect realisation on same sound)
What is the prevalence of childhood apraxia of speech
Less than 1% of referrals
Name some idiosyncratic rules
Favourite sound Initial consonant deletion Medial consonant deletion Backing De nasalisation Devoicing stops Final vowel addition
What is the difference between independent analysis and relational analysis
Independent- view of child’s system without comparing to adult phonology
Relational- viewed in relation to idealised version of adult system eg %consonants correct
What are the expectations of intelligibility in children ages 1-4
1- 25%
2-50%
3-75%
4-100%
Discuss the severity scale for SSD
(%consonants correct) 85> mild 65-85 - mild moderate 50-65 moderate severe <50 severe SSD
Name an assessment for inconsistent speech
DEAP
40%> inconsistency score =inconsistent phonological disorder
Evidence for effectiveness of minimal pairs
Elbert (1991) - 3-5 minimal pairs was enough to show generalisation to other words containing the sound
How many selection criteria are there for which sounds to target
16
Describe selection criteria: developmental sequence
Logical assumption that earlier developing sounds easier to learn
Mirrors typical development
No evidence base
Describe selection criteria: socially important
Personal significance- eg sound in name
Avoids embarrassment
Describe selection criteria: stimulable phonemes
Developmental readiness
Ease of learning
Ease of teaching
Early success (motivating)
Describe selection criteria: minimal meaningful feature contrasts
Minimal pairs Maximally opposed (P,M,V) Minimally opposed (only one feature)
Describe selection criteria: unfamiliar words
Premise that error patterns won’t be habituated
Describe selection criteria: inconsistently errored sounds
Targets that children say correctly some of the time
Some knowledge of target= easier to teach
Describe selection criteria: most deviant from typical development
Sound ‘odd’ even to untrained ear
Eg initial consonant deletion, backing
Describe selection criteria: later developing sound first
Training them will result in greater system wide change
Describe selection criteria: marked consonants first
Target one sound to get another
Eg target fricatives and get both fricatives and stops
Describe selection criteria: non stimulable sounds first
Aim to make the sounds stimulable
Describe selection criteria: maximal meaningful feature contrasts
Eg Bun-Sun (PMV)
Fat- gnat (PMV and major class)
Major class = obstruent vs Sonorant or consonant vs vowel etc
Describe selection criteria: systemic function of phonemes
Phonological reconstruction of the sound system
Targets- non stimulable, later developing, complex sound s
Describe selection criteria: sonority sequencing principle
Vowel =0…
Up to Voiceless stop =7
Describe selection criteria: least phonological knowledge
Suggestion that lesser known sounds are easier to learn
Supported by Gierut (2001)
Mixed views
Describe selection criteria: lexical properties
Important in selecting treatment words
High frequency
Low neighbourhood density (1 sound substitution)
What is the aim of phonological contrast intervention and who is it suitable for
Decrease phonological processes and phoneme collapse
Increase phonological contrasts and child’s own awareness of speech
Suitable for phonological delay and consistent phonological disorder
What is auditory input therapy
Involve parents/ carers
Listening to sound targets
Child not required to say anything
What intervention is appropriate for inconsistent speech disorder
Core vocab drilling
50 words targeted
What is articulation therapy
Imitation
Shaping
Phonetic placement
What skills are involved in phonological awareness
Rhyme Segmentation Blending Manipulation Understanding sound structure of words Develops into understanding relationship between oral and written language
How does phonological awareness naturally develop
Larger units (syllables, rhyme) develop first. Smaller units (phonemes) develop later
According to Hesketh (2015) at what ages do children achieve syllable awareness and rhyme
Syllable awareness- 4
Rhyme developed- 5
At what age do children show awareness of single consonants
5 years
Can identify sun starts with /s/
Some success with i spy
when does phoneme segmentation occur
Rees (2001) suggest children must be introduced to the written word first to realise the sounds can be represented by letters
Name some assessments for phonological awareness
Phonological abilities test (PAT) 1997
PIPA (2000)
Subsection of CELF
Why does working on phonological awareness help children
Believed that it will change speech and benefit literacy
Gillon (2000) suggests positive evidence that PA programme increases phoneme awareness and speech production.
What is a good indicator of reading success, and what is not an indicator
Good indicator- being able to segment orally
Not an indicator- being good at rhyme
What is a psycholinguistic model?
