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COMPS > SSD > Flashcards

SSD Flashcards

1
Q

dentalization

A

tongue approaches upper incisors
often occurs d/t coarticulation
d̪

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2
Q

palatalization

A

occurs when a sound is produced as a palatal, rather than a nonpalatal
j

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3
Q

velarization

A

occurs when tongue placement moves in the direction of the velum for palatal sounds
ɣ

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4
Q

lateralization

A

occurs when air is released laterally on any consonant production other than l

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5
Q

devoicing

A

not voicing a voiced consonant
total devoicing is marked by its voiceless counterpart
nd

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6
Q

voicing

A

voicing an unvoiced consonant
total voicing is marked by its voiced counterpart
⌄

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7
Q

aspiration

A

pʰ

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8
Q

unaspirated

A

p⁼

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9
Q

unreleased stop plosive

A

result when closure is maintained, not released
d̚

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10
Q

consonantal

A

[+/- cons]
distinguish true consonants from vowels & glides

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11
Q

block, redirect, or narrow airflow

A

consonantal

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12
Q

sonorants [+/-son]

A

distinguish sounds that allow unimpeded airflow from sounds that block or constrict the airflow

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13
Q

obstruent

A

[-son]
stops, fricatives, affricates

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14
Q

approximant

A

[+/-approx]
distinguish sounds that have a constriction in the vocal tract while allowing the frictionless escape of air (eg vowels & non nasal sonorants

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15
Q

major class features

A

consonantal
sonorant
approximant

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16
Q

nasals, liquids, glides

A

sonorant

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17
Q

stops, fricatives, affricates

A

obstruent

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18
Q

vowels and non-nasal sonorants

A

approximant

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19
Q

true consonants

A

consonant

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20
Q

phoneme

A

speech sound that serves to contrast meaning between words in a language (mat vs bat)

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21
Q

allophone

A

phonetic realizations of a phoneme; sounds that do not change linguistic meaning of morphemes

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22
Q

T/F: fricatives imply stops

A

TRUE

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23
Q

naturalness

A

easier to articulate, more common within and/or across languages

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24
Q

markedness

A

phonetically more complex, less common across languages

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25
Q

phonological impairment

A

cognitive linguistic difficulty with learning the phonological system of a language
characterized by pattern based errors

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26
Q

most common type of SSD

A

phonological impairment

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27
Q

inconsistent speech disorder

A

characterized by inconsistent productions of the same word
problem with phonological assembly without accompanying oral motor difficulties

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28
Q

articulation impairment

A

characterized by sound errors typically involving sibilants (s, z) and/or rhotics (r)
speech perception difficulties may underlie an articulation impairment

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29
Q

childhood apraxia of speech

A

motor speech disorder associated with planning and programming movement sequences, resulting in dysprosody and error in speech sound production

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30
Q

childhood dysarthria

A

motor speech disorder involving difficulty with the sensorimotor control processes involved in speech production, typically programming and execution
neurological condition or TBI

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31
Q

problem with mental representation

A

phonological impairment

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32
Q

motor execution issues (place, manner, and voicing issues)

A

articulation impairment

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33
Q

impact of SSD

A

negative social relationship and academic achievement
low self-esteem

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34
Q

average age of referral of SSD

A

4;3

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35
Q

ratio of SSD of boys to girls

A

2:1

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36
Q

more children with SSD have a:

A

family history

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37
Q

what is phonological impairment?

A

cognitive-linguistic difficulty, pattern-based speech errors

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38
Q

what is articulation disorder?

A

specific speech sounds due to motor speech difficulty

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39
Q

intelligibility by age

A

100% by 4 years to family and 5 years to strangers

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40
Q

most manner classes present, 90% of consonants produced correctly by this age:

A

5 years

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41
Q

phonological processes that disappear by age 3:

A

reduplication
place and manner assimilation
weak syllable deletion
prevocalic voicing
FCD
velar fronting

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42
Q

reduplication disappears/persists by age 3

A

disappears

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43
Q

prevocalic voicing disappears/persists by age 3

A

disappears

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44
Q

place and manner assimilation disappears/persists by age 3

A

disappears

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45
Q

FCD disappears/persists by age 3

A

disappears

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46
Q

weak syllable deletion disappears/persists by age 3

A

disappears

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47
Q

velar fronting disappears/persists by age 3

A

disappears

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48
Q

phonological processes that persist after 3:

A

cluster reduction
vocalization
postvocalic devoicing
stopping
gliding
epenthesis

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49
Q

cluster reduction disappears/persists by age 3

A

persists

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50
Q

postvocalic devoicing disappears/persists by age 3

A

persists

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51
Q

vocalization disappears/persists by age 3

A

persists

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52
Q

stopping disappears/persists by age 3

A

persists

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53
Q

gliding disappears/persists by age 3

A

persists

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54
Q

epenthesis disappears/persists by age 3

A

persists

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55
Q

SSD red flags:

A

ICD, backing, glottal replacement at 24 months

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56
Q

Shriberg’s Early 8 Sounds

A

m b j n w d p h

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57
Q

Shriberg’s Middle 8 Sounds

A

t ŋ k g f v tʃ dʒ

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58
Q

Shriberg’s Late 8 Sounds

A

s z l r θ ð ʃ ʒ

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59
Q

purpose of assessment

A

describe child’s abilities and difficulties
diagnosing the presence of SSD, intervention planning
measuring the outcome of intervention

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60
Q

consistent test materials, administration procedure, and scoring rules

A

standardized test

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61
Q

“serve as gateways to services” can be norm-referenced or criterion-referenced

A

standardized test

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62
Q

predictive validity

A

standardized test

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63
Q

typically do not have a standardized processes for administration, analysing, scoring

A

non standardized (informal) test

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64
Q

not accompanied with normative data

A

non standardized (informal) test

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65
Q

developed by SLP and researchers for an intended purpose and population

A

non standardized (informal) test

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66
Q

norm referenced test

A

comparing a child’s performance against normative samples, the presence of SSD, eligibility for service

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67
Q

criterion referenced tests

A

used to measure skills in terms of absolute levels of mastery

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68
Q

does not tell whether a child differs from the norm, but is useful for baseline and progress measures

A

criterion referenced tests

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69
Q

can be either standardized or informal

A

criterion referenced tests

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70
Q

correct fails; more important

A

sensitivity

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71
Q

correct passes

A

specificity

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72
Q

identify disordered as disordered

A

sensitivity

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73
Q

identify normal as normal

A

specificity

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74
Q

static assessment

A

assess a child’s performance at a particular time

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75
Q

dynamic assessment

A

consider children’s performance and capacity to learn with cues and feedback
ZPD

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76
Q

speech sample analysis

A

type of informal assessment used to identify speech pattern errors
useful for goal setting and planning Tx approaches

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77
Q

SODA

A

traditional
useful for articulation disorders
substitution, omission, distortion, addition

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78
Q

independent analysis

A

analyze speech independent of the adult phonological system

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79
Q

relational analysis

A

type of error analysis that compares the child’s productions to other targets

80
Q

independent analysis useful for:

A

children less than 50 words
or younger than 30 months

81
Q

PCC

A

65-85% mild to moderate
<50% severe

82
Q

phoneme collapse

A

multiple phonemes are produced as one sound

83
Q

homonymy

A

same phonetic form, by age 3, most words (80%) are not homonyms

84
Q

Developmental approach

A

very conventional
for children who have a fear of failure and would benefit from the experience of early success in intervention

85
Q

most common approach

A

developmental approach

86
Q

early developing sounds, phonological processes occurring frequently, stimulable, affecting intelligibility

A

developmental approach

87
Q

complexity approach

A

non stimulable, phonetically complex sounds (later developing), least productive phonological knowledge, marked sounds

88
Q

cyclical approach

A

primary target patterns, word structures, anterior-posterior, liquid, CC

89
Q

systemic approach

A

child’s largest collapse of contrast, maximal distinction

90
Q

main goal of phonological intervention

A

phonological intervention is NOT treating individual sounds, it is treating the WHOLE system

91
Q

other goals of phonological intervention

A

facilitate generalization
learn phonological rules through meaning based and conversational repair sequences

92
Q

contrastive approaches

A

minimal pairs
maximal pairs
treatment empty set
multiple opposition

93
Q

non-contrastive approach

A

cycles approach

94
Q

goal for articulation intervention

A

learning individual sound production skills

95
Q

principles of motor learning:

A

ML refers to a set of internal processes associated with practice for permanent changes in the capability of motor skills

96
Q

optimal point framework

A

an optimal amount of information or repetition should be provided to challenge a child to learn

97
Q

motor learning approach

A

focuses on speech rather than non-speech oromotor exercises (blowing)

