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Praxis Focus > Speech Sound > Flashcards

Speech Sound Flashcards

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1
Q

ankyloglossia

A

Tongue tie

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2
Q

juncture

A

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

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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

semi vowels

A

/l, r/

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8
Q

Theories of Development

A 
Behavioral
Structural
Natural Phonology Theory
Generative Phonology Theory
Linear
Nonlinear
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9
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

a. Behavioral

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10
Q

Theories of Development:

processes are innate processes that simplify the adult target word

A

c. Natural Phonology Theory

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11
Q

Theories of Development:

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

A

d. Generative Phonology Theory-

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12
Q

Theories of Development

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

A

b. Structural

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13
Q

Theories of Development:

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

A

f. nonlinear

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14
Q

Theories of Development:

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

A

e. Linear

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15
Q

Stages of Speech Production

birth-3months
4-6 months
7-9 month
10-12 months

A
  • Cooing or gooing/startle reflex
  • Canonical or reduplicated babbling/recognizes own name
  • Variegated or non reduplicated babbling/gestural language
  • First word/object permanance
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16
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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17
Q

Typical Phonological Development in Children:

Phonological Proccesses

A

Substitution
Assimilation
Syllable structure processes

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18
Q

Typical Phonological Development in Children:

When one class is substituted for another

A

substitution

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19
Q

Typical Phonological Development in Children:

When sounds are changed by influence of neighboring sounds

A

assimilation

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20
Q

Typical Phonological Development in Children:

Types of assimilation

A

Reduplication
Regressive assimilation
Progressive assimilation
Voicing

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21
Q

Typical Phonological Development in Children:

When structure of entire syllables are affected

A

Syllable structure processes

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22
Q

Typical Phonological Development in Children:

Types of syllable structure proccesses

A 
Unstressed or weak-syllable deletion
Final consonant deletions
Epenthesis
Consonant
Dimmunization
Metathesis
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23
Q

Typical Phonological Development in Children:

define epenthesis

A

inserting a schwa vowel between consonants

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24
Q

Typical Phonological Development in Children:

define dimmunization

A

adding “ie” to words

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25
Q

Typical Phonological Development in Children:

define meathesis

A

production of sounds in reversed order aka spoonerism

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26
Q

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

A

Pharyngeal fricative

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27
Q

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

A

Frontal lisp

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28
Q

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

A

Lateral lisp

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29
Q

maxilla

A

upper jaw

30
Q

mandible

A

lower jaw

31
Q

Class I malocclusion

A

-arches aligned properly but some individual teeth are misaligned

32
Q

Class II malocclusion

A

upper jaw or maxilla is protruded over lower jaw or mandible

Overbite

33
Q

Class III malocclusion-

A

-maxilla is receded and the mandible is protruded.

Underbite

34
Q

Orofacial Myofunctional Disorders also known as….

A

tongue thrust

35
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.

36
Q

Orofacial Myofunctional Disorder usually exhibits deviant _________.

A

swallows

37
Q

Orofacial Myofunctional Disorder the _________ exerts force against ____________.

A

tongue

teeth

38
Q

Articulatory erros for orfacial myofunctional disorder are due to ___________

A

weak tongue tip musculature.

39
Q

Name the two basic types of speech sound disorder treatment.

A

linguistic and motoric

40
Q

Which approach is best for children with several sound errors?

A

Motoric

41
Q

Which approach is best for highly unintelligible children?

A

Linguistic

42
Q

What do most clinicians use?

A

multi-modal (both)

43
Q

What is Communicative potency?

A

how functional the words are

44
Q

Name 2 general approaches for target selection.

A

developmental

complexity

45
Q

Name the Motor Based Approaches.

A

Van Riper’s Traditional Approach

McDonald’s Sensorimotor Approach

46
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
47
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
48
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
49
Q

Describe the distinctive features approach

A

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

50
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”

51
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.

52
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.

53
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.
54
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
55
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.
56
Q

How many utternaces is ideal for a speech sample?

A

50-100

57
Q

Types of evoked speech samples

A

Imitation
Naming
Sentence completion

58
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

59
Q

Relational analysis

A

speech is compared to adult production

60
Q

PCC

A

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

61
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
62
Q

Elisions and transpositions are referred to as phoneme what?

A

manipulations

63
Q

Specific vocalization acquisition

5 steps

A
  1. Phonation (birth-1 month)
  2. Cooing or gooing (2-4 months) o /u/.
  3. Expansion (4-6 months)
  4. Canonical or reduplicated babbling (6-8 months)-strings of CV.
  5. Variegated or non reduplicated babbling (8 months-1 year)
64
Q

Order of phoneme acquisition:

First

A

ages 1-3

m, n, p, h, w, b

65
Q

Order of phoneme acquisition:

Second

A

ages 2-4:

k, g, d, t, ng

66
Q

Order of phoneme acquisition:

Third

A

2.5-4

f, v

67
Q

Order of phoneme acquisition:

Fourth

A

3-6
r, l, s
(with “s” taking until 8)

68
Q

Order of phoneme acquisition:

Fifth

A

3.5-7
ch, sh, z
(with “z” taking until 8)

69
Q

Order of phoneme acquisition:

Sixth

A

4-7
j, v
(with v taking until 8)

70
Q

Order of phoneme acquisition:

seventh

A

4.5-8
th, th
zh 6-8

Praxis Focus (13 decks)

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