Speech disorders - exam 1 Flashcards
Articulation disorder
Purely physical - just can’t produce the sound.
Only a few sounds affected.
No patterns, fairly intelligible.
Phonological disorder
Multiple sound errors
Highly unintelligible with patterns of errors.
Due to underlying problem of phonological knowledge.
Macrae and Tyler 2014: children with SSD and LI had more _________ of sounds than children with just SSD.
Omissions
Omissions
Leave out sounds
Ex: “book” becomes “ook” or “boo”
Macrae and Tyler 2014: _________ are more predictive of language/reading problems than sound ___________
Omissions, distortions
Distortions
The sounds don’t sound quite right.
Phonetics
Study of physical, physiological, and acoustic variables associated with speech sound production
Clinical/Applied phonetics
Practical application of knowledge
Morphophonemics
Sound alterations that result from the modification of free morphemes
Morphophonemic rule: if a noun ends in a voiced sound, use plural allomorph /__/
/z/
Tails, bags, pins
If a noun ends in a voiceless sound, use plural allomorph /__/
/s/
Tarts, cops, lakes
If a word ends in a voiceless sound, the past tense is pronounced /__/; if a word ends in a voiced sound, the past tense is pronounced /__/
/t/, /d/
Juncture
Brief pauses that make grammatical or semantic distinctions
M O O S E
Move your lips Open your mouth Over exaggerate Slow down Enunciate every word
Intonation
Changes in pitch contours
Syllabics
Form the nucleus of a syllable /r,l,m,n/
Consonants
Produced by narrowing or closing of the vocal tract
Vowels
Produced with an open vocal tract
-pure vowels and diphthongs
Phonemic Diphthongs
If you reduce them to pure vowels, the meaning changes (ex: pipe, pop)
Virgules
Slashes for phonemic transcription
Brackets for phonetic transcription
Actual production of the sound by the speaker
Narrow transcription
Gives diacritic markers
Phonological processes/patterns
Simplifications of adult sound productions that affect entire classes of sounds
Substitution Patterns
One class of sounds is substituted for another class of sound:
- Velar fronting
- Stopping
- Vocalization
- Deaffrication
- Liquid gliding
- Depalatization
- Backing
Assimilation patterns
One sound changes to resemble another
Syllable structure patterns
Modify the syllabic structure of words
- Weak/unstressed deletion
- Epenthesis (schwa insertion between consonants)
- Reduplication (complete repetition; “mama”)
- Diminutization (adding /i/ at the end; “doggy”)
- Initial consonant deletion
- Final consonant deletion (more common)
- Cluster reduction (total and partial)
Speech sound disorder
Problems in correctly producing speech sounds.
Umbrella term for phonological disorder and articulation disorder.
When we gather case histories, ALWAYS ask about _______ ________
Feeding problems
Owens et al. 2015 says that ______ helps children become accustomed to air flow across vocal folds. However, _________ ______ are much more important in speech development.
Crying
Noncrying sounds
Infraphonological stage 1
Phonation
Birth - 2 mos.
fussing, sneezing, coughing
Infraphonological phase 2
Primitive articulation
1-4 mos.
goo and coo
Infraphonological phase 3
Expansion
3-8 mos.
Vocal play
Infraphonological phase 4
Cannonical babbling
5-10 mos.
reduplicated and variegated babbling
Jargon v. Gibberish
Jargon: meaningful
Gibberish: nonmeaningful
Protowords
Link between babbling and adult like speech. Consistently produced under specific stimulus conditions.
Consonants by 3 years
p,b,m,T,g,d,n,f,k,w,h,ng
Consonants by 5-7 years
j,shh,chuh,l,s,R,v,z,th(v/vl)
Intelligibility
- 19-24 mos.
- 2-3 years
- 4-5 years
- 5+ years
19-24 mos. 25-50%
2-3 years 50-75%
4-5 years 75-90%
5+ years 90-100%
Processes disappearing by 3 years
FCD Reduplicated Unstressed syllable deletion Velar fronting Diminutization Consonant assimilation
Processes persisting after 3 years
Vocalization Final devoicing Epenthesis Stopping Prevocalic voicing Cluster reduction with /s/ Gliding w/r Metathesis
