Speech and Language Development Flashcards
Speech:
the actual sounds of spoken language that are generated by rapid, precise and coordinated sequences of movements
Speech includes:
- articulation
- voice
- fluency
Articulation:
how we make speech sounds using the mouth, lips, tongue
Voice:
how we use our vocal folds and breath to make sounds (can be loud or soft, or high or low pitched)
Fluency:
the rhythm of our speech
Language:
- socially shared code
- uses a rule-governed system of arbitrary symbols/signs/gestures to represent ideas/thoughts/views
What does it mean when language is socially shared?
if what you are saying has no meaning, it is not language
Language includes:
- what words mean
- how to make new words
- how to put words together
- what we should say at different times
Communication:
the process of exchanging information, ideas, and feelings between people
Communication includes:
- speech
- language
- gestures, facial expressions, body language
- intonation, rate, pauses, loudness (to convey attitude/emotion)
Without a listener, it is not ______.
communication
Do you need language for communication?
no
Do you need speech for communication?
no
Frontal lobe is responsible for _____ production (_____ area).
- speech
- Broca’s
Frontal lobe responsibilities:
- planning
- organizing
- problem-solving
- decision-making
- reasoning (executive functions)
Parietal lobe responsibilities:
integrates sensory information (taste, smell, touch, vision, hearing, temperature, pain, and memory)
Occipital lobe responsibilities:
vision
Temporal lobe responsibilities:
- understanding language (Wernicke’s area)
- memory and learning
- hearing
3 types of speech and language disorders:
- receptive language disorder
- expressive language disorder
- speech disorder
_____, _____ and _____ are not the same thing, but are highly interconnected in _____.
- speech
- language
- communication
- development
Speech-language pathologist (SLP) specialize in…
disorders of communication and swallowing
SLPs require…
- a master’s degree
- training in neuroanatomy, genetics, human and language development, linguistics, psychology, acoustics etc.
What do SLPs do?
- screen, assess, identify and treat disorders of communication and swallowing
- work with individuals of all ages (babies to elderly)
Disorders of communication and swallowing:
- speech sound production
- voice and resonance
- language comprehension and expression
- pre-literacy and literacy skills
- cognitive communication
Where do SLPs work?
- hospitals
- clinics
- schools
- rehabilitation centres
- nursing homes
- early intervention programs
- universities
- colleges
- research centres
- private practices
Speech development is the coordination of movement across ___ muscle groups in ___ systems.
- 100
- 4
Respiratory is ____ source.
power
Laryngeal is _____ source.
sound
Velo-pharyngeal & articulatoy is for _____.
shaping
Easiest sounds:
- vowels and consonants
- happen at the front of the mouth
Hardest sounds:
- sounds at the back of the mouth (k, g)
- long sounds (s, z)
- harder to coordinate
- take longer to develop
DIVA model stands for:
Directions Into Velocities of Articulations
DIVA model:
computational neural network model of speech motor skill acquisition and speech production
DIVA model is based on…
neuroimaging studies of speech production
DIVA model can account for….
a number of long-studied speech phenomena
In computer simulations, the DIVA model….
learns to control the movements of a computer-simulated vocal tract in order to produce speech sounds
Look at DIVA model chart…..
.
By age 3, consistent production of what sounds?
early 8 sounds: m, n, p, b, d, w, y, h
By age 5.5, consistent production of what sounds?
mid 8 sounds: ng, t, k, g, f, v, ch, j
By age 7.5, consistent production of what sounds?
late 8 sounds: th, TH, s, z, sh, zh, l, r
Receptive language disorder:
trouble understanding
Expressive language disorder:
- difficulty using language
- hard to put sentences together, in right order
Speech disorder:
- difficulty with voice, moving mouth
- difficulty with fluency
- stuttering
Intelligibility refers to…
how well you are able to be understood
Intelligibility for 1.5 years:
- familiar listeners: up to 25%
- unfamiliar listeners: up to 25%
Intelligibility for 2 years:
- familiar listeners: 50-75%
- unfamiliar listeners: up to 50%
Intelligibility for 3 years:
- familiar listeners: 75-100%
- unfamiliar listeners: up to 75%
Intelligibility for 4 years:
unfamiliar listeners: 100%
Articulation disorder:
not being able to say a sound
Phonological disorder:
not knowing how sounds go together
** look at charts for disorders.
.
