SSD Flashcards
1
Q
dentalization
A
tongue approaches upper incisors
often occurs d/t coarticulation
d̪
2
Q
palatalization
A
occurs when a sound is produced as a palatal, rather than a nonpalatal
j
3
Q
velarization
A
occurs when tongue placement moves in the direction of the velum for palatal sounds
ɣ
4
Q
lateralization
A
occurs when air is released laterally on any consonant production other than l
5
Q
devoicing
A
not voicing a voiced consonant
total devoicing is marked by its voiceless counterpart
nd
6
Q
voicing
A
voicing an unvoiced consonant
total voicing is marked by its voiced counterpart
⌄
7
Q
aspiration
A
pʰ
8
Q
unaspirated
A
p⁼
9
Q
unreleased stop plosive
A
result when closure is maintained, not released
d̚
10
Q
consonantal
A
[+/- cons]
distinguish true consonants from vowels & glides
11
Q
block, redirect, or narrow airflow
A
consonantal
12
Q
sonorants [+/-son]
A
distinguish sounds that allow unimpeded airflow from sounds that block or constrict the airflow
13
Q
obstruent
A
[-son]
stops, fricatives, affricates
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
15
Q
major class features
A
consonantal
sonorant
approximant
16
Q
nasals, liquids, glides
A
sonorant
17
Q
stops, fricatives, affricates
A
obstruent
18
Q
vowels and non-nasal sonorants
A
approximant
19
Q
true consonants
A
consonant
20
Q
phoneme
A
speech sound that serves to contrast meaning between words in a language (mat vs bat)
21
Q
allophone
A
phonetic realizations of a phoneme; sounds that do not change linguistic meaning of morphemes
22
Q
T/F: fricatives imply stops
A
TRUE
23
Q
naturalness
A
easier to articulate, more common within and/or across languages
24
Q
markedness
A
phonetically more complex, less common across languages
25
phonological impairment
cognitive linguistic difficulty with learning the phonological system of a language
characterized by pattern based errors
26
most common type of SSD
phonological impairment
27
inconsistent speech disorder
characterized by inconsistent productions of the same word
problem with phonological assembly without accompanying oral motor difficulties
28
articulation impairment
characterized by sound errors typically involving sibilants (s, z) and/or rhotics (r)
speech perception difficulties may underlie an articulation impairment
29
childhood apraxia of speech
motor speech disorder associated with planning and programming movement sequences, resulting in dysprosody and error in speech sound production
30
childhood dysarthria
motor speech disorder involving difficulty with the sensorimotor control processes involved in speech production, typically programming and execution
neurological condition or TBI
31
problem with mental representation
phonological impairment
32
motor execution issues (place, manner, and voicing issues)
articulation impairment
33
impact of SSD
negative social relationship and academic achievement
low self-esteem
34
average age of referral of SSD
4;3
35
ratio of SSD of boys to girls
2:1
36
more children with SSD have a:
family history
37
what is phonological impairment?
cognitive-linguistic difficulty, pattern-based speech errors
38
what is articulation disorder?
specific speech sounds due to motor speech difficulty
39
intelligibility by age
100% by 4 years to family and 5 years to strangers
40
most manner classes present, 90% of consonants produced correctly by this age:
5 years
41
phonological processes that disappear by age 3:
reduplication
place and manner assimilation
weak syllable deletion
prevocalic voicing
FCD
velar fronting
42
reduplication disappears/persists by age 3
disappears
43
prevocalic voicing disappears/persists by age 3
disappears
44
place and manner assimilation disappears/persists by age 3
disappears
45
FCD disappears/persists by age 3
disappears
46
weak syllable deletion disappears/persists by age 3
disappears
47
velar fronting disappears/persists by age 3
disappears
48
phonological processes that persist after 3:
cluster reduction
vocalization
postvocalic devoicing
stopping
gliding
epenthesis
49
cluster reduction disappears/persists by age 3
persists
50
postvocalic devoicing disappears/persists by age 3
persists
51
vocalization disappears/persists by age 3
persists
52
stopping disappears/persists by age 3
persists
53
gliding disappears/persists by age 3
persists
54
epenthesis disappears/persists by age 3
persists
55
SSD red flags:
ICD, backing, glottal replacement at 24 months
56
Shriberg's Early 8 Sounds
m b j n w d p h
57
Shriberg's Middle 8 Sounds
t ŋ k g f v tʃ dʒ
58
Shriberg's Late 8 Sounds
s z l r θ ð ʃ ʒ
59
purpose of assessment
describe child's abilities and difficulties
diagnosing the presence of SSD, intervention planning
measuring the outcome of intervention
60
consistent test materials, administration procedure, and scoring rules
standardized test
61
"serve as gateways to services" can be norm-referenced or criterion-referenced
standardized test
62
predictive validity
standardized test
63
typically do not have a standardized processes for administration, analysing, scoring
non standardized (informal) test
64
not accompanied with normative data
non standardized (informal) test
65
developed by SLP and researchers for an intended purpose and population
non standardized (informal) test
66
norm referenced test
comparing a child's performance against normative samples, the presence of SSD, eligibility for service
67
criterion referenced tests
used to measure skills in terms of absolute levels of mastery
68
does not tell whether a child differs from the norm, but is useful for baseline and progress measures
criterion referenced tests
69
can be either standardized or informal
criterion referenced tests
70
correct fails; more important
sensitivity
71
correct passes
specificity
72
identify disordered as disordered
sensitivity
73
identify normal as normal
specificity
74
static assessment
assess a child's performance at a particular time
75
dynamic assessment
consider children's performance and capacity to learn with cues and feedback
ZPD
76
speech sample analysis
type of informal assessment used to identify speech pattern errors
useful for goal setting and planning Tx approaches
77
SODA
traditional
useful for articulation disorders
substitution, omission, distortion, addition
78
independent analysis
analyze speech independent of the adult phonological system
79
relational analysis
type of error analysis that compares the child's productions to other targets
80
independent analysis useful for:
children less than 50 words
or younger than 30 months
81
PCC
65-85% mild to moderate
<50% severe
82
phoneme collapse
multiple phonemes are produced as one sound
83
homonymy
same phonetic form, by age 3, most words (80%) are not homonyms
84
Developmental approach
very conventional
for children who have a fear of failure and would benefit from the experience of early success in intervention
85
most common approach
developmental approach
86
early developing sounds, phonological processes occurring frequently, stimulable, affecting intelligibility
developmental approach
87
complexity approach
non stimulable, phonetically complex sounds (later developing), least productive phonological knowledge, marked sounds
88
cyclical approach
primary target patterns, word structures, anterior-posterior, liquid, CC
89
systemic approach
child's largest collapse of contrast, maximal distinction
90
main goal of phonological intervention
phonological intervention is NOT treating individual sounds, it is treating the WHOLE system
91
other goals of phonological intervention
facilitate generalization
learn phonological rules through meaning based and conversational repair sequences
92
contrastive approaches
minimal pairs
maximal pairs
treatment empty set
multiple opposition
93
non-contrastive approach
cycles approach
94
goal for articulation intervention
learning individual sound production skills
95
principles of motor learning:
ML refers to a set of internal processes associated with practice for permanent changes in the capability of motor skills
96
optimal point framework
an optimal amount of information or repetition should be provided to challenge a child to learn
97
motor learning approach
focuses on speech rather than non-speech