SPEECH PROCESSING MODEL Flashcards
What is the STACKHOUSE and Wells Speech Processing Model used for? (3)
- Speech development relies on normal functioning of the speech processing model
- Child with speech difficulties have! a breakdown in speech processing at one or more of the speech processing chain
- strength in speech processing system within the model can help to target faults in either input, representational and output levels!
Each grid - called a speech process which equates to the speech processing model.
The speech processing model- Peripheral Auditory Processing
Hearing acuity - sharpness is necessary to process speech sounds
- it is the first level where breakdown can occur in the SPC
- gain info about child hearing. This is very important for the development of speech sounds and when evaluating child speech difficulties.
Speech/non speech discrimination
Recognise that what the child hears is speech vs non speech
Phonological recognition
Child to recognise that the speech signal belongs to a familiar language
- able to segment the speech signal into words and then individual phonological units.
Test: using word/non-word
Same/different judgment tasks
These tasks will tap processing at this level
Phonetic Discrimination
Required to deal with phonetic material
E.g. from an unfamiliar accent or language
Tasks
Ask a child to discriminate at a phonetic level between sounds - they substitute [welsh sound] for [s] - “did you hear a hissing sound or a slushy sound?”
But why?
What is a representation
A stored representation
Provides
Semantic
Syntactic
Phonological representation stored (information for words) in a child’s mental lexicon “ mental dictionary”
Tap into to these processes to check whether the child has the correct phonological representations stored??
Lexical representations in SPM by Stackhouse and Wells 1997
Phonological representation
Phonological representations
- part of the lexical representations
- stored along with semantic, grammatical and orthographical representations
(Grammatical - syntax and morphology)
Includes
- can the child discriminate between similar sounding words (cap as distinct to tap?)
- can the child identify the word when produced by a range of speakers
- information is like to be stored in terms of syllable, onset and rime, nucleus and coda.
How to check?
The accuracy of the child’s phonological representations can be checked using real word discrimination tasks & picture stimuli example.
Mispronunciation detection task - child sees picture (of a fish) and hears either the correct or incorrect pronunciation of that picture spoken by the tester
/is this a fish?/
Semantic Representation
Semantic
Peripheral auditory processing
Can the child hear well in order to develop their speech. This is a fundamental requirement for speech development.
How is their hearing
Any history or hearing difficulty
What are the 4 key elements for auditory perception.
Auditory perception is the way the brain identifies and understands the sound.
Auditory awareness: ability to be aware where the sound is coming from?
Auditory discrimination: ability to discriminate between sounds - i.e. human noises and animal noises. - volume, pitch, tone.
Auditory identification: can they identify their volume are they speaking loudly, can they identify phoneme? Blends? Segments and manipulate them?
Auditory comprehension:
Are they able to understand (receptive)
Process the information?
Understand narrative? Conversation? Directions? Complex information?
Ability to process and understand what they hear?
Can the child discriminate between similar sounding speech such as lots and lost
This structure is CVCC - phonotactic structure.
If the child has an impairment it will affect
Level B- can the child discriminate between speech sounds without lexical representation
Lexical representation meaning ; the way the word is stored
Bridgeman and Snowling loss/lot los/lot losts/lots
Explain how you would determine the way CAT is stored in the mental lexicon (child dictionary?)
CAT
the story:
Semantic (meaning) representation- knowing what the word cat means - so to give its semantic representation I would say furry, four legs, pet
Phonological representation- able to use both auditory (hearing) and visual cues (lip reading) to discriminate between sound from other similar sounds such as cap tat
Motor program - able to produce the word - knowing how to say the word without thinking about it - it’s stored and no longer have to rehearse the word.
Grammatical representation - able to use the word in sentences - MORPHOLOGY ‘s giving it plural. “Look there’s two cats”
Orthographic representation - able to spell cat
Writing? ( be careful of the choice of words you use) so with writing - this could mean dyspraxia. If your testing their ability to write? You mean spell.
What is a lexical representation (think lexicon)
A storage - where information about words are kept
Semantic representation Phonological representation Motor program Grammatical representation Orthographical representation SPELLING
Non word discrimination test - what does that look like and what section does it test?
- level B can the child discriminate speech spuds without lexical representation
- bridgeman and snowling 1988
Input in stackhouse and wells model (3)
What are the input stages?
The three elements of input in stackhouse and wells are
Hearing (1) how’s the child’s hearing?
Speech and non speech (2) can they discriminate between speech sounds and non speech?
Phonological recognition - can the child recognise phonological differences? Such as lots and losts?
If the child’s repetition is better than naming
What this mean
Child can repeat
Assume their hearing is good
Can discriminate between speech and non speech
And good phonological recognition (vots vs vost)
Breakdown in phonological representation
Breakdown in motor program - store of words
Breakdown between lexical representation and motor program
Explain A-L of stackhouse and wells
Do by Friday
If the child’s naming is better than repetition
Good phonological representation of the word.
( phonological representation is the mental representation of sound combinations - speakers implicit knowledge - information in the mind - how the represent)
Give example of phonological representation:
Good lexical representation of the word for example grammatical semantic and orthographic.
