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SPHP 126 Exam 3 > SPHP 126 Exam 3 > Flashcards

SPHP 126 Exam 3 Flashcards

1
Q

Research Methodology

A
  • suck suck swallow pattern
  • localization to sound
  • habituation (baby laying in crib crying)
  • visually reinforced head turns
  • cessation of crying (mom says “hey baby”…baby stops crying)
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2
Q

Auditory Discrimination

A
  • Newborns hear sounds in utero for 4 mons- since the 20th wk of gestation.
  • 2 to 7 day old infants localize rattling noise
  • 4 mons of age (can discriminate)
  • Prefer human speech to other sounds
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3
Q

Speech Perception (2 to 4 mons of age)

A
  • hear in categories
  • attend to juncture (when sound is continuous)
  • place of articulation (fricitives > velars; alveolars)
  • manner of articulation
  • can discriminate stress changes
  • respond well to motherese
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4
Q

Speech Perception (5-12 mons of age)

A
  • better disciminate /sa/ VS. /za/ at 6-8 mons
  • can be taught to discriminate sounds up to 8 mons
  • done less at 12 mons because of phonological bins
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5
Q

How often do we work with infants before 12 mons of age?

A
  • Early intervention is key

- More cases of preemies with feeding, swallowing and hearing problems

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6
Q

Speech overlaid function

A

Focus on staying alive; not worrying about speech and language

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7
Q

What questions might help to understand a child’s auditory/sound perceptions?

A
  • Does your child stop crying when you talk?
  • Does you child turn head to loud sounds?
  • When you stop talking, do they fill in the silence?
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8
Q

Infant sound productions

A
  • short vocal tract
  • short pharyngeal cavity
  • anterior tongue placement
  • high larynx
  • close approx. of velopharynx touches epiglottis
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9
Q

Oller’s Stage 1: Phonation

A
  • 0 to 1 mon
  • Reflexive vocalizations (crying,fussing for attention or hunger)
  • Coughing,sneezing,burping
  • Syllabic naslas (limited resonance)
  • Non distress sounds
  • little vocal play
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10
Q

Oller’s Stage 2: Coo and Goo

A
  • 2 to 3 mons
  • Velar consonant-like sounds
  • A sound similar to rounded vowel /u/
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11
Q

Oller’s Stage 3: Exploration/Expansion

A
  • 4 to 6 mons
  • Better control of laryngeal pharynx and articulators
  • Improved oral resonance of vowels
  • Squeals, growls, friction noises
  • Vocal Play
  • Begin to see CV and VC (Consonant Vowel)
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12
Q

Oller’s Stage 4: Canonical Babbling

A
  • 7 to 9 mons
  • Better oral and nasal resonation
  • C1V1C1V1 and C1V1C1V2 (reduplication)
  • Stops, nasals, glides
  • Velar like sounds decrease (because they are starting to sit up)
  • Bilabial and alveolar usage increases
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13
Q

Oller’s Stage 5: Variegated Babbling

A
  • 10 to 12 mons
  • Non reduplicated babbling
  • Vowel and consonants increase
  • Intonation pattern matures
  • Connected strings resembles adult speech
  • Vowels are beginning to stabilize
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14
Q

Important Predictors?

A
  • No. of vocalizations was positively correlated to later normal lang. dev.
  • Diversity of vocalizations was positively correlated to beginning of speech
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15
Q

Transition Period?

A
  • Begins with comprehension
  • Protowords: not true words, but have meaning
  • Ends in true words
  • Can co-exist with true words
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16
Q

Tranisition period issue?

A
  • The words are the symbol of not the acquisition of vocab but the ability of the brain to program the articulation of the sound sequences.
  • The physical readiness/dev. of the structures & their ability to handle the more complex programming
  • linking of sounds patterns to physical agility, and the neural programming ability with meaning
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17
Q

Protowords/Vocables

A
  • Mostly CV syllable shapes
  • Expression of affect
  • To make a request
  • To focus attention
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18
Q

Protoword Characteristics?

A
  • Stops> nasals> fricatives
  • 50% are stops
  • Labials>Alveolars>Velars
  • 30 % are labials
  • Holophrastic phrases begin
  • Neurological & physical ability to string them together
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19
Q

First Real/True Word

A
  • 10 to 14 mons
  • Consistently used
  • In a particular context
  • Resembles the adult word
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20
Q

Sound system DVPMT

A
  • 18 to 24 mons: 50 words; short phrases
  • Phonetic productions increase stability
  • Protowords & holophrastic phrases decrease as phrases increase
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21
Q

Single Phoneme DVPMT

A

-Cross Sectional research studies
-Cross section of children in U.S.
(age,culture,socioeconomic level, parents ed. level, IQ)
-Exclude Ch with known hearing loss and lang. loss.

