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Functional Disorders > SPEECH SOUND DISORDERS > Flashcards

SPEECH SOUND DISORDERS Flashcards

1
Q

Allophones

A

Variations of phonemes
 Example: /p/ can be produced with or
without aspiration

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2
Q

Phoneme categorization

A

Vowel
 Consonant
 Distinctive features can be used to
describe vowels and consonants

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3
Q

Classification of Consonants

A

Classification of consonants by place,
manner and voice.
 Can be:
 Bilabial, labiodental, interdental,
alveolar, linguadental, palatal, velar,
glottal
 Voiced or Voiceless
 Obstruents: Stops, fricatives,
affricates
 Resonants: Nasals, approximants
 Approximants: Glides or liquids

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4
Q

Obstruents:

A

: Stops, fricatives,
affricates

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5
Q

Resonants

A

Nasals, approximants
 Approximants: Glides or liquids

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6
Q

Classification of vowels

A

Classification of vowels by tongue and lip
position and tension
 Part of Tongue Elevated
 Front, Center, Back
 Tongue Height
 High, Mid, Low
 Amount of Tension
 Tense, Lax
 Lips retracted or rounded
 Dipthongs
 Two vowels spoken in close proximity

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7
Q

Speech-Sound Development

A

Pre-Speech
 Disappearance of reflexive sounds
 Crying gets infant to use airflow across the vocal folds
 Noncrying vocalizations with feeding or interaction
 2-months: Gooing/cooing
 3-months: Vocalize in response to others
 5-months: Imitate pitch, babbling
 6-7 months: Reduplicated babbling
 8-12 months: Echolalic stage
 Variegated babbling
 Jargon
 Phonetically consistent forms

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8
Q

Toddler Speech

A

Toddler Speech
 First Word around 12-months
 Phonological Processes
 Example: Final Consonant Deletion
 Multisyllable words may be reduced
 Consonant blends may be shortened
 Sound Substitutions

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9
Q

PreSchool Speech

A

 PreSchool Speech
 Most phonological processes disappear
by 4
 Consonant blends continue to develop
 Phoneme acquisition gradual
 Children with phonological difficulties
 Continue with phonological processes
 Children with neuromuscular disorders,
sensory deficits, perceptual problems,
poor learning skills
 Difficulty acquiring all phonemes

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10
Q

School-Age Speech

A

Early elementary-resembles adult
phonology
 Morphophonemic contrasts
 5 years-difficulty with some
consonants and blends
 6-years-have acquired most speech
sounds
 8-years-Acquired consonant blends

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11
Q

Articulation

A

 Phone
 Motor-based
 Deficit refers to
difficulties in
motor production
aspects of speech
 Errors are
typically
consistent

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12
Q

Phonology

A

Phonology
 Phoneme
 Language-based
 Deficit refers
impaired system
of phonemes/
phonemic
patterns
 Errors are
typically
inconsistent

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13
Q

Phonological Impairments

A

Phonological Impairments
 Conceptualization of language rules;
open syllable vs closed syllable

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14
Q

Articulation impairments

A

Articulation impairments
 Production
 Substitutions
 Omission
 Addition
 Distortion
 May have disorders of both phonology
and articulation

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15
Q

Functional-

A

-a pattern of speech errors
in the absence of any observable
physical abnormality

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16
Q

Organic

A

attributed to physical
conditions i.e. cleft palate

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17
Q

Associated Disordered and
Related Causes

A

Correlates/related factors
 Developmental impairments in
children
 Language impairments
 Hearing Impairments
 Neuromuscular Disorders
 Childhood Apraxia of Speech
 Structural Functional Abnormalities
Developmental Impairments in children
 Delay-not producing age-appropriate
phonemes
 Disordered
 -Idiosyncratic in phoneme use
 Phonological Impairments
 -Average age of diagnosis is 4 years, 2
months
 Speech therapy can correct errors more
quickly
 Errors may have a negative impact

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18
Q

Disordered

A

-Idiosyncratic in phoneme use

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19
Q

Phonological Impairments

A

-Average age of diagnosis is 4 years, 2
months
 Speech therapy can correct errors more
quickly
 Errors may have a negative impact

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20
Q

 Language Impairments

A

Complex syllable structures are challenging
 -Speech-sound errors may resolve
 -Phonological errors may affect morphology
 -Speech-sound errors increase with sentence
complexity
 -Phonological errors affect reading and
writing
 -May have poor phonological awareness
skills

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21
Q

Hearing Impairments

A

-Intelligibility decreases with more
severe hearing loss
 -Frequent Otitis Media is a risk factor
 -Congenital Hearing Loss leads to
more severely affected speech
 -Speech deteriorates over time for
those who are profoundly deaf
 Hearing aids and training can help

