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speech sound development and disorders Flashcards

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1
Q

what is the difference between articulation and phonological approaches

A

articulation looks at acquisition of individual phonemes and emphasizes motor speech control
phonology looks at acquisition of sound patterns and focuses on the rules of the sound system of a language

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2
Q

what are unmarked sounds

A

those that appear to be natural and are easier to acquire

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3
Q

what are marked sounds

A

sounds that are less natural and tend to be acquired later

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4
Q

what does phonemic mean

A

abstract system of sounds

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5
Q

what does phonetic mean

A

concrete production of certain sounds

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6
Q

what is the behavioral theory of speech sound acquisition

A

based on conditioning and learning
focuses on describing observable and overt behavior
speech formed by interaction with the caregiver

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7
Q

what is the natural phonology theory

A
  1. innate processes that simplify the adult target word

2. children suppress processes that don’t occur in their language

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8
Q

what is the generative phonology theory

A
  1. phonological descriptions are dependent on info from other linguistic levels
  2. phonological rules map underlying representations onto surface pronunciations
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9
Q

when do infants lose the ability to discriminate sounds that are not in their language

A

12 months

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10
Q

what are Oller’s stages of development

A
  1. phonation stage: birth to 1 month. Reflexive soundds
  2. cooing: 2-4 months: similar to /u/
  3. expansion: 4-6 : playing with sounds. Growls, squeals, yells, raspberries
  4. canonical or reduplicated babbling 6-8 months: string of CV mamamama
  5. variegated or nonreduplicated babbling: 8-12 month: variety of consonants and vowels
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11
Q

what is the typical acquisition of speech sounds

A
  1. vowels
  2. nasal consonants
  3. stops with /p/ earliest
  4. glides
  5. liquids
  6. fricatives with /f/ first
  7. consonant clusters with 2 elements
  8. consonant clusters with 3 elements
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12
Q

what are the early phonemes

A

m,n,p,h, w, b,k,g

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13
Q

what is the percentage of intelligibility for a 2 year old

A

60-70%

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14
Q

what is the percentage intelligibility for a 3 year old

A

75-80%

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15
Q

what is the percentage intelligibility for a 4 year old

A

90-100%

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16
Q

what are the substitution phonological patterns

A
  1. vocalization
  2. gliding
  3. velar fronting
  4. stopping
  5. depalatization: alveolar affricate for an affricate. wats for watch
  6. affrication: affricate in place of a fricative or stop. chip for sip
  7. deaffrication
  8. backing
  9. glottar stops
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17
Q

what are assiilation patterns

A
  1. reduplication
  2. regressive assimilation or consonant harmony:influence of later sound on earlier
  3. progressive assimilation: earlier sound influences later one
  4. voicing assimilation: devoicing or voicing
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18
Q

what are syllable structure patterns

A
  1. weak syllable deletion
  2. final consonant deletion
  3. epenthesis: schwa inserted in consonant cluster
  4. consonant cluster reduction
  5. diminuization: addition of /i/. do to doggy
  6. metathesis: sounds in reversed order also called spoonerism
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19
Q

what is linear phonology theory

A
  1. speech segments are arranged in a seqential order

2. all sound segments have equal value

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20
Q

what is a functional disorder

A

no underlying physical cause found

also called speech sound disorder

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21
Q

what are risk factors for speech sound disorder

A
  1. more boys than girls
  2. can be of any intelligence
  3. having older siblings to copy
  4. low socioeconomic status
  5. can affect language and literacy
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22
Q

what is labialization

A

sounds are produced with excessive lip rounding

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23
Q

what are pharyngeal fricatives

A

fricatives such as /h/ produced in the pharyngeal area

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24
Q

what are frontal lisps

A

sibilants produced with tongue tip too far forward or against teeth

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25
Q

what is class I malocclusion

A

when arches are aligned but some individual teeth are misaligned

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26
Q

how are oral motor coordination skils evaluted

A

diadochokinetic rate

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27
Q

what is an orofacial myofunctional disorder

A

any anatomical or physiological characeristic of structures that interferes with normal speech, dentofacial, or psychosocial development
2. includes swallow, labial and lingual rest, and speech posture differences

