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Nature of Disorders of Speech, Voice, Fluency, and Swallowing > Speech Sound Disorders > Flashcards

Speech Sound Disorders Flashcards

1
Q

fronting

A

/k/ -> [t]

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2
Q

subtypes of phonological processes

A
  • systematic
  • assimilation
  • syllable structure
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3
Q

types of systematicsubstitution processes

A
  • backing
  • fronting
  • gliding
  • stopping
  • vowelization
  • affrication
  • deaffrication
  • alveolarization
  • depalatalization
  • labialization
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4
Q

types of assimilation

A
  • assimilation
  • denasalization
  • final consonant devoicing
  • prevocalic devoicing
  • coalescence
  • reduplication
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5
Q

types of syllable structure

A
  • cluster reduction
  • final consonant deletion
  • initial consonant deletion
  • weak syllable deletion
  • epenthesis
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6
Q

backing (definition and example)

A
  • when alveolar sounds (t, d) are substituted with velar sounds (k, g)
  • “dog” to “gog”
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7
Q

fronting (definition and example)

A
  • when velar sounds (k, g) are substituted for (t, d)
  • “cookie” to “tootie”
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8
Q

gliding (definition and example)

A
  • /r/ becomes /w/ and/or /l/ becomes /w, j/
  • “rabbit” to “wabbit”
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9
Q

stopping (definition and example)

A
  • when a fricative (f, s) or affricate (ch) is substituted for a stop (p, d)
  • “fan” to “pan”
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10
Q

vowelization (definition and example)

A
  • /l/ or /er/ are replaced with a vowel
  • “paper” to “papeh”
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11
Q

affrication (definition and example)

A
  • when a nonaffricate is replaced with an affricate (ch)
  • “door” to “choor”
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12
Q

deaffrication (definition and example)

A
  • when an affricate (ch) is replaced with a fricative or stop (sh, d)
  • “chips” to “ships”
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13
Q

alveolarization (definition and example)

A
  • when a nonalveolar sound is substituted with an alveolar one
  • “shoe” to “tu”
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14
Q

depalatalization (definition and example)

A
  • when a palatal sound is substituted with a nonpalatal sound
  • “fish” to “fit”
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15
Q

labialization (definition and example)

A
  • when a nonlabial sound is replaced with a labial sound
  • “tie” to “pie”
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16
Q

assimilation (definition and example)

A
  • when a consonant sound starts to sound like another sound in the word
  • “bus” to “bub”
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17
Q

denasalization (definition and example)

A
  • when a nasal consonant (m, n) changes to a nonnasal consonant (b, d)
  • “nose” to “dose”
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18
Q

final consonant devoicing (definition and example)

A
  • when a voiced consonant at the end of a word (b, d) is substituted with a voiceless consonant (p, t)
  • “komb” to “gomb”
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19
Q

coalescence (definition and example)

A
  • when two phonemes are substituted with a different phoneme with similar features
  • “spoon” to “foon”
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20
Q

reduplication (definition and example)

A
  • when a complete or incomplete syllable is repeated
  • “bottle” to “baba”
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21
Q

cluster reduction (definition and example)

A
  • when a consonant cluster is reduced to a single consonant
  • “plane” to “pane”
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22
Q

final consonant deletion (definition and example)

A
  • when the final consonant in a word is left off
  • “toad” to “toe”
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23
Q

initial consonant deletion (definition and example)

A
  • when the initial consonant in a word is left off
  • “bunny” to “unny”
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24
Q

weak syllable deletion (definition and example)

A
  • when the weak syllable in a word is deleted
  • “banana” to “nana”
25
Q

epenthesis (definition and example)

A
  • when a sound (usually a schwa) is added between two consonants
  • “blue” to “buh-lue”
26
Q

3 constructs to describe children’s speech acquisition

A
  • early, middle, late-8
  • percentage of consonants correct (PCC)
  • age of acquistion
27
Q

early, middle, late-8 is based on …

A

clustering in a rank-ordered sequence of percent correct consonants

28
Q

early-8 consonants

A

/p, b, j, n, w, d, m, h/

29
Q

middle-8 consonants

A

/t, η, k, g, f, v, t∫, dʒ/

30
Q

late-8 consonants

A

/∫, s, θ, δ, r, z, ʒ, l/

31
Q

are the early, middle, or late-8 consonants usually the problem ones?