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22
Q

SPEECH PERCEPTION AND
AUDITION

A

Normal audition is crucial
 Phonological disorders vary
depending on
 the type and severity of the
hearing loss
 age of hearing loss
 Age at which intervention
begins
 Ability to utilize residual
hearing

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23
Q

CHRONIC OTITIS MEDIA

A

Infection of the middle ear often
accompanied by fluid
 Results in a conductive hearing loss
 33% chance of speech delay for a 3
year old child with a history of OME
 Difficulty with producing final
consonants
 Impairment of plural endings

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24
Q

COCHLEAR IMPLANTS

A

Surgically implanted devices designed
to provide electrical stimulation to the
auditory nerve through the cochlea
which permits the perception of sound

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25
Q

Dysarthrias

A

Spastic: Slow rate, imprecise
articulation, harsh voice, hypernasality,
prosodic abnormalities
 Speech Training or AAC
 Some with CP have normal intelligence
 May have accompanying deficits
 Motor functioning may deteriorate over
time.

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26
Q

Spastic

A

Slow rate, imprecise
articulation, harsh voice, hypernasality,
prosodic abnormalities

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27
Q

Childhood Apraxia of Speech

A

Inconsistent Errors
 Lengthened/disrupted transitions
 Inappropriate prosody
 Limited sound repertoires, groping,
omissions or adding sounds, difficulty
with running speech
 Some may be nonverbal early on
 Likely to have difficulties with
phonological awareness, reading,
writing, spelling
 Prosodic abnormalities

28
Q

Structural Abnormalities

A

Structural Functional Abnormalities
 *Usually only gross abnormalities
affect speech
 *Cleft Palate is detrimental to speech
 **Hard Palate
 **Soft Palate

29
Q

CLEFT PALATE

A

Hypernasality
 Nasal emission
 Compensatory
articulation
 Glottal stop
 Vpi

30
Q

Dentition

A

Ask client to bite teeth down together &
smile
 Dental classification systems provide info
regarding alignment of upper & lower
teeth:
◦ Class I- normal occlusion (alignment); dental arches
close normally; but there may be crooked teeth
◦ Class II- lower molar & jaw too far back
◦ Class III- lower molar & jaw too far forward in relation
to the upper arch
◦ Look for crossbites & open bites as well

31
Q

role of dentition in articulation

A

The role of dentition in articulation
disorders is not clear
 Studies show that minor dental
abnormalities rarely cause significant
deviations in speech production
 Severe dental abnormalities resulting
from malocclusion (misaligned teeth)
or deviations in jaw alignment, may
lead to speech errors

32
Q

Tongue Thrust

A

Infants & young children swallow by
bringing tongue against hard palate and
pushing the food or liquid forward
Some believe that a persisting tongue
thrust can lead to some speech sound
errors, particularly in producing the [s]
and [z] sounds

33
Q

Oral Mechanism

A

Adequate oral structure and physiology
are required for speech production
 Some areas in addition to dentition that
SLPs examine are:
◦ lips- symmetry and range of motion
◦ Tongue- size, range of motion
◦ Jaw- opening & closing & freedom of
movement & stability is important for speech
production
◦ Hard palate must be intact for oral sounds to
be produced
◦ Soft palate must be able to close off the nasal cavity quickly & repeatedly during running speech

34
Q

DOWN SYNDROME

A

Chronic otitis media
 Dysarthria
 Delayed in the onset of
babbling

35
Q

READING

A

Phonology is the
prerequisite for reading
 Need to know
phonological rules
 Phonological
awareness
 Dyslexia is a language
based disorder

36
Q

Language and Dialect Variations

A

Differentiate between dialect and disordered
phonology
 Characteristics of articulation and phonology
 *Many variations (impossible to list)
 *First language may interfere
 Lifespan Issues
 *Some adults choose to modify their accent
 *Articulatory patterns may be firmly
established
 *Goal is to increase
intelligibility/communication effectivenes

37
Q

Goals of Assessment

A

*Describe speech-sound inventory
 *Identify error patterns
 *Determine impact of errors
 *Identify etiological factors
 *Plan treatment
 *Make prognosis
 *Monitor change

38
Q

Screenings-

A

typically performed to
determine if there is a problem and if further
testing is warranted

39
Q

 Full evaluation:

A

Obtain Case History
◦ Perform Formal Assessment (standardized
testing)
◦ Obtain Spontaneous Speech Sample
◦ Perform Oral Mechanism Examination
◦ Check Stimulability
◦ Diadochokinesis

40
Q

ASSESSMENT Description of phonological and
articulatory inventory

A

Description of phonological and
articulatory inventory
 *Speech-sound inventory
 *Syllable and word structure
 *Sound Errors Inventory
 *Phonological Process Analysis

41
Q

Intelligibility

A

 Prognostic Indicators
 *Consistency, stimulability, error
sound discrimination

42
Q

Case History

A

 Developmental milestones
 Prenatal/perinatal/postnatal history
 Medical History
 Language background

