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SLP review for mastery > Speech Sound Development and Disorders > Flashcards

Speech Sound Development and Disorders Flashcards

1
Q

What is the difference between an articulation approach and a phonological approach to treating SSD?

A

Articulation approach: looks at how a child learns individual phonemes and focuses on speech-motor control
Phonological approach: looks at how a child learns sound patterns and focuses on the rules of a sound system in a given language

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2
Q

What does naturalness refer to?

A

How often a sound occurs in a given language; the more often a sound occurs, the more natural it is

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3
Q

What is the difference between unmarked sounds and marked sounds?

A

unmarked sounds are natural sounds, that are learned earlier. Marked sounds are unnatural sounds that are learned later.

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4
Q

What are allophones?

A

variations of a phoneme

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5
Q

What is the difference between phonemic representation and phonetic representation?

A

phonemic: socially accepted representation of speech sounds and words
phonetic: speaker’s production of speech sounds and words

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6
Q

What paradigms or models are used to distinguish phonemes?

A

distinctive feature paradigm and place-voice-manner paradigm

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7
Q

What is the distinctive feature paradigm?

A

paradigm used to classify vowels and consonants as having particular distinctive features

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8
Q

What is the place, voice, and manner paradigm?

A

paradigm used to classify vowels and consonants based on their place (where the constriction of the vocal tract happens), voice (whether the vocal folds are opened or not), and manner (the degree and type of constriction of the vocal tract).

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9
Q

How is a stop consonant produced?

A

by completely stopping the flow of air

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10
Q

How is a fricative produced compared to an affricate?

A

Fricatives are produced by narrowing certain parts of the oral cavity, but an affricate is produced by narrowing certain parts of the oral cavity while completely stopping the flow of air.

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11
Q

How is a glide produced compared to a liquid?

A

Glides are produced by changing the shape of articulators, whereas liquids are produced with the least restriction of the oral cavity

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12
Q

Regarding speech sound development, what is the difference between natural phonology theory and generative phonology theory?

A

Natural phonology theory: it is normal for children to use phonological processes because it helps to simplify the adult target word
Generative phonology theory: phonology is generated from phonological rules

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13
Q

Regarding speech sound development, what is the difference between linear phonology theory and nonlinear phonology theory?

A

Linear phonology theory: speech sounds are acquired sequentially
Nonlinear phonology theory: speech sounds are not totally acquired sequentially and are influenced by other factors

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14
Q

When assessing a child’s speech sound development, an SLP should conduct the following:

A

Case history —-> screening —> oral mechanism exam —> hearing screening —> language sampling —-> evaluate child’s speech at the single word level and conversational level -> identify any phonological processes—> compare their performance to developmental norms—> see if they are stimulable for misartculated sounds —> identify treatment targets

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15
Q

Related assessment procedures for assessing a child’s speech sound development are the following:

A

co-occuring language difficulties; assesing hearing, behavior, and intellectual ability; the presence of physical and neurological disabilities; possible influence of another language or dialect

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16
Q

When targeted a phoneme for therapy, an SLP is encouraged to target the

A

earliest developing sound

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17
Q

What are the stages of infant development for speech sound production?

A

Stage 1 (Phonation stage): vocalizations; Stage 2 (2-4 months): cooing; Stage 3 (4-6 months or the expansion stage): vowel like sounds, CV combinations, and growls; Stage 4 (6-8 months): reduplicated babbling (e.g., ba, ba, ba); Stage 5 (8 - 12 months): variegated babbling (E.g., ba, da, ka, ma); Stage 6 (1 year old): first word

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18
Q

Which sounds do children develop first?

A

vowels

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19
Q

Which type of consonants do children develop from first to last?

A

Nasals—>stops and glides—> liquids->fricatives—>affricates—>consonant clusters

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20
Q

At 2 years old, a child is likely ______ intelligible.

A

60-70%

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21
Q

At 3 years old, a child is likely ______ intelligible.

A

75-80%

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22
Q

At 4 years old, a child is likely ______ intelligible.

A

90-100%

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23
Q

What is a phonological process?

A

patterns of sound errors that typically developing children use to simplify their speech when they are learning to talk

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24
Q

What is vocalization?

A

A phonological process in which a vowel is substituted for a consonant (e.g., noodoo for noodle)

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25
Q

What is velar fronting? When is a child supposed to suppress it?

A

A phonological process in which an alveolar consonant is substituted for a velar consonant (e.g., det for get); 3.5 years old

26
Q

What is depalatization? When is a child supposed to suppress it?

A

A phonological process in which an nonpalatal sound is substituted for a palatal sound (fit for fish); 5 years old

27
Q

What is affrication? When is a child supposed to suppress it?

A

A phonological process in which an affricate is substituted for a non-affricate (e.g., joor for door); 3 years old

28
Q

What is deaffrication? When is a child supposed to suppress it?

A

A phonological process in which a stop or a fricative replaces an affricate (e.g., chip for ship); 4 years old

29
Q

What is an assimilation process?

A

Sounds are influenced by being around other sounds and as a result they change.

30
Q

Which phonological processes are expected to be suppressed by the time a child reaches 6 years old?

