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SLP 2b > Speech > Flashcards

Speech Flashcards

1
Q

Discuss the theories of psycholinguistics and sociolinguistics

A

Psycho- early cognitive intention is required before development of intentional communication
Socio- language is only acquired if the child has a reason to communicate

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2
Q

What are the 5 levels of communicative functioning

A

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)

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3
Q

What pre verbal assessments are there

A

Early communication assessment (1988)

Affective Communication Assessment (1985)

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4
Q

What intervention can you do to develop interaction?

A

Intensive interaction

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5
Q

What intervention can you do to develop comprehension with pre verbal children

A

Visual supports- timetables etc

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6
Q

What intervention can you do to develop expression with pre verbal children

A

Like/dislike, choices, AAC

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7
Q

What are the benefits of intensive interaction

A

Teaches to tolerate proximity
adults can be fun
Turn taking
Improves social responsiveness

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8
Q

What is TAC PAC

A

Sensory communication resource

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9
Q

What are the 4 separate SSD groups according to Dodd

A

Articulation disorder
Phonological delay
Inconsistent phonological disorder
Consistent phonological disorder

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10
Q

What is an articulation disorder

A

Impaired ability to pronounce specific phonemes
Always produces same substitutions/ distortions
Can be organically caused (rare) eg Dysarthria

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11
Q

What is phonological delay

A

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

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12
Q

What is a consistent phonological disorder

A

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

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13
Q

How would children with consistent phonological disorder preform

A 
Poor on- 
- phonological awareness 
- meta linguistic skills
- literacy tasks 
Norm on- 
- Oro motor skills
- speech planning
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14
Q

What is inconsistent phonological disorder

A

Non developmental errors
At least 40% variability in phonological system
Multiple error forms for same lexical item observed (correct/ incorrect realisation on same sound)

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15
Q

What is the prevalence of childhood apraxia of speech

A

Less than 1% of referrals

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16
Q

Name some idiosyncratic rules

A 
Favourite sound 
Initial consonant deletion 
Medial consonant deletion 
Backing 
De nasalisation 
Devoicing stops
Final vowel addition
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17
Q

What is the difference between independent analysis and relational analysis

A

Independent- view of child’s system without comparing to adult phonology
Relational- viewed in relation to idealised version of adult system eg %consonants correct

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18
Q

What are the expectations of intelligibility in children ages 1-4

A

1- 25%
2-50%
3-75%
4-100%

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19
Q

Discuss the severity scale for SSD

A 
(%consonants correct)
85> mild 
65-85 - mild moderate 
50-65 moderate severe
<50 severe SSD
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20
Q

Name an assessment for inconsistent speech

A

DEAP

40%> inconsistency score =inconsistent phonological disorder

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21
Q

Evidence for effectiveness of minimal pairs

A

Elbert (1991) - 3-5 minimal pairs was enough to show generalisation to other words containing the sound

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22
Q

How many selection criteria are there for which sounds to target

A

16

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23
Q

Describe selection criteria: developmental sequence

A

Logical assumption that earlier developing sounds easier to learn
Mirrors typical development
No evidence base

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24
Q

Describe selection criteria: socially important

A

Personal significance- eg sound in name

Avoids embarrassment

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25
Q

Describe selection criteria: stimulable phonemes

A

Developmental readiness
Ease of learning
Ease of teaching
Early success (motivating)

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26
Q

Describe selection criteria: minimal meaningful feature contrasts

A 
Minimal pairs 
Maximally opposed (P,M,V)
Minimally opposed (only one feature)
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27
Q

Describe selection criteria: unfamiliar words

A

Premise that error patterns won’t be habituated

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28
Q

Describe selection criteria: inconsistently errored sounds

A

Targets that children say correctly some of the time

Some knowledge of target= easier to teach

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29
Q

Describe selection criteria: most deviant from typical development

A

Sound ‘odd’ even to untrained ear

Eg initial consonant deletion, backing

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30
Q

Describe selection criteria: later developing sound first

A

Training them will result in greater system wide change

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31
Q

Describe selection criteria: marked consonants first

A

Target one sound to get another

Eg target fricatives and get both fricatives and stops

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32
Q

Describe selection criteria: non stimulable sounds first

A

Aim to make the sounds stimulable

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33
Q

Describe selection criteria: maximal meaningful feature contrasts

A

Eg Bun-Sun (PMV)
Fat- gnat (PMV and major class)
Major class = obstruent vs Sonorant or consonant vs vowel etc