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28
Q

what are characteristics of tongue thrust

A
  1. anterior open bite
  2. poor resting posture of tongue
  3. errors in production of s, z, palatal fricatives and affricates
  4. tip dental sounds t, d, l, and n, may be misarticulated due to weak tongue tip musculature
  5. SLPs work as a tem with dentist, and physician
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29
Q

how does hearing loss affect articulation

A
  1. omission of high frequency voiceless sounds is common

2. may use final consonant deletion, stridency deletion, and fronting

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30
Q

what are common articulatory errors in children with dysarthria

A
  1. voicing, especially devoicing

2. bilabial, velar, stops, glides, andnasals are easier than fricatives, affricates, and liquids

31
Q

how is dysarthria treated in children

A
  1. repetitive structured
  2. trainsmuscle tone and strength
  3. increase range of motion and rate
  4. repiratory treatment
  5. AAC or prosthetic devices
32
Q

what are characteristics of CAS

A
  1. slow, effortful speech
  2. prolongation of speech sounds
  3. repetition of sounds and syllables
  4. more difficulty with consonant clusters, fricatives, affricates, stops and nasals
  5. more omissions and substitutions
  6. voicing and devoicing
  7. vowel and dipthong errors
  8. difficulty with volitional , oral , nonspeech movements
  9. groping and silent posturing
  10. deviations in prosody
  11. hypernasality
  12. history of feeding problems
  13. tactile aversion or sensitivities (putting tongue depressor in mouth)
  14. delayed speech production
  15. limited sound inventory
  16. inconsistency in sound productions
33
Q

what is a motor speech assessment for Apraxia

A

Dynamic Evaluation of Motor Speech Skill

34
Q

how is apraxia treated

A
  1. drills that stress sequences of movement
  2. imitation
  3. decreased rate
  4. normal prosody
  5. increased accuracy
  6. hirerarchical treatment from CV, VC to more complex
  7. multimodal cueing (visual, auditory, and tactile cues)
35
Q

what is Dynamic Temporal Tactile Cueing

A

intensive motor based, drill like treatment for severe CAS

  1. client produces target words slowly and simultaneously with cliician
  2. multimodal cues are used
36
Q

what is PROMPT

A

treatment for CA using tactile kinesthetic proprioceptive cues to support and shape movement of articulators

37
Q

how is a speech sound disorder assessed

A
  1. case history
  2. screening
  3. oral peripheral
  4. hearing screening
38
Q

wht are the general assessment objectives for speech sound disorder

A
  1. assess performance in single word and conversational speech
  2. assess presence of phonological patterns
  3. evaluate based on developmental norms
  4. evaluate stimulablity of misarticulated sounds
  5. identify potential targets
39
Q

what are other factors to consider in assessment

A
  1. audiologic assessment results
  2. physical or neurologic disability
  3. dental abnormalities
  4. influence of another language
  5. concomitant language problems
  6. intelletual and behavioral assessment in kids with behavior and intellectual disabilities
40
Q

what should you consider in a case history

A
  1. what they think the problem is
  2. when it was noted
  3. whether it is stable or changing
  4. result of previous treatment
  5. general health andear infections
  6. accidents, injuries, diseases
  7. affect on academic performance
41
Q

what are components of the assessment

A
  1. conversational speech sample
  2. evoked speech sample
  3. stimulabiity assessment
  4. standardized tests
42
Q

how is an evoked speech sample collected

A
  1. imitation. Can be immediate or delayed
  2. naming
  3. sentence completion
43
Q

how is stimulability assessed

A
  1. clinician asks child to watch, listen, and say what I say
  2. identify and model sounds in isolation
  3. assess child’s ability through imitation, in one or more phonetic environments, in key words, through phonetic placement and shaping
44
Q

what is an independent analysis

A

child’s speech patterns are described without reference to an adult model

  1. used with very young children with limited phonologica repertoire
  2. once child has vocab of 50 words they need a relational analysis
45
Q

what is a relational analysis

A

comparing a production to an adult model

46
Q

what are standard procedures for analyzing motor speech sample

A
  1. use IPA with diacritics if possible
  2. note consistency of errors and percentage of error for each sound
  3. list the phonetic context of errors
  4. if child has multiple misarticulations and there appears to be a pattern, conduct a phonological analysis
  5. calculate intelligibility based on number or words understood
  6. calculate percentage of consonants correct
47
Q

what is the formula for PCC (consonants correct)

