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early intervention > Speech sound midterm > Flashcards

Speech sound midterm Flashcards

1
Q

Form Vs. Function

A

Audible sequence of speech sounds and the specific meaning conveyed through this sequence

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2
Q

Incidence of speech sound disorders refers to…

A

the number of new cases identified in a specified period

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3
Q

Prevalence of speech sound disorders refers to…

A

the number of children who are living with speech problems in a given time period. (new cases + old cases)

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4
Q

How many children ages 3-17 have a speech disorder that lasted for a week or longer during the past 12 months?

A

5%

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5
Q

motor movements involved in sound production that comprises speech

A

articulation

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6
Q

structures important in forming the individual sounds

A

articulators

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7
Q

represent physical sound realities; end product of articulatory motor processes

A

Speech sounds/ phones

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8
Q

smallest linguistic unit that is able, when combined with other units, to distinguish meaning between words (bat vs cat).

A

Phonemes

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9
Q

variations in phoneme productions (aka phones) that don’t changes the meaning of the word (eg. Kitten)

A

Allaphones

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10
Q

study of how phonemes are organized and function in a language

A

Phonology

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11
Q

description of allowed combinations of phonemes in a particular language

A

Phonotactics

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12
Q

speech sound errors noted as normal in the development of speech but persist past age of normal speech sound acquisition in some children

A

Delay

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13
Q

atypical production of phones
Subsection of a speech sound disorder
substitutions , omissions, additions, and distortions
Eval. with a phonetic inventory

A

Articulation disorder

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14
Q

impaired comprehension of the sound system of a language and the rules that govern these sound combinationsPhonological disorder

A

Phonological disorder

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15
Q

contains more linguistic complexity and is a subdivision of a language disorder. Focuses on predictable, rule-based errors (fronting, stopping, final consonant deletion) that affect more than one sound.

A

Phonology

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16
Q

contains more motor movements involved in sound production that comprises speech. Focuses on errors (distortions & substitutions) in production of individual speech sounds.

A

Articulation

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17
Q

What is form and what is function

A

form = speech sound
function = phoneme

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18
Q

functional =

A

no known cause, most frequently the reason

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19
Q

variations in phoneme productions (a.k.a phones) that don’t change the meaning of the word.

A

Allophones

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20
Q

2 or more allophones never occur in exactly some phonetic environment. Keep vs. coop.

A

Allophonic variation

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21
Q

2 types of allophonic variation

A

complementary distribution/ free variation

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22
Q

allophones never occur in exactly the same phonetic environment
Keep v coop
front /k/ will occur with front vowels, back /k/ will occur with back vowels

A

complementary disrtibution

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23
Q

Allophones that can occur in same phonetic context
Released and unreleased /p/ can both occur in final position

A

Free variation

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24
Q

Speech sound meaning and function

A

Meaning-establish and meaning distinguishing function
Function – speech sound turning into language

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25
Q

What is phoneme and form

A

Sounds that are not meaning fun on their own
Form – sound on its own

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26
Q

What are phones

A

variations in phoneme production

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27
Q

the collection of data

A

Appraisal

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28
Q

the end result of studying and interpreting these data

A

Diagnosis

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29
Q

What are the goals of evaluation (6)

A

Determining whether speech sounds system is sufficiently different from normal and warrants treatment

Identify factors that might be related to presence or maintenance of speech sound disorder

Determine treatment direction including target selection and strategies

Making prognostic statements regarding change with/without treatment

Monitor change (is therapy working?)

Differentiate speech sound disorder from dialect

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30
Q

make sure the structure and function of these areas are assessed

A

Speech and hearing Mechanisms

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31
Q

Look for a history of

A

ear infections

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32
Q

process of transforming a continually changing acoustic signal into discrete linguistic units

A

Speech perception

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33
Q

There is no link between…

A

iq and speech disorder

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34
Q

People who have __________ are likely to have speech sound disorders

A

cognitive impairment

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35
Q

There is a relationship between _________ and speech sound disorder

A

syntactic complexity

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36
Q

Treating a language disorder may indirectly improve _____accuracy

A

Speech sound

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37
Q

Kids w SSD often have difficulty with _____

A

Reading

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38
Q

Age – positive correlation between age and skills
Family background – first born has better artic skills
Personality – no evidence of correlation

A

.

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39
Q

/a/:

A

Low front unrounded

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40
Q

/i/:

A

a high-front, unrounded.

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41
Q

/e/: \

A

a mid-front vowel, unrounded.

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42
Q

/I/: \

A

a high-front unrounded vowel.

43
Q

/o/:

A

a mid-back rounded vowel.