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22
Q

Cross-Section Studies

A
  • Group data
  • Average data
  • Error types not determined
  • “Age of mastery”
  • “Molly VS. Deborah”; first born,well-educated parents, talkative
  • Molly= labials
  • Deborah=Fricatives
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23
Q

Templin (1957)

A
  • 75% of Ch, correct in all 3 positions (initial, medial, final)
  • 480 Ch.
  • 3 to 8 yrs old
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24
Q

Fudala & Reynolds (1986)

A
  • 5,122 Ch from 4 western states
  • 1:6 yrs to 13:11 yrs
  • Intial & medial/final?
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25
Q

Sander (1972)

A

Range of Development

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26
Q

Longitudinal Studies

A
  • Few number of Ch. individually
  • Over a considerable amount of time
  • Mostly agree with Cross-Section studies
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27
Q

Articulation DVPMT

A
  • Consonants
  • Vowels
  • Consonant Clusters
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28
Q

Consonants

A
  • Templin is the standard

- Sanders gives a good range

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29
Q

Vowels

A
  • Templin (1957): 3 yrs of age, 93% had vowels correct.
  • Irwin & Wong (1983): 100 Ch in 5 age groups
  • Vowels and dipthongs produced by 3 yrs of age
30
Q

Clusters

A
  • Templin (1957)
  • Smit (1990)
  • Should be correct by 8 yrs of age
31
Q

Expected Error Patterns

A
  • Nasals: denasalization
  • Glides: deletion
  • Stops: deaspiration, fronting of velars, and deletions
  • Liquids: W/L, R; Deletions V/L, R; Deletion
  • Labial and Dental Fricatives are stoppped
  • Alveolar & palatal fricatives & affricates deletion
  • Stopping
  • Devoicing
  • Stopping of /s/
  • Consonant clusters are reduced by a consonant (2nd member of cluster deleted)
  • Remaining consonant changed to a stop
  • Cluster with /L/ and /R/ have phonemes simplified to glide /W/
32
Q

Sound Class DVPMT

A
  • Earliest developing (nasals, stops,glides)

- Later developing (liquids, fricatives, affricates)

33
Q

Distincitive Feature DVPMT

A 
Order of development
1. Nasals
2. Bilabials & Alveolars
3. Voice
4. Diffuse (k,g, h, ing)
5. Stridency (hissy sounds)
6, Continuant (flow not stopped)
34
Q

Hodson & Paden (1981)

A

-Speech sound production approximated the adult model between 4-5 yrs of age

35
Q

Grunwell (1982)

A
  • Processes decreased before 3 yrs
  • Redup. and STP of /f,s/ should be gone before 3
  • Some voicing patterns
  • Most all decreased by 5 yrs
36
Q

Dyson & Paden (1983)

A
  • Studied 40 two yr olds from 2 to 2:7
  • Order of freq was GL, CR, FR, STP, FCD
  • At 2:7 FCD almost gone & STP & FR infrequent
37
Q

Stoel-Gammon & Dunn (1985)

A
  • Processes decreased by age 3
  • WSD/USD
  • FCD
  • DIM
  • VELAR FRONTING
  • REDUP
  • PREVOCALIC VOICING
38
Q

After 3 yrs and before 5

A
  • CR
  • EPN
  • GL
  • VOC
  • STP
  • POSTVOCALIC DEVOICING
39
Q

Intelligibility

A
  • Expressed in % intelligible
  • # words understood divided by total words spoken multiplied by 100
  • Percent of which someone could be understood but not correct
40
Q

Age of intelligibility

A

-19 to 24 mons (25 to 50 %)
- 2 to 3 yrs (50 to 75 %)
-4 to 5 yrs (75 to 90 %)
-5 + yrs (100 %)
-8 yrs (100 % correct)
Intial consonant are a huge factor for intelligilabilty

41
Q

Structures (LIPS)

A

-Generally speaking mild to moderate deviations of structure & function of lips DO NOT cause a significant disturbance of speech

42
Q

Fairbanks & Green (1950)

LIPS

A

-Variations in structure & function WNLs shouldn’t affect speech

43
Q

Bloomer & Hawk (1973)

LIPS

A

Most learn to use compensatory strategies

44
Q

Structures (TEETH)

A
  • Maxillary-Mandibular Alignment
  • No clear relationship to speech in the mild to moderate malocclusions
  • “Missing teeth, though they may be associated with a higher frequency of misarticulations are neither sufficient nor necessary to cause articulation disorders.”
45
Q

Tongue

A

-Size, shape, Mobility
(Little good research done in this area)
-Ankyloglossia = tongue tie
-Glossectomy (Remove a portion or most of the tongue; usually from cancer)
-Open bite
-Mobility requirements are for elevation, grooving and protrusion

46
Q

Hard Palate

A

-Wide variations in height, length and width have resulted in little effect on speech