98
Q

3 phases of motor learning

A
  1. pre practice
  2. practice
  3. mastery
99
Q

pre practice phase of motor learning

A

a learner should know what needs to be done

100
Q

practice phase of motor learning

A

a learner refines the skills

101
Q

mastery phase of motor learning

A

skills can be performed without attention

102
Q

massed practice distribution

A

massed for a short period of time
*good for initial skill acquisition
e.g., 20x

103
Q

distributed practice distribution

A

spread out over time
*better for generalization
e.g., 5, 5, 5, 5

104
Q

blocked practice schedule

A
  1. AAAA
  2. BBBB
  3. CCCC
105
Q

random practice schedule

A

ABCA

106
Q

extrinsic feedback

A

supplementary information from another person

107
Q

intrinsic feedback

A

information from one self

108
Q

knowledge of results

A

whether a child’s response is correct or incorrect

109
Q

knowledge of performance

A

why child’s response is correct or incorrect

110
Q

both KR and KP are helpful during the _________ phase of intervention

A

pre practice

111
Q

KR only during the _________ phase

A

practice

112
Q

auditory model cues

A

SLP models the target sound and the child produces the sound

113
Q

phonetic placement cues

A

cues about articulation movements and placement

114
Q

orthographic cues

A

SLP uses WRITTEN letters or words to prompt production or provide phonological awareness input

115
Q

successive approximation/ shaping

A

SLP helps the child produce a target by manipulating the articulation of another sound the child is able to produce

116
Q

phonetic context

A

stimuli
resources
activities

117
Q

gestural cues

A

SLP associates a hand or body movement with speech or prosodic characteristics

118
Q

metaphonological cues

A

SLP provides child with metalinguistic information about a property of the phonological system and the need to use that property

119
Q

facilitative contexts

A

SLP targets speech sounds in a supportive phonetic environment

120
Q

r after

A

k

121
Q

final s becomes

A

initial s

122
Q

cleft types: lip only

A

25%

123
Q

cleft types: palate only

A

25%

124
Q

cleft types: lip and palate

A

50%

125
Q

cleft palate ethnicity

A

different incidence rates across ethnicities
higher in native americans and asians

126
Q

cleft genders

A

males > females w combo clefts
males > females with severe forms
females > males w palatal clefts only

127
Q

causes of birth defects

A

multifactorial inheritance: predisposition is exasperated by environmental factors (drugs, infections, maternal)
*genetic factors

128
Q

lips and alveolar begin at

A

6 WEEKS

129
Q

hard palate begins at

A

8-9 WEEKS

130
Q

velum and uvula complete at

A

12 WEEKS

131
Q

congenital clefts follow

A

embryological suture lines

132
Q

embryological suture lines

A

lip, alveolar ridge, and palate form a “Y” shape

133
Q

fusion from the incisive foramen backward forms the

A

hard palate and soft palate

134
Q

primary palate

A

anterior to inferior foramen (IF)

135
Q

secondary palate

A

posterior to the IF (hard palate, soft palate, and velum)

136
Q

incomplete primary cleft

A

involves only the soft tissue and muscles of the lip

137
Q

complete primary clefts

A

extend through both lip and alveolus to the incisive foramen

138
Q

central portion of the lip and premaxilla, a wedge shaped portion of the alveolar bone anterior to the incisive foramen

A

primary palate

139
Q

located posterior to the primary palate including the hard palate, the soft palate, and velum

A

secondary palate

140
Q

failure of fusion if palatal processes at 8-12 weeks

A

secondary palate

141
Q

failure of fusion maxillary and medial nasal processes at 6-8 weeks

A

primary palate

142
Q

complete secondary cleft

A

includes total cleft of all structures in the secondary palate

143
Q

incomplete secondary palate

A

includes isolated cleft of structures

144
Q

cleft extends through the lip and alveolus to the incisive foramen

A

complete cleft

145
Q

involves only the soft tissue and muscles of the lip

A

incomplete cleft

146
Q

nasal sounds

A

velum lowered air pushed out of the nose

147
Q

oral sounds

A

velum raised air pushed out of the mouth

148
Q

velum is elevated and retracted to make complete contact against the posterior pharyngeal wall, creating a knee position to seal the gap tightly

