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My PRAXIS cards > Speech Sound > Flashcards

Speech Sound Flashcards

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1
Q

ankyloglossia

A

Tongue tie

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2
Q

combination of suprasegmentals intonation and pausing, which mark special distinctions or grammatical divisions

A

juncture

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3
Q

Diphthong

A

two vowels combined e.g /aI/ in “high”

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4
Q

How are vowels classified?

A

tongue position

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5
Q

How are consonants produced?

A

constricting oral cavitiy.

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6
Q

What describes degree or type of constriction of the vocal tract?

A

manner

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7
Q

Stops

A

produced by stopping the airflow

/p, b, t, d, k, g/

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8
Q

Fricatives

A

produced by constricting the oral cavity and then forcing air through it creating friction
/f, v, th, th, s, z, sh, zh, h/

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9
Q

Affricates

A

combo of stops and fricatives

/ch, dj/

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10
Q

Glides

A

produced by changing the shape of the articulators

/w, j/

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11
Q

Liquids

A

produced with least restriction of the oral cavity, aka semi vowels
/l, r/

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12
Q

What classifies sounds by location?

A

place

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13
Q

list Lingua-alveolars

A

/t, d, s, z, n, l/

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14
Q

list Linguapalatal

A

/sh, zh, ch, jd, r, j/

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15
Q

List Linguavelars

A

/k, g, ng/

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16
Q

List glottals

A

/h/

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17
Q

Theories of Development

A 
Behavioral
Structural
Natural Phonology Theory
Generative Phonology Theory
Linear
Nonlinear
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18
Q

Theories of Development:

explanation of speech sound acquisition is based on conditioning and learning. emphasizes that the child develops adult-like speech of his or her communicate through interactions.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

a. Behavioral

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19
Q

Theories of Development:

natural phonological processes are innate processes that simplify the adult target word

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

c. Natural Phonology Theory

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20
Q

Theories of Development:

phonological descriptions are dependent on info from other linguistic levels and phonological rules map underlying representations onto surface pronunciations.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

d. Generative Phonology Theory-

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21
Q

Theories of Development

phonological development follows an innate, universal and hierarchical order of acquisition of distinctive features.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

b. Structural

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22
Q

Theories of Development:

alternative to linear to account for the influence of stress and tone features in levels of representation independent of segmental or linear representation.

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

f. nonlinear

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23
Q

Theories of Development:

characterized by rules that operate in a domain of linear strings of segments

a. Behavioral
b. Structural
c. Natural Phonology Theory
d. Generative Phonology Theory
e. Linear
f. nonlinear

A

e. Linear

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24
Q

Stages of Speech Production

A

Phonation (birth-1 month)
Cooing or gooing (2-4 months)
Expansion (4-6 months)
Canonical or reduplicated babbling (6-8 months)
Variegated or non reduplicated babbling (8 months-1 year)

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25
Q

Stages of Production

-playing with speech mechanism, CV combos and vowel sounds occur

a. Phonation
b. Cooing or gooing
c. Expansion
d. Canonical or reduplicated babbling
e. Variegated or non reduplicated babbling

A

c. Expansion

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26
Q

Stages of Production

most vocalizations are reflexive. Some non reflexive vowels or syllabic consonants may occur.

a. Phonation
b. Cooing or gooing
c. Expansion
d. Canonical or reduplicated babbling
e. Variegated or non reduplicated babbling

A

a. Phonation

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27
Q

Stages of Production

most productions are acoustically similar to /u/. Some velars may occur

a. Phonation
b. Cooing or gooing
c. Expansion
d. Canonical or reduplicated babbling
e. Variegated or non reduplicated babbling

A

b. Cooing or gooing

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28
Q

Stages of Production

CV sequences with variety of consonants and vowels

a. Phonation
b. Cooing or gooing
c. Expansion
d. Canonical or reduplicated babbling
e. Variegated or non reduplicated babbling

A

e. Variegated or non reduplicated babbling

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29
Q

Stages of Production

strings of CV.

a. Phonation
b. Cooing or gooing
c. Expansion
d. Canonical or reduplicated babbling
e. Variegated or non reduplicated babbling

A

d. Canonical or reduplicated babbling

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30
Q

Intelligibility
2 years old-____-____%
3 years ____-____%
4 years ____-____%

A

2 years old-60-70%
3 years 75-80%
4 years 90-100%

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31
Q

Typical Phonological Development in Children:

Phonological Proccesses

A

Substitution
Assimilation
Syllable structure processes

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32
Q

Typical Phonological Development in Children:

When one class is substituted for another

A

substitution

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33
Q

Typical Phonological Development in Children:

When sounds are changed by influence of neighboring sounds

A

assimilation

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34
Q

Typical Phonological Development in Children:

Types of assimilation

A

Reduplication
Regressive assimilation
Progressive assimilation
Voicing

35
Q

Typical Phonological Development in Children:

When structure of entire syllables are affected

A

Syllable structure processes

36
Q

Typical Phonological Development in Children:

Types of syllable structure proccesses

A 
Unstressed or weak-syllable deletion
Final consonant deletions
Epenthesis
Consonant
Dimmunization
Metathesis
37
Q

Typical Phonological Development in Children:

define epenthesis

A

inserting a schwa vowel between consonants

38
Q

Typical Phonological Development in Children:

define dimmunization

A

adding “ie” to words

39
Q

Typical Phonological Development in Children:

define meathesis

A

production of sounds in reversed order aka spoonerism

40
Q

Articulatory errors: fricatives such as /h/ are produced in the pharyngeal area

A

Pharyngeal fricative

41
Q

Articulatory errors: sibilant consonants produced with tongue tip placed toof ar forward

A

Frontal lisp

42
Q

Articulatory errors: sibilant sounds produced with air flowing inappropriately over sides of the tongue

A

Lateral lisp

43
Q

maxilla

A

upper jaw

44
Q

mandible

A

lower jaw

45
Q

Class I malocclusion

A

-arches aligned properly but some individual teeth are misaligned

46
Q

Class II malocclusion

A

upper jaw or maxilla is protruded over lower jaw or mandible

Overbite

47
Q

Class III malocclusion-

A

-maxilla is receded and the mandible is protruded.