A

early

32
Q

how are percentage of consonants correct (PCC) calculated

A

divide the number of consonants produced correctly by the total number of consonants in a connected speech sample

33
Q

developmental SSD commonly co-occurs with ?

A
  • developmental language disorder (DLD)
  • reading or spelling disability
  • stuttering
34
Q

what is the only assessment for SSD standardized for Irish children?

A

DEAP

35
Q

atypical error patterns

A
  • backing
  • affrication
  • initial consonant deletion
  • medial consonant deletion
  • intrusive consonants
  • denasalization
  • favored sound
36
Q

medial consonant deletion (definition and example)

A
  • deletion of glottalization of intervocalic consonants
  • “feather” to “feher”
37
Q

favored sound (definition and example)

A
  • replacement of groups of consonants by a favorite sound
  • all initial consonants marked by [d]
38
Q

what causes SSD

A
  • multi-factorial
  • risk factors (predisposing, precipitating, and perpetuating factors)
39
Q

predisposing factors for SSD

A
  • sensory (hearing and vision problems)
  • neurological (motor planning and execution, structural)
  • cognitive/linguistic (stuttering, DLD, linguistic processing)
  • social (emotional, less sociable, less persistent, more reactice)
  • low SES/maternal education
  • structural (craniofacial abnormalities)
  • gender (male)
  • genetic (family history)
40
Q

time frame to consider precipitating factors for SSD

A

6 months

41
Q

precipitating factors for SSD

A
  • hearing loss, ear infections
  • general health
  • environmental stressors
  • opportunities and reinforcement
  • trauma
  • sucking habits
42
Q

does pacifier use affect development of speech

A
  • majority of speech outcomes are not significantly associated
  • there is an association between increased atypical errors in younger children and greater frequency of daytime pacifier use
  • *frequency of daytime use seems relevant, not the duration or night-time use
43
Q

perpetuating factors of SSD

A
  • static background set (sensory, motor, cognitive, social)
  • potential advantage implicit
  • reinforcement from context
  • failure to initiate change
44
Q

case history purpose

A

identification of risk factors (predisposing, precipitating, perpetuating)

45
Q

speech assessment purpose

A

identification of cause (input, representational, learning, motoric, structural, output)

46
Q

SSD classification systems

A
  1. stage of development
  2. surface speech characteristics
  3. aetiology/cause
  4. underlying speech processing
47
Q

Grunwell (1981) stages of development (pros and cons)

A
  • pros: adequately shows relationship of child’s pronunciation patterns to those used in adult pronunciations
  • cons: doesn’t mention potential causes or risk factors
48
Q

Shriberg et al. (2010) (pros and cons)

A
  • pros: shows normal speech, speech delay, speech errors, and motor speech disorders
  • pros: shows risk factors that might come up in a case history
  • cons: no mention of certain ICF sections (activity, participation, etc.)
49
Q

Stackhouse & Wells (1997) psycholinguistic model (pros and cons)

A
  • pros: shows where breakdown might happen
  • pros: shows which properties are connected
  • cons: shows no risk factors or cause
50
Q

Dodd (1995) subtype classification (pros and cons)

A
  • pros: shows surface speech characteristics
  • pros: immediately informs therapy
  • cons: no risk factors or causes given
51
Q

articulation disorder

A
  • isolated errors in articulation
  • distorted errors on imitation and spontaneous speech
52
Q

phonological delay

A
  • phonological error patterns
  • patterns typical in normal development but at a later stage of development
53
Q

consistent (atypical) phonological disorder

A
  • predictable error patterns
  • patterns atypical in normal speech development
  • can co-occur with typical error patterns
54
Q

inconsistent phonological disorder

A
  • inconsistent production of words
  • better on imitation
  • extent of variability is crucial
55
Q

childhood apraxia of speech/developmental verbal dyspraxia

A
  • speech inconsistency
  • problems with phonetic planning, motor programming, imitation of novel words, prosody, groping
  • mild motor difficulties
  • frustration, impacts daily life
56
Q

praxis definition

A

proprioception, motor co-ordination

57
Q

how does praxis develop

A

a movement pattern is modified through sensory feedback so that it is effective

58
Q

apraxia of speech causes

A
  • neurological impairment
  • idiopathic
59
Q
A

Nature of Disorders of Speech, Voice, Fluency, and Swallowing (6 decks)

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