Speech Sound Disorders Flashcards
allophone
a nondistinctive phonetic variant for a phoneme (ex/ the /k/ is produced differently in ski, key, and caw, but is still /k/)
coarticulation
the influence of phonetic context on speech production
cognate
one of a pair of sounds that are different by just one phonetic feature (voicing in english) - ex/ s & z
flap
a modified stop, in which a rapid flapping motion of the tongue tip contacts the alveolar ridge (used for the /t/ and /d/ in words like city and ladder)
homorganic
sounds that have the same place of articulation (m and b)
eggressive sounds
formed from outflow airstream
ingressive sounds
formed from inflow airstream
obstruent
stops, fricative, and affricates b/c they have a complete, or narrow, constriction of the vocal tract
rhotacization
a sound that has /r/ coloring
sibilant
speech sound w/ intense, high-pitched noise (ex/ s and sh)
strident
a speech sound w/ intense frication noise like sibilants but also /f/ and /v/
Model - Behavioral Theory
the consequences of the infants’ vocalizations (i.e., reinforcement) is what’s necessary for them to learn language
criticism of behavioral theory
lack of data to support role of caretakers’ use of selective reinforcement of speech sounds for development
Model - Distinctive Features Theory
phonological development is realized as the development of feature contrasts, beginning w/ maximal contrasts (e.g., consonants vs. vowels, nasal consonants vs. oral consonants) and working up a hierarchy
- babbling not related to meaningful speech
Model - Generative Phonology
proposes 2 levels of language - surface level (what is spoken) and deep level (abstract representation of language) - underlying representations is used to talk about what children know about language and what they don’t know on a scale of 1-6, and how that affects their productions
- complex marking system
- clinically: describe errors in terms of phon rules often
Model - Natural Phonology
children are born with a set of “natural phonological processes” that reflect their developing speech motor systems - processes simplify production of speech sounds
- 3 broad categories of processes: syllable structure processes, substitution processes, assimilatory processes
- processes are reduced as kids develop
Model - Prosodic Theory
emphasizes the perception of whole words - early word productions are highly variable across children d/t differences of input
- development occurs as perception increases
Model - Interactionist-Discovery (Cognitive) Theory
- children create and apply their own strategies in an attempt to discover the rules and patterns of language - rules aren’t innate
- individual learning strategies account for differences
Model - Examples of Nonlinear Theories
- metrical phonology
- feature geometry
- optimality theory
- gestural phonology
- **p. 147
list the 5 stages of babbling w/ ages
- Phonation stage (birth-1 month) - vegetative sounds like coughing, burping, grunting
- coo and goo stage (2-3 mo) - vowel-like, similar to back consonants & vowels
- exploration/expansion (4-6 mo)-vocal play, vowels, pitch/loudness variety, CV and VC sequences
- canonical babbling (7-9 mo) - reduplicated strings of CV, nonreduplicated CV, stops/nasals/glides/vowels
- jargon (10+) - variegated babbling, adult like intonations
most frequently occurring sound classess in first words
stops, nasals, glides
first vowels typically
/a/, /i/, /u/
early, mid, and late 8
early: m, b, j, n, w, d, p, h
mid: t, ng, k, g, f, v, ch, dj
late: sh, zsh, th-, th+, s, z, l, r
phonological patterns expected to be suppressed by age 3
- FCD
- (velar) fronting
- reduplication
- weak syllable deletion
- doubling
- diminuization
- consonant assimilation
- prevocalic voicing
phonological error patterns occurring after age 3
- cluster reduction
- gliding
- stopping
- depalatalization
- epenthesis
- vocalization
- final devoicing
expected % intelligibility for following age ranges
- 19-24 mo
- 2-3 yrs
- 4-5 yrs
- 5 yrs
- 25-50
- 50-75
- 75-90
- 90-100
study phonological processes and syllable shape development handout in manilla folder
STUDY this - gives specific info on when processes should be suppressed and when syllable shapes develop
Name and explain the stages of Van Riper’s Traditional Artic Approach
- Sensory Perceptual Training: client is trained to distinguish the target phoneme from other sounds (from error)
- Elicit and Establish sound in isolation or syllable level using a variety of sound establishment techniques: verbal models, visual cues, artic placement instruction, shaping new sound from sound child can produce, phonetic context
- Sound Stabilization: isolation, nonsense syllables, initial/medial/final position, phrases, sentences, convo
- Transfer & Carryover: emphasis on correct sound production outside clinical setting w/ variety of partners
- Maintenance: follow-up sessions/interviews to assess maintenance
Sensory-Motor approach
artic approach
- begin tx w/ production of phoneme w/in a phonetic context in which target is produced correctly (facilitative phonetic context)
- gradual expansion of phonetic contexts in which client can produce sound correctly
Multiple Phoneme approach
artic approach
- targeting multiple error phonemes at once w/ different stages
1) extablishment phase: isolation, max to min cueing
2) transfer phase: syllables, words, phrases/sentences, reading, convo
3) maintenance phase: 90% in convo in different contexts
Paired-Stimuli approach
artic approach
- proceeds from single words, to sentences, to convo
- begin w/ target in four “key words” - 2 initial position, 2 final
- then 10 training words, alternate key word w/ training words that are initial position
- same w/ final position
- key word and training words in sentences
- correct productions in all words in convo
Integral Stimulation
artic approach
- emphasizes multiple input modes - auditory and verbal
- cues faded
Enhancing Stimulability
artic approach
- designed to increase stimulability of unstimulable words
- associate verbal production w/ movement or gesture and character
- games played that involve characters, etc.
Cycles Approach
phono approach
- one phoneme is targeted per session, aimed at reducing a certain process (3-5 words, elicit in natural, play-based, emphasis on RULES)
- Stages in a session: auditory bombardment, feature awareness, production practice activities, auditory bombardment, probe for targets in next pattern
Distinctive Feature Approach
phono approach
- distinctive features are taught, rather than individual phonemes
- client produces 2 sounds - 1 w/ feature being taguth, and 1 w/o it (e.g., s and t)
- isolation, nonsense syllables, words, sentences, convo speech
- ***Can only use for subs, not omissions and distortions
Minimal Contrast Method
phono approach
- prevent pairs of words that client typically produces as homonymns, emphasize need to say them differently
- generalization expected
Maximal Oppositions
phono approach
- word pairs in which target is contrasted w/ another sound that is MAXIMALLY distinct (differs across a variety of features) (e.g., contrasting KEY with ME)
- generalization expected
Multiple Oppositions
phono approach
- attempts to reduce client’s tendency to use one phoneme to represent a variety of other sounds
- ex/ present with two/sue, two/coo, two/shoe, two/chew
- p. 163
Whole Language Approach
phono approach
- SLP helps client verbally contribute to convo w/o correcting & evaluating performance
- play-based, daily activities
- changes in higher-level language processes (e.g., narration) are associated w/ changes in lower-level processes (e.g., phoneme production)
Morphosyntax Approach
phono approach
- emphasis on finite grammatical markers that mark tense and number
- for kids w/ SSDs and morphosyntax errors
Metaphon Approach
phono approach
- intervention really focuses on deviant RULE system and realizing need to change
- Phase 1: developing phonological awareness - receptive, making sure understand difference between long and short sounds, use pics, activities
- Phase 2: production - phonological and communicative awareness
Core Vocab Intervention
phono approach
- targets whole words that are functional and important
- ultimate goal = 70 words consistently