47
Q

Cleft Palate

A

-Surgical repair is required for normal speech

48
Q

Excision secondary to cancer

A

-Prosthetic management

49
Q

Structures

A
  • Velum/Soft Palate:

- Closes/opens the port into the nasopharynx and nares

50
Q

Velopharyngeal Insufficiency (VPI):

A
  • Hypernasality/nasal resonance/nasal emission
  • Weak production of pressure consonants
  • Substitution of glottal stops for target phonemes
  • Pharyngeal stops & fricatives are substituted
  • Occasional velar fricatives
51
Q

Neural Control of Structures

A

Speech Requirements:

  1. Muscle strength
  2. Speed
  3. ROM or excursion(Range of motion)
  4. Accuracy
  5. Coordination of multiple sequenced movements
  6. Motor steadiness
  7. Muscle tone
  8. Appropriate rhythm
52
Q

DX Related to Neural Control

A 
VPI:
-Innervation problems
Cerebral Palsy:
-Usually congenital
-Usually dysarthric
53
Q

DX- Neural Control (Dysarthria)

A
  • A CNS or PNS problem
  • Often secondary to a stroke, TBI, cancers, ,etc.
  • Results in weaknesses/paralysis to one or more systems
54
Q

DX- Neural Control (Apraxia)

A
  • A motor programming issue
  • No weakness
  • Characterized by: inconsistencies, groping, decreased initiation, and vowels are affected
55
Q

Motor Skills

A

-Research has not shown that non-oral motor issues are related to oral/speech production issues

56
Q

Diadochokinesis (DDK)/RAM

A
  • Repetition of identical syllables

- Improves with age

57
Q

Rapid Sequenced Movements

A
  • Repetition of changing syllables

- A defining variable in apraxia

58
Q

Sensation

A

-Other than hearing, there is no identifiable relationship
Diagnostic tests of import:
-Hearing thresholds
-Speech Discrimination scores
-Configuration of the hearing loss
*Speech range is considered to be between 500Hz and 2000 Hz.

59
Q

Types of hearing loss

A

Conductive: usually losses resulting from ME problems
-Less severe
Sensorineural: inner ear and into the cerebrum
-More severe
Mixed

60
Q

Speech Problems Associated With Hearing Problems?

A
  • FCDs
  • Imprecise vowels
  • Varying resonance
  • Inappropriate stress & intonation; variable
  • Variable pitch & control
  • Variable vocal quality
61
Q

CSOM

A
  • Decreased Speech discrimination scores
  • Decreased Auditory discrimination
  • Auditory Processing DX
62
Q

Sensory Issues

A
  • /r/ child

- dysarthrias

63
Q

Auditory Discrimination

A 
Discrimination:
-Of other’s speech
-Of themselves
Locke (1980):
-70% of children with misartics could discriminate between the target and error productions
Summary: it’s not a strong variable
64
Q

Oral Sensation

A 
Oral form recognition:
-Not much evidence (limited & contradictory)
-Little clear clinical application
Two point sensory discrimination:
-Ditto 
Sensory deprivation (anesthetization):
-Not sure of clinical application
-Adults: increase in misarticulations, esp. frics & affrics.
65
Q

Language Skills

A
  • Language is the umbrella; articulation is like the spines of the umbrella.
  • Coexistence of lang dx and artic dx: in preschool up to 50% of the children have both.
  • Can exist separately
66
Q

Relationships to Language

A
  • Several studies show that 40%-80% of children with phonological disorders have language involvement.
  • Same for SLI children having phonological dx
  • As severity of phonological dx increases, it is more likely to have a concomitant lang dx present.
  • Whitehurst (1991) found that one or the other may resolve by school age.
67
Q

Relationships to Lanague #2

A
  • Panagos, et.al. (1979) : when syntactic complexity is combined with syllabic complexity, a greater inc in artic errors is likely.
  • When you have both present and treat one, the one treated improves more(WHEW!)
  • When both are present, the likelihood of reading problems increases
68
Q

Personal Characteristics

A 
Artic and phonology improve with: 
-Age 
-Femaleness
-Intelligence
Of little influence seems to be:
-Personality type
-Socioeconomic status of families
-Birth order
-Number of sibs
69
Q

Familial Ties

A

Shriberg & Kwiatkowski (1994):
-Of 62 children with arti dx, 39% had a family member with an artic dx and another 17% had more than one family member.
Felsenfeld, et.al.(1995):
-Children whose parents had no hx of artic dx did better on artic tests than children whose parents DID have an artic dx.
*Most of this research has been replicated.

70
Q

Tongue Thrust

A
  • Reverse Swallow
  • Red Flags:
  • Tongue protrusion during open lip swallows
  • Dec’d masseter mvmt during swallow
  • Pursing of lips during swallow
  • Lower carriage of tongue at rest than normal
  • Correlation with speech disorders:

SPHP 126 Exam 3 (1 decks)

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