An approach which considers speech difficulties as being a breakdown in input, stored linguistic knowledge or output level
Name the input stages of stack house and wells and describe them
-Peripheral auditory processing
(Auditory ability- not speech related)
-speech/ non speech discrimination
(Recognising speech as different from background noise)
- phonological recognition
( recognising speech belongs to native language)
- phonetic discrimination
(Recognition of exotic sounds and phonetic distinctions in unfamiliar languages)
Name the lexical representation stages of stackhouse and wells and describe them
-Phonological representation (Recognition of sequence of sounds that form a familiar word) - Semantic representation (Access to meaning of that sequence) - motor programme (The blueprint to produce the word)
What are the output stages of the stackhouse and wells model and describe them
-Motor programming
(Ability to create unfamiliar motor programmes)
- motor planning
(Phonemes arranged into correct sequence)
- motor execution
(Production In vocal tract)
Name some features of DVD
Asha (2007) inconsistent errors
Lengthened transitions
Inappropriate prosody
Bowen (2014) articulating stuggles (groping)
Transpositional substitutions (pots for spots)
DVD characteristics from case history
Little vocal play Delayed language Family history of DVD Gross/fine motor incoordination Little imitation
DVD characteristics gathered from Ax
Vowel errors Inconsistency Voicing errors Omissions Difficulty sequencing High number of errors Difficulty with complex articulations
What should further assessment of DVD investigate
Word finding difficulties Slow DDK rates Receptive- expressive gap Difficulties with long instructions Prolongation Poor self monitoring
What 3 things could cause DVD
The phonological plan
Assembly of Phonetic programme
Implementation of motor speech programme
Describe the phonological plan in DVD
Phonemes are selected and sequenced Plan can be under specified or incorrect = - inconsistent production - phonotactic errors - phoneme sequence errors
What is the assembly of phonetic programme in DVD
Plan translated into motor programme
If difficulty accessing stored programme
- groping behaviour
- difference in voluntary and involuntary tasks
- difficulty assembling new phonetic programme
What is implementation of motor speech programme in DVD
Affected by poor oro motor abilities
=Voicing errors, phonetic variability
What is oral dyspraxia
Difficulty coordinating articulators in non speech activities eg sticking tongue out
Ax for DVD
Nuffield Dyspraxia (3-7 yrs) - assesses words of increasing phonotactic complexity -vowels sampled systematically - evaluation of oro motor skills, DDK
Motor speech examination worksheet
Intervention for DVD
Work on sound combinations eg CVC, VC
Repetitive production
Reduced rate and self monitoring
Sign to facilitate
What are the aims of Nuffield programme
- build motor programmes for speech
- oro motor work to facilitate speech
- establish and reinforce phonological contrasts
- extend skills to sentence level and connected speech
What is ReST
Rapid Syllable Transition Treatment
Evidence based
Aims to improve accuracy of speech
Repetitive drilling
What is VPI
Velopharyngeal incompetence
Inadequate structure and function of the velopharyngeal sphincter
What causes VPI
Structural inadequacy or reduced mobility of soft palate causing incomplete closure
Reasons behind VPI
Cleft palates Fistulae Short palate Deep nasopharynx Enlarged tonsils
How is VPI diagnosed
Nasoendoscopy
Videofluoroscopy
What are the two forms of disorders of resonance and name their subsections
- Disturbance of tone
(Hypernasality, hyponasality, mixed nasality) - Disturbance of airflow
(Nasal emission, nasal turbulence, nasal facial grimace)
Describe the features of hypernasality
Primary feature associated with VPI
Increased nasal resonance
Fistulae/ residual cleft palate common cause
Loss of oral pressure
Describe the features of hyponasality
Insufficient nasal resonance
Partial or complete obstruction of nasal airway
Perceived mostly on /m/ /n/ /ng/
Results in oral breathing
Cause- can be enlarged adenoids
Can mask VPI- one fixed would become hypernasal
Describe the features of mixed nasality
Hyper and hypo co occurring
Caused by VPI and increased nasal resistance
Describe the features of nasal emission/ escape
Nasal airflow with/ instead of oral airflow
When airflow is nasal but should be oral =nasal emission
Mostly heard on voiceless consonants
Describe the features of nasal turbulence
Severe form of audible nasal emission Produces a nasal noise Due to restriction of nasopharynx Associated to small velopharyngeal opening Noticed on /b/ /d/ /g/
Describe the features of nasal facial grimace
May be an attempt to inhibit nasality
Restriction of facial muscles
Could be indicator of VPI
Name some speech features of children with cleft speech
Lack of plosives
Dominance of glottal and pharyngeal articulations
Inadequate intraoral mechanism
Name some placement errors in cleft speech
Imprecise tongue tip movements
Double articulations (two consonants made and released eg tk)
Backing (alveolar to velar or uvular, behind cleft)
Compensatory articulations (non English realisation eg glottalic fricatives)
Lateralisation/palatalisation
Name some manner errors in cleft speech
Weak articulation
(Reduced intraoral pressure)
Nasalisation of consonants
Nasal emission and turbulence
Describe active vs passive processes in cleft speech
Active- child actively attempts to produce phonological contrast resulting in non English sounds
Passive- result of the production of a nasal sound in same place as an oral one eg /b/ =/m/
How to identify if clients speech is passive or active
If holding nose:
Facilitates production of consonant= passive
Inhibits consonant production =active
Ax for Cleft speech
Great Ormond Street Speech Ax
What therapy is provided for cleft speech
Eliciting consonants
Drills (Nuffield can be used)
Phonological therapy