43
Q

STANDARDIZED TESTS
 GFTA

A

Assesses sound production for consonants,
consonant clusters in the word initial medial and
final positions of words
Assesses Stimulability
Limited assessment of vowels and connected
speech

44
Q

Standardized Tests
Advantages
Disadvantages

A

Advantages: quick to administer/score;
normed; good for children that are
unintelligible
Disadvantages: Not enough info on
spontaneous speech; not
representative of all word categories;
can be morphosytactically complex

45
Q

SPONTANEOUS SAMPLES

A

Considered the most useful source of
information for phonological analysis
and intervention planning
 Child produces a range of sounds in a
variety of phonetic and communicative
contexts
 100 MLU for children 3.0 or below
higher MLU 250-300 words

46
Q

Spontaneous Speech Sample
Advantages
Disadvantages

A
  • Need to carefully obtain speech
    sample
    Advantages: more naturalistic
    Disadvantages: children may avoid
    difficult words; difficult to transcribe for
    highly unintelligible children
47
Q

Perception testing
 CAPD

A

CAPD
 Impairments in the auditory perception
and processing of phonetic,
phonological, or linguistic information

48
Q

Types of Phonological Processes

A

Substitutions
◦ Stopping
◦ Gliding
◦ Fronting
◦ Backing
◦ Nasalization
 Syllable Structure Processes
◦ Unstressed syllable deletion
◦ Reduplication
◦ Consonant cluster reduction
◦ Final consonant deletion
 Assimilation Process (Harmony Process)
◦ Progressive
◦ Regressive

49
Q

Substitutions

A

Stopping
◦ Gliding
◦ Fronting
◦ Backing
◦ Nasalization

50
Q

Syllable Structure Processes

A

Unstressed syllable deletion
◦ Reduplication
◦ Consonant cluster reduction
◦ Final consonant deletion

51
Q

Assimilation Process (Harmony Process)

A

Progressive
◦ Regressive

52
Q

Intervention
 Establishment

A

 Establishment- try to determine if child
is motorically able to produce forms in
error; can they perceive differences
relevant to errors

53
Q

Intervention
Generalization-

A
  • try to ensure carryover
54
Q

Intervention
 Target Selection

A

*Goal
 –Make client easier to understand and
increase communication effectiveness
 –Factors in target selection
 *Phoneme frequency, likelihood of
success
 –Difficult targets may lead to greater
generalization

55
Q

INTERVENTION
 Bottom-up drill approaches

A

Bottom-up drill approaches
 *Progress from simple to more
complex
 *Target one sound at a time
 *Speech assignments for
generalization

56
Q

Articulation Approaches

A

Focus on motor production
 Imitation/ successive approximation

57
Q

Articulation Approaches
Traditional Approach

A

A- Perceptual Training
(1) Identification
(2) Isolation
(3) Stimulation
(4) Discrimination
(2) Production- begins in isolation and increases to
more complex contexts
B- Sensory-Motor Approach

58
Q

Language-based Approaches

A

Language-based Approaches
 *Instruction is implicit
 **Within language activities
 Has proven to generalize to
conversational speech
 ** Follow drill-type therapy

59
Q

Phonological-Based Approaches

A

Multiple speech-sound errors or highly
unintelligible
 Cycles Approach
 *Minimal pair contrasts
 Multiple Opposition Approach
 *Maximal Contrasts
 Metaphon Approach
 *Metaphonological skills

60
Q

 Cycles Approach

A

*Minimal pair contrasts

61
Q

Multiple Opposition Approach

A

*Maximal Contrasts

62
Q

Metaphon Approach

A

 *Metaphonological skills

63
Q

INTERVENTION
 Complexity Approach

A

Complexity Approach
 *Training more difficult sounds leads to
generalization of easier, untrained
sounds
 *More efficient
 *May take more time initially
 *Success depends on
 -Severity
 -Frustration Level
 -Overall therapy goal

64
Q

Treatment of Neurologically Based Motor
Speech Disorders

A

Treatment of Neurologically Based Motor
Speech Disorders
 *Dynamic Temporal and Tactile Cueing
 **Intensive, motor-based, drill-type treatment
for severe childhood AOS
 **Simultaneous productions, imitation,
delayed imitation, spontaneous production
 Lee-Silverman Voice Treatment
 **Designed to increase loudness in adults
with PD
 **Effective with modifications for children with
CP

65
Q

INTERVENTION
 Computer Applications

A

Computer Applications
 **Computer programs and games
 **In conjunction with direct therapy
 **Opportunity for daily practice
 **Can involve family members in
treatment process

66
Q

GENERALIZATION AND
MAINTENANCE

A

May introduce self-monitoring
activities early in treatment
 Schedule follow-up sessions after
dismissal
 If progress is maintain, treatment was
successful

Functional Disorders (8 decks)

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