So if naming is better than repetition
Look into input? Input likely impaired.
How’s their hearing?
Can they discriminate between sounds they are closely related?
Phonological recognition - minimal pairs
When naming auditory skills are not required!!
What are the 5 parameters required for speech
It’s a story:
Respiration Phonation Prosody Resonance Articulation
Define the 5 parameters for speech
Respiration
- inhale nose and mouth travels down the trachea into the bronchi and then the lungs
Expiration -diaphragm relaxes - In children: may have difficulties with breathing and impacts communication.
May have difficulties using their lungs to raise their voice and be loud.
Difficulties with breathing - child may have difficulties using their voice for a long time and partake in conversation
Phonation
Vocal folds vibrating to create sound
Can the child differentiate between vivid and voiceless
For example f and v
The vocal folds vibrate when coming together
And vocal folds are apart for voiceless sounds
May need to work on voice and phonation
Articulation
Production of consonants and vowels
We use different parts of the muscles in the mouth to make different sounds
Looks at VPM.
- doesn’t look at voice so much as this is related to phonation and the vocal folds
- looks at place and manner
Place - articulators - bilabial, alveolar ridge, hard and soft palate etc
Manner - way in which the sound is formed - plosives fricative airflow
With articulation remember SODA
substitute. The child may not be able to produce the sound and substitutes it for another sound or
Omission - they may omit the sound completely
Distortion - example / phonological processor
Add sounds- epenthesis
THIS MAKES THE CHILD UNINTELLIGIBLE!!
Aim to make child intelligible!
Resonance
Look at airflow of the mouth and nose
All consonants are produce with air ejected via the mouth
The nasal sounds when air is emitted through the nose - n m ng
Hence the story RESPIRATION expire air vocal tract moves = phonation.
Think about hyponasal and hypernasal! When discussing resonance
Child can omit or produce weak sounds if structural problem - cleft palate.
Air flow is disordered or SOFT PALATE ELAVATION
Nasal air emission.
Define hyper nasality and hypo nasality
Hyper nasality occurs when too much air is emitted through the nose
Hypo nasality occurs when not enough air is emitted through the nose!
So what happens - hyper sounds like child is using nose to emit sounds (gunna) when too much sound resonates (vibrates) through the nose during speech.
Prosody
Looks at intonation
Stress and pitch
Difficulty with prosody my mean the speech is monotonous - ASD TRAITS.
- child may not be able to get their message across clearly I.w intonation is required when asking a question sound is raised towards the end.
Child with diff in prosody may offend the CP a appear uninterested or lack emotion(!!!)
CP may feel upset or confused
How can SLT HELP IN SPEECH
Speech and language therapy can increase the speech and communication skills of a child who has motor speech difficulties.
Suitable therapy for children with motor speech difficulties include:
Advice, training and strategies to parents, professionals and siblings
Augmentative and Alternative Communication
Individual therapy
Speech therapy
Group therapy
What is speech
Speech is consonants and vowels (audible) (speech sound or phones)
- underly the representation in the mind - phonemes
What does phonological representation consist of?
Phonemes (single unit of speech sound) Syllables Word Phrases Sentences Narrative Discourse (a discussion about something - a topic - in writing or during verbal discussion - face to face)
Why sentences?
Speak an utterance to a child, can they break down the utterance into words and from words into syllables and individual units?
Phonological representation can be described at the :
- acoustic
- linguistic
- cognitive
Levels - Define each one
Acoustic level - the pitch loudness and duration
Linguistic level - the vocal tract and the way it’s constrains at the VF - the child produce the spoken utterance VPM?
Cognitive - understanding ?
What is phonological representation?
The brain work that goes into understand how sounds contrast from one another?
The mental representation of sounds and the combination of sounds that comprise to make up a spoken language.
The speech development is functional and encompasses five developments
What are they
Anatomic Motoric Perceptual Phonetic Phonemic
What are the four types of SSD?
- dysarthria
- AOS
- articulation disorder
- phonological disorders
A break down of the 5 levels can occur:
A child can have phonetic phonemic and perceptual breakdown:
Explain how
Phonetic - Individual speech sounds AOS
Phonemic - putting sounds together PHONOLOGICAL DISORDER
Perceptual
Can SSD occur with other disorders?
Yes! It can co occur with communication disorders.
For example: articulatory disorder and stammering
The acquisition of speech relies in 5 levels of function
What are they;
Anatomical/sensory Motoric Perceptual Phonetic Phonemic.
MAPPP!
Discuss anatomical/sensory
Anatomical/sensory
- anatomical relates to the structure of the mouth
- speech acquisition relies on function of the anatomical structure
- does the child have cleft lip and palate, dental malocclusion? (Misaligned teeth)
- tongue tie ( ankyloglossia)
These can cause phonological and articulatory difficulties
Speech acquisition relies of 5 levels of functions
MAPPS
DISCUSS SENSORY
hearing impairments
Children with hearing impairment have difficulties with articulation and phonological
May lead to articulation and phonological disorders.