A

number of correct x 100 divided by total number of consonants

48
Q

what are severity ratings for PCC

A

> 85% mile
65-85% mild to moderate
50-65% moderate to severe
<50% severe

49
Q

which phonological patterns disappear before 3

A
  1. reduplication
  2. weak syllable deletion
  3. consonant assimilation
  4. prevocalic voicing
  5. fronting velars
  6. final consonant deletion
  7. diminutiaztion
50
Q

which phonological patterns persist after 3

A
  1. final consonant devoicing
  2. consonant cluster reduction
  3. stopping
  4. epenthethis
  5. gliding
  6. depalaization
  7. vocalization
51
Q

when would you use a phonological approach vs. an articulatory approach in treatment

A

motor based when several sounds are in error

linguistic approach when there are multiple sound errors

52
Q

what is a multimodal approach to treatment

A

use of auditory, visual, and kinesthetic cues

53
Q

what is the complexity approach

A

targeting sounds that are nonstimulable and later developing

54
Q

what are motor based approaches to treatment

A

Van Riper’s traditional approach

2. context utilization approach

55
Q

what is the traditional approach to treatment

A
  1. focuses on auditory discrimination, perceptual training, phonetic placement, and drill-like repetitions and practice
  2. bottom up approach focusing on discrete skills from simplest
  3. view articulation errors as a result of motor difficulties and faulty perceptual skills
    4.
56
Q

what is auditory discrimination/perceptual training

A

teaches the client to discriminate between correct and incorrect productions

57
Q

what is phonetic placement

A

used when client cannot imitate the model

2. clinician uses verbal instructions, modeling, physical guidance, physical feedback

58
Q

what is te hierarchy for drills

A 
isolation
syllables
words
phrases
sentences
reading
conversation
59
Q

what is the context utilization approach to treatment

A
  1. McDonalds sensorimotor approach based on assumption that the syllable is the basic unit of speech production
  2. phonetic environment is important
60
Q

what are the steps to McDonalds approach

A
  1. heighten responsiveness to connected motor producion beginning with non error sounds in different syllable structures
  2. train misartiulated sounds in a context where it is correctly produced
  3. vary phonetic contexts
  4. generalize by facilitating transfer to other phonetic contexts then to natural communication
61
Q

what are linguistic approaches to motor speech treatment

A 
minimal pair contrast
phonological pattern approach
cycles approach
core vocabulary or consistency approach
phonological awareness treatment
62
Q

what is the linguistic approach geared towards

A

to establish underlying phonological rules
therapy focuses on relationships among sounds
remediate underlying patterns or rules
target behaviors are called exemplars
treatment generalizes to a whole class of souds

63
Q

what is the goal of linguistic approach

A

speed remediation through generalization of treated sound to untreated

64
Q

what is minimal pair contrast

A

pair of words differ by only one feature

2. the child learns semantic as well as motoric difference between phonemes

65
Q

what is maximal contrast therapy

A

the word pairs contain maximum number of phoetic contrasts

all three features (place, manner, and voice) may be different

66
Q

what is the phonological pattern approach

A

childs multiple errors reflect use of phonological rules as opposed to sounds
errors are grouped as phonological patterns
the cycles approach is an example

67
Q

what is the cycles approach

A

for children with multiple misarticulations and highly unintelligible

  1. error patterns are not drilled to criterion of mastery
  2. patterns run in cycles of 5-16 weeks
  3. child requires 3-6 cycles
68
Q

what does a typical cycles session involve

A
  1. review
  2. auditory bombardment
  3. activities with new target words
  4. play break
  5. more target activities
  6. repeat auditory bombardment
  7. home practice
69
Q

what is the core vocabulary approach

A

for children who have inconsistent errors on same words in absence of CAS

  1. begins with the assessment of multiple productions of the same word in same phonetic context
  2. therapy is around 70 core vocab words from their environment
  3. sessions are 2 times week for 8 weeks
  4. goal is to produce at least 70 words consistently
  5. when a child becomes consistent then another approach such as minimal pairs can build on this
70
Q

what is an inconsistent speech sound disorder

A

impaired ability to phonologicall but not motorically program the sequence of phonemes that make up a word
if the total of same word productions is 40% this is considered ISSD

71
Q

which phonological awareness skills are developed by 5

A
  1. syllable segmentation
  2. rhyme awareness
  3. alliteration awareness
  4. letter knowledge
  5. phoneme isoltion
72
Q

when is phoneme segmentation developed

A

not until 7 years

73
Q

what is alliteration

A

a string of words that begin with the same sound

Praxis (20 decks)

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