A

gliding, labialization, and prevocalic voicing

31
Q

Which phonological processes are expected to be suppressed by the time a child is 3 years old?

A

affrication; assimilation; final consonant devoicing; final consonant deletion

32
Q

Which phonological processes are expected to be suppressed by the time a child is 4 years old?

A

cluster reduction; weak syllable deletion; deaffrication

33
Q

What is coalescence?

A

A phonological process in which two phonemes are substituted with a different phoneme that still has similar features (e.g., foon for spoon)

34
Q

What is metathesis?

A

A phonological process in which sounds are produced in reverse order (a.k.a. spoonerism) (e.g., peek for keep)

35
Q

What factors are associated with speech sound disorders?

A

gender; auditory discrimination skills; socioeconomic status; birth order; language development and academic performance

36
Q

What is an organic speech sound disorder?

A

a speech sound disorder resulting from motor/neurological impairments, sensory/perceptual issues, and structural abnormalities

37
Q

When deciding on whether a speech sound disorder is present, what formula is used to calculate percentage of consonants correct?

A

(total number of correct consonants produced/total number of consonants produced) x 100

38
Q

For percentage of consonants correct, ____% is mild; ______% is mild to moderate; _____% is moderate to severe; _____% is severe

A

> 85%; 60-85%; 50-65%; <50%

39
Q

The procedure for treating speech sound disorders is as follows:

A

assess speech sound disorders; select and prioritize targets; establish baseline targets; create activities for generalization and maintenance

40
Q

What is a multimodal treatment approach to speech sound disorders?

A

using touch, visual, and auditory stimuli as well as language and meaning based activities

41
Q

What is communicative potency?

A

how functional are the child’s words in their given environment(s)

42
Q

What is the difference between the developmental treatment approach and the complexity treatment approach?

A

developmental treatment approach is targeting sounds that are easy to acquire; complexity treatment approach is targeting nonstimulable and later developing sounds

43
Q

Describe the motor based approach.

A

Target phonemes using auditory discrimination and drill and practice. The child discriminates between correct and incorrect production of sounds to improve sound perception. They then practice the sounds at the following levels: isolation–>syllable–>word—>phrases—>sentences–>reading–>comprehension

44
Q

What is McDonald’s sensorimotor approach?

A

a motor approach that focuses on producing sounds at the syllable level as well as coarticulation; best used for children with oral-motor coordination difficulties

45
Q

Describe the linguistic approach.

A

Focuses on helping the child learn phonological rules for their given speaker community. Target sounds are called exemplars.

46
Q

Describe Hodson and Paden’s cycles approach.

A

used for children with many misarticulations and highly unintelligible speech; based on the belief that acquiring phonological rules takes time and that children should get limited practice (5-16 weeks for a cycle) using a given phonological rule correctly and then return back to them later.

47
Q

What is considered a cycle in the cycles approach?

A

Treating one sound error for 1 hour; review previously targeted words; auditory bombardment (listen to words loudly through headphones); use new words; play break; use new target words; auditory bombardement

48
Q

What is ankyglossia and how can it cause a speech sound disorder?

A

tongue tie or a short lingual frenum which limits the movement of the tongue tip, thereby affecting the production of alveolar sounds

49
Q

What is class I malocclusion?

A

crooked teeth

50
Q

What is class II malocclusion?

A

overbite

51
Q

What is class III malocclusion?

A

underbite

52
Q

What is a tongue thrust?

A

an orofacial myofunctional disorder in which tongue tip pushes against the front teeth or it may protrude; often related to errors in the production of /s,z,ch,sh,t,d,l, and n/

53
Q

What does a child with dysarthria have trouble with?

A

voicing errors (i.e. devoicing), difficulty with alveolar fricatives, affricates, labiodental fricatives and palatal liquids

54
Q

What does a child with apraxia have trouble with?

A

children with CAS often exhibit groping behaviors and poor intelligibility due to inconsistent and multiple articulation errors; CAS speech is often slow and effortful with prolongation and repetition of speech sounds and syllables, most difficulty occurs with consonant clusters, fricatives, affricates stops and nasals) with omissions and substitutions, voicing and devoicing errors

55
Q

What is the core vocabulary approach?

A

A treatment approach for children who, without CAS, make inconsistent errors on certain words. The approach lasts 8 weeks and it’s twice a week for 30 minutes long

56
Q

For adults who speak a language other than English, what procedures are used?

A

conduct a speech sample; have 1-2 unfamiliar listeners listen and determine intelligibility; determine who is complaining about issues with their speech; assess rate, stress, and prosody at the word and sentence level; perform an oral mechanism exam

57
Q

What are the early 8 phonemes? When do they develop?

A

/m, b, y as in “you, n, w, d, p, and h/; 1-3 years old, become consistent at 3 years old

58
Q

What are the middle 8 phonemes? When do they develop?

A

/t, ch, j, f, v, k,g, ng/ Around 3-6.5 years old with consistent production by 5.5 years old

59
Q

What are the late 8 phonemes? When do they develop?

A

/sh, s, th as in think, th as in that, r, z, l, and zh as in pleasure/

60
Q

Which consonant clusters should 4 year old have mastered?

A

sp, st, and sk

61
Q

What age should reduplication be phased out?

A

2 years old

62
Q
A

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