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34
Q

Describe selection criteria: systemic function of phonemes

A

Phonological reconstruction of the sound system

Targets- non stimulable, later developing, complex sound s

35
Q

Describe selection criteria: sonority sequencing principle

A

Vowel =0…

Up to Voiceless stop =7

36
Q

Describe selection criteria: least phonological knowledge

A

Suggestion that lesser known sounds are easier to learn
Supported by Gierut (2001)
Mixed views

37
Q

Describe selection criteria: lexical properties

A

Important in selecting treatment words
High frequency
Low neighbourhood density (1 sound substitution)

38
Q

What is the aim of phonological contrast intervention and who is it suitable for

A

Decrease phonological processes and phoneme collapse
Increase phonological contrasts and child’s own awareness of speech
Suitable for phonological delay and consistent phonological disorder

39
Q

What is auditory input therapy

A

Involve parents/ carers
Listening to sound targets
Child not required to say anything

40
Q

What intervention is appropriate for inconsistent speech disorder

A

Core vocab drilling

50 words targeted

41
Q

What is articulation therapy

A

Imitation
Shaping
Phonetic placement

42
Q

What skills are involved in phonological awareness

A 
Rhyme 
Segmentation 
Blending
Manipulation 
Understanding sound structure of words 
Develops into understanding relationship between oral and written language
43
Q

How does phonological awareness naturally develop

A

Larger units (syllables, rhyme) develop first. Smaller units (phonemes) develop later

44
Q

According to Hesketh (2015) at what ages do children achieve syllable awareness and rhyme

A

Syllable awareness- 4

Rhyme developed- 5

45
Q

At what age do children show awareness of single consonants

A

5 years
Can identify sun starts with /s/
Some success with i spy

46
Q

when does phoneme segmentation occur

A

Rees (2001) suggest children must be introduced to the written word first to realise the sounds can be represented by letters

47
Q

Name some assessments for phonological awareness

A

Phonological abilities test (PAT) 1997
PIPA (2000)
Subsection of CELF

48
Q

Why does working on phonological awareness help children

A

Believed that it will change speech and benefit literacy

Gillon (2000) suggests positive evidence that PA programme increases phoneme awareness and speech production.

49
Q

What is a good indicator of reading success, and what is not an indicator

A

Good indicator- being able to segment orally

Not an indicator- being good at rhyme

50
Q

What is a psycholinguistic model?

A

An approach which considers speech difficulties as being a breakdown in input, stored linguistic knowledge or output level

51
Q

Name the input stages of stack house and wells and describe them

A

-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)

52
Q

Name the lexical representation stages of stackhouse and wells and describe them

A 
-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)
53
Q

What are the output stages of the stackhouse and wells model and describe them

A

-Motor programming
(Ability to create unfamiliar motor programmes)
- motor planning
(Phonemes arranged into correct sequence)
- motor execution
(Production In vocal tract)

54
Q

Name some features of DVD

A

Asha (2007) inconsistent errors
Lengthened transitions
Inappropriate prosody
Bowen (2014) articulating stuggles (groping)
Transpositional substitutions (pots for spots)

55
Q

DVD characteristics from case history

A 
Little vocal play 
Delayed language 
Family history of DVD
Gross/fine motor incoordination 
Little imitation
56
Q

DVD characteristics gathered from Ax

A 
Vowel errors 
Inconsistency 
Voicing errors
Omissions
Difficulty sequencing 
High number of errors
Difficulty with complex articulations
57
Q