Underbite

48
Q

Orofacial Myofunctional Disorders also known as….

A

tongue thrust

49
Q

Orofacial Myofunctional Disorder definition

A

Any anatomical or physiological characteristic of the orofacial structures that interferes with normal speech or physical , dentofacial or psychosocial development.

50
Q

Orofacial Myofunctional Disorder usually exhibits deviant _________.

A

swallows

51
Q

Orofacial Myofunctional Disorder the _________ exerts force against ____________.

A

tongue

teeth

52
Q

Orofacial Myofunctional Disorder errors…..

A

/s, z, sh, zh, ch, and j/ and some tip dental sounds

53
Q

Articulatory erros for orfacial myofunctional disorder are due to ___________

A

weak tongue tip musculature.

54
Q

Dysarthria and articulation errors……

A

Voicing errors

Bilabials, velars, stops, glides, and nasals are easiest

55
Q

Name the two basic types of speech sound disorder treatment.

A

linguistic and motoric

56
Q

Which approach is best for children with several sound errors?

A

Motoric

57
Q

Which approach is best for highly unintelligible children?

A

Linguistic

58
Q

What do most clinicians use?

A

multi-modal (both)

59
Q

What is Communicative potency?

A

how functional the words are

60
Q

Name 2 general approaches for target selection.

A

developmental

complexity

61
Q

Name the Motor Based Approaches.

A

Van Riper’s Traditional Approach

McDonald’s Sensorimotor Approach

62
Q

Describe Van Riper’s Traditional Approach

A
  • -auditory discrimination/perceptual training, phonetic placement and drill like repetition and practice at increasingly complex motor levels until target phonemes were automatized..
  • -For children who have only a few errors
  • -Utilizes bottom up approach-simple to difficult
  • -motor approach
63
Q

Describe McDonald’s Sensorimotor Approach

A
  • -based on the assumption that the syllable not the phoneme is the basic unit of speech production.
  • -motor approach
  • -RESEARCH DOES NOT SUPPORT I
64
Q

Name the Linguistic Approaches

A
  • -Distinctive Features Approach-
  • -Contrast Approaches
  • ———Minimal pair contrasts
  • ———Maximal pair contrasts
  • -Phonological Processes Approach
  • -Hodsons and Padens Cycles Approach
65
Q

Describe the distinctive features approach

A

–establish missing distinctive features by teaching relevant sounds for better generalization to other sounds.

66
Q

Describe the minimal pair contrast approach

A

Minimal pair contrasts use words that differ only by one feature i.e. if child substitutes /s/ for /t/ clinician might use “sea” and “tea”

67
Q

Describe the maximal pair contrast approach

A

Maximal pair contrasts-aka maximal opposition, words contain maximum number of contrasts. I.e. mack vs shack.

68
Q

Describe the Phonological Processes Approach

A

-based on assumption that child’s multiple error reflect the operation of certain phonological rules that that the problem is phonemic not phonetic.

69
Q

Describe Hodsons and Padens Cycles Approach

A
  • -designed to treat multiple misarticulations and highly unintelligible speech, error patterns are targeted for remediation based on stimulability, intelligibility and percentage of occurence (40% or greater).
  • -Only one error is treated per session but all errors are targeted in a cycle.
70
Q

What is the Core Vocabulary Consistency Approach?

A
  • -For children who have functional speech sound disorders with inconsistent errors on the same words in the absence of CAS.
  • -Core vocabulary words are selected
  • -Overall goal is increased intelligibility and consistency in production of at least 70 words that are key in the child’s environment.
  • -not linguistic or motoric
71
Q

What is the Phonological Awareness Treatment?

A
  • -Awareness of sound structure of a language or attention to internal structure.
  • -Indicate later problems with reading and spelling.
72
Q

Order of Phoneme Acquisition:

First

A

m, n, o, h, w

73
Q

Order of Phoneme Acquisition:

Second

A

b, k, g, j, ng

74
Q

Order of Phoneme Acquisition:

Third

A

t, d, f, l, v

75
Q

Order of Phoneme Acquisition:

Fourth

A

sh, zh, th, th, r

76
Q

Order of Phoneme Acquisition:

Fifth

A

s, z, ch, jd

77
Q

How many utternaces is ideal for a speech sample?

A

50-100

78
Q

Types of evoked speech samples

A

Imitation
Naming
Sentence completion

79
Q

Independent analysis

A

speech patterns are described without reference to the adult model of the language in the child’s community

i.e.stating what sounds a child produces without mentioning whether or not they approximate adult production

80
Q

Relational analysis

A

speech is compared to adult production

81
Q

PCC

A

total number of correct consonants produced x 100
——————————————————————–
Total number of consonants produced

82
Q

PCC score

mild=more than ___%
Mild to moderate ___-___%
Moderate to severe= ___-___%
severe=less than ___%

A

moe than 85%
65-85%
50-65%
less than 50%

83
Q

Phonological Proccesses persistant after age 3.

A
  1. Final-consonant devoicing
  2. Consonant-cluster reduction
  3. Stopping
  4. Epenthesis
  5. Gliding
  6. Depalatalization
  7. Vocalization

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