Nature:
- innate
- emphasize biology, but believe some aspect is experiential
Nurture:
- experiential
- emphasize experience, but believe some aspect is built in
In general, there is a ______ sequence of language acquisition, but the single most characteristic quality of this period of development is ______.
- predictable
- variability
Birth to 1 year receptive:
- recognizes words for common items like “cup”
- begins to respond to requests (eg. come here)
Birth to 1 year expressive:
- tries to talk by cooing or babbling
- uses gestures to communicate (waving)
- has one or two words (hi, mama) around first birthday
3 types of babbling:
- pre-babbling
- reduplicated babbling
- variegated babbling
Pre-babbling:
- CV/VC
- eg. pa, da, or mi
Reduplicated babbling:
- duplicated CV’s
- eg. pa pa pa
Variegated babbling:
- mixed combinations of C’s and V’s
- eg. pa da mi do
1-2 years receptive:
- follows simple commands
- understands simple questions
1-2 years expressive:
- says more words every month
- uses some 1 or 2 word questions (what’s that)
- puts 2 words together (more cookie)
2-3 years receptive:
- understands opposites (go-stop) and some concepts (in, on, under)
- responds to such commands as “show me your toes”
2-3 years expressive:
- uses 2-3 words to talk about and ask for things
- answers simple questions
3-4 years receptive:
- follows 2+ step directions
- answers simple who what where and why questions
3-4 years expressive:
- uses sentences with 4 or more words often
- asks many questions
4-5 years receptive:
follows 3 step directions
4-5 years expressive:
- uses sentences that give details
- uses the same grammar as the rest of the family
Simple:
learning speech and language
Complex:
speech and language for learning
Treatment:
- zone of proximal development
- practice language in context
- principles of motor learning still apply
Common mistakes in children:
- logical missteps (plurals and irregular verbs)
- mispronouncing words
- using incorrect letter sounds
- having difficulty saying certain letter sounds
Red flags:
- little or no eye contact
- no babbling at 12 months
- no gesturing by 12 months
- no single words by 2 years and less than 50 words at age 2
- not combining words at age 2
- not combining 3-4 words at age 3
- unintelligible speech at 3 years
- simplified grammar at 3.5 years
- difficulty formulating ideas and using vocabulary at 4 years
- language not used communicatively
- any loss of any language or social skills at any age
Children develop at their ____ _____. It is _____ but highly _____.
- own rate
- predictable
- variable
2 contextual factors:
- environmental factors
- personal factors
Why engineer the environment for success?
- poor comprehension (receptive language) interferes with appropriate behaviour
- children often don’t ask for clarification (especially if language is delayed)
- limited expressive language abilities lead to frustration and acting out
General tips for environmental facilitators:
- wait for attention before talking
- minimize distractions
- explain expectations clearly
- simple, clear directions
- slow down, and emphasize
- minimize number of requests
Environmental facilitators: explain expectations clearly:
- use catchy sayings
- some kids may require teaching of what listening looks like
Environmental facilitators: be consistent:
- within and between sessions: across environments
- across adults
- across children
Environmental facilitators: check for understanding:
- don’t say did you understand
- ask the child to restate request or expectation
Environmental facilitators: visual supports:
- pictures, signs, gestures, charts
- enhance comprehension
- pair verbal with visual to make more concrete
Why use visual timers for environmental facilitation?
- time is a challenging concept for young children
- help make concrete how much time is left
Environmental facilitators: model:
- adult and peer models
- strategically select which child goes first
Environmental barriers:
- confusion/unclear expectations
- yes/no questions
- no vs yes + when/where
Ask a yes/no question = what kind of answer?
yes/no
Why should you use yes + when/where instead of no?
- often kids can’t hear anything beyond “no” wen they make a request
- they get stuck in frustration/disappointment
Learning 2 languages ….
does not put you at risk for developing a language disorder
Children with language disorders and bilingualism:
still encouraged to continue learning both languages
Bilingualism: parents should not…
be discouraged from speaking their native language to their children
If a child is having a hard time understanding you, consider…
they might not be able to hear you
EDHI:
- Early Hearing and Detection Intervention
- universal hearing screenings for all newborns