What should further assessment of DVD investigate

A 
Word finding difficulties 
Slow DDK rates
Receptive- expressive gap 
Difficulties with long instructions 
Prolongation 
Poor self monitoring
58
Q

What 3 things could cause DVD

A

The phonological plan
Assembly of Phonetic programme
Implementation of motor speech programme

59
Q

Describe the phonological plan in DVD

A 
Phonemes are selected and sequenced 
Plan can be under specified or incorrect =
- inconsistent production 
- phonotactic errors
- phoneme sequence errors
60
Q

What is the assembly of phonetic programme in DVD

A

Plan translated into motor programme
If difficulty accessing stored programme
- groping behaviour
- difference in voluntary and involuntary tasks
- difficulty assembling new phonetic programme

61
Q

What is implementation of motor speech programme in DVD

A

Affected by poor oro motor abilities

=Voicing errors, phonetic variability

62
Q

What is oral dyspraxia

A

Difficulty coordinating articulators in non speech activities eg sticking tongue out

63
Q

Ax for DVD

A 
Nuffield Dyspraxia 
(3-7 yrs)
- assesses words of increasing phonotactic complexity
-vowels sampled systematically 
- evaluation of oro motor skills, DDK

Motor speech examination worksheet

64
Q

Intervention for DVD

A

Work on sound combinations eg CVC, VC
Repetitive production
Reduced rate and self monitoring
Sign to facilitate

65
Q

What are the aims of Nuffield programme

A
  • build motor programmes for speech
  • oro motor work to facilitate speech
  • establish and reinforce phonological contrasts
  • extend skills to sentence level and connected speech
66
Q

What is ReST

A

Rapid Syllable Transition Treatment
Evidence based
Aims to improve accuracy of speech
Repetitive drilling

67
Q

What is VPI

A

Velopharyngeal incompetence

Inadequate structure and function of the velopharyngeal sphincter

68
Q

What causes VPI

A

Structural inadequacy or reduced mobility of soft palate causing incomplete closure

69
Q

Reasons behind VPI

A 
Cleft palates 
Fistulae 
Short palate
Deep nasopharynx 
Enlarged tonsils
70
Q

How is VPI diagnosed

A

Nasoendoscopy

Videofluoroscopy

71
Q

What are the two forms of disorders of resonance and name their subsections

A
  1. Disturbance of tone
    (Hypernasality, hyponasality, mixed nasality)
  2. Disturbance of airflow
    (Nasal emission, nasal turbulence, nasal facial grimace)
72
Q

Describe the features of hypernasality

A

Primary feature associated with VPI
Increased nasal resonance
Fistulae/ residual cleft palate common cause
Loss of oral pressure

73
Q

Describe the features of hyponasality

A

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

74
Q

Describe the features of mixed nasality

A

Hyper and hypo co occurring

Caused by VPI and increased nasal resistance

75
Q

Describe the features of nasal emission/ escape

A

Nasal airflow with/ instead of oral airflow
When airflow is nasal but should be oral =nasal emission
Mostly heard on voiceless consonants

76
Q

Describe the features of nasal turbulence

A 
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/
77
Q

Describe the features of nasal facial grimace

A

May be an attempt to inhibit nasality
Restriction of facial muscles
Could be indicator of VPI

78
Q

Name some speech features of children with cleft speech

A

Lack of plosives
Dominance of glottal and pharyngeal articulations
Inadequate intraoral mechanism

79
Q

Name some placement errors in cleft speech

A

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

80
Q

Name some manner errors in cleft speech

A

Weak articulation
(Reduced intraoral pressure)
Nasalisation of consonants
Nasal emission and turbulence

81
Q

Describe active vs passive processes in cleft speech

A

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/

82
Q

How to identify if clients speech is passive or active

A

If holding nose:
Facilitates production of consonant= passive
Inhibits consonant production =active

83
Q

Ax for Cleft speech

A

Great Ormond Street Speech Ax

84
Q

What therapy is provided for cleft speech

A

Eliciting consonants
Drills (Nuffield can be used)
Phonological therapy

SLP 2b (2 decks)

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