A

oral

149
Q

main VP closure muscle

A

LVP

150
Q

SPC & PP muscles

A

medial displacement of lateral pharyngeal wall

151
Q

SPC

A

superior pharyngeus constrictor

152
Q

PP

A

palatopharyngeus muscle

153
Q

coronal VP closure

A

elevation of the vlum to touch the PPW

154
Q

sagittal VP closure

A

medial movement of the lateral pharyngeal walls to meet the velum

155
Q

circular VP closure

A

requires an equal movement from both the velum and the lateral pharyngeal walls

156
Q

circular VP closure with passavant’s ridge

A

combo of the circular closure with the anterior movement of the PPW

157
Q

most common VP closure

A

coronal - velum elevation only

158
Q

submucous cleft

A

oral surface of the secondary palate is complete, but the nasal surface is incomplete (bifid uvula, thin & blushing color, zone pellucida)

159
Q

zone pellucida

A

submucous cleft

160
Q

velopharyngeal insufficiency

A

structural defect

161
Q

velopharyngeal incompetence

A

neuromotor defect

162
Q

velopharyngeal mislearning

A

faulty articulation

163
Q

obligatory errors

A

d/t structural abnormalities

164
Q

compensatory errors

A

d/t mislearning

165
Q

hypernasality occurs in

A

vocalic sounds (voiced consonant, vowels)

166
Q

hyponasality is a lack of

A

normal resonance on speech

167
Q

hyponasality occurs in

A

nasal sounds (m n ng)

168
Q

high pressure sounds

A

stops, fricatives, affricates

169
Q

nasal air emission occurs in

A

high pressure consonants

170
Q

cleft palate children with VPI demonstrate

A

hypernasality and nasal air emission

171
Q

large VP gap size

A

severe hypernasality

172
Q

plosives

A

p b t d k g

173
Q

fricatives

A

f v s z ʃ θ ð

174
Q

affricates

A

ʤ tʃ

175
Q

moderate VP gap size

A

audible nasal emission, moderate hypernasality

176
Q

small VP gap size

A

nasal turbulence/ nasal rustle

177
Q

phoneme specific nasal (air) emission

A

d/t faulty articulation

178
Q

cleft lip repair

A

3 months

179
Q

cleft palate repair

A

within 1-2 years

180
Q

fistula

A

opening between nasal and oral cavity
d/t palatoplasty failure (5% to 30%)

181
Q

hypernasality assessment

A

you can assess both /a/ and /i/ vowel context
/i/ vowel context is sensitive to hypernasality and will sound like “he”

182
Q

why is speech therapy needed for children with CP?

A

because surgery makes it possible for the child to close off the cleft, changing structure does not change function. need to teach how to use new structure, but speech therapy cannot correct obligatory distortions

183
Q

purpose of speech therapy for cleft palate

A

correct abnormal articulation placement for compensatory errors that are mislearned (PSNE or phoneme-specific hypernasality)

184
Q

Pierre Robin sequence characteristics

A

micrognathia
glossoptosis
wide bell shaped cleft palate

185
Q

pierre robin sequence impacts

A

airway obstruction
sleep apnea
feeding difficulty
velopharyngeal insufficiency
hearing loss

186
Q

pierre robin sequence causes

A

associated w a syndrome
mechanical forces in utero

187
Q

what syndrome presents with micrognathia, glossoptosis, wide bell shaped cleft palate

A

pierre robin sequence

188
Q

velocardiofacial/ 22q11.2 deletion syndrome impacts

A

feeding difficulty
velopharyngeal dysfunction
learning difficulties
small stature
cardiac anomalies
UTI
obesity
hypocalcemia
middle ear infections

189
Q

hemifacial microsomia (HFM)

A

facial birth defect that causes one side of the face to be underdeveloped or missing parts

190
Q

Suzie produces “two” for “shoe”, to which the SLP responds with “I heard you say two
with a short sound. Shoe has a long sound “shhhhh”. Say shoe with a long sound.” What
type of cue did the SLP provide?

A

metaphonological cue

191
Q

word structures, ICD, FCD, and gliding are examples of ________ targets when using the cycles approach

A

primary

192
Q

T/F: females are more likely to have palatal clefts only (isolated) than males

A

TRUE

193
Q

what is the most common cleft type?

A

lip and palate

194
Q

according to the cyclical approach what is an inappropriate target for preschool aged children

A

interdental fricatives

195
Q

homonyms =

A

minimal pairs

196
Q

hypernasality affects

A

voiced consonants & vowels

197
Q

contrast the meaning between two words

A

phonemes

COMPS (11 decks)

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