44
Q

/u/:

A

high-back unrounded vowel

45
Q

Narrow band

A

Phonetic
Enclosed in brackets [ ]
Describes allophones or variations in phonemes

46
Q

Broadband

A

Phonemic
Enclosed in virgules / /
less detailed and only concerned with phonemes

47
Q

/p/

A

Bilabial, voiceless, stop

48
Q

/b/

A

bilabial, voiced, stop

49
Q

/t/

A

alveolar, voiceless, stop

50
Q

/d/

A

alveolar, voiced, stop

51
Q

/k/

A

Velar, voiceless, stop

52
Q

/g/

A

Velar, voiced, stop

53
Q

/f/

A

Labiodental, voiceless, fricative

54
Q

/v/

A

labiodental, voiced, fricative

55
Q

/th/ (circle one)

A

dental, voiceless, fricative

56
Q

/th/ (weird f looking one)

A

dental, voiced, fricative

57
Q

/s/

A

alveolar, voiceless, fricative

58
Q

/z/

A

alveolar, voiced, fricative

59
Q

/sh/

A

palatal, voiceless, fricative

60
Q

/j/ (like in judge

A

palatal, voiced, fricative

61
Q

/ch/

A

palatal, voiceless, affricate

62
Q

/dj/

A

palatal, voiced, affricate

63
Q

/l/

A

alvelar, voiced, liquid

64
Q

/r/

A

palatal, voiced, liquid

65
Q

/w/

A

bilabial, voiced, glide

66
Q

/y/

A

palatal, voiced, glide

67
Q

/m/

A

bilabial, voiced, nasal

68
Q

/n/

A

alveolar, voiced, nasal

69
Q

/ing/

A

velar, voiced, nasal

70
Q

meaning attached to words (vocabulary)

A

semantic

71
Q

minimum meaningful units in the language (words, plural markers, tense markers, etc.)

A

morphology

72
Q

grammatical rules for putting words together

A

syntax

73
Q

using language appropriately in social context

A

pragmatics

74
Q

ability to string sentences together to communicate

A

discourse

75
Q

Organic cause=

A

motor, sensory, structural

76
Q

Traditional development intervention approach is

A

target early developing sounds

77
Q

complexity approach is

A

select later developing sounds

78
Q

3 way speech acquisition data is collected

A

Diary studies (case studies)
Large-group cross-sectional studies
Longitudinal studies

79
Q

laying the foundation for speech (birth to 1 year)
Cooing, babbling, protowords, first words

A

phase 1 of speech sound acquisition

80
Q

phase 1

A

birth-1yr
cooing, babbling, protowords, first words

81
Q

transitioning from words to speech (1 to 2 years)
Words to connected speech (two words)

A

phase 2 of speech sound acquisition

82
Q

Phase 2

A

1-2 years
two words

83
Q

the growth of the inventory (2 to 5 years)

A

phase 3 of speech sound acquisition

84
Q

phase 3

A

2-5 years

85
Q

mastery of speech and literacy (5+ years)

A

phase 4 of speech sound acquisition

86
Q

shrinbergs 3 stages

A

Early 8 /m, b, j, n, w, d, p, h/
Middle 8 /t, ŋ, k, g, f, v, ʧ, ʤ/
Late 8 /ʃ, θ, s, z, ð, l, r, Ʒ/

87
Q

Syllable structure processes are the tendency of young children to reduce words to basic CV structures

A

1;6 to 4;0
baba mama dada

88
Q

Suppression of reduplication is a common process

A

up to 2 years

89
Q

Suppression of final consonant deletion

A

up to around age 3

90
Q

Suppression of unstressed syllable deletion

A

up to 5 years
“nana” for banana

91
Q

Suppression of consonant cluster reduction

A

up to school age

92
Q

the insertion of a sound segment into a word, thereby changing its syllable structure

A

epenthesis

93
Q

the replacement of fricatives and affricates with plosives

A

stopping

94
Q

to the tendency of young children to replace palatal and velar consonants with alveolar ones

A

fronting

95
Q

the replacement of primarily [ɹ] and [l] with the glides [w] and [j]

A

gliding

96
Q

mental operation substituting a more easily produced set of sounds or sound combination for a more difficult set of sounds

A

phonological process

97
Q

Sounds produced without hindering the airstream with any blockages in the oral cavity

A

continuant

98
Q

Sounds produced with a slow release of a total obstruction within the oral cavity

A

delayed release

99
Q

focuses on words and structures of words (syllables)

A

prosodic tier

100
Q

focuses on segments or speech sounds (use of distinctive features)

A

segmental tier

101
Q

________ have the most sonority

A

vowels

102
Q

two ways speech sounds are viewed

A

Motor production
Expression of language

103
Q

syllable nuclei

A

vowels

early intervention (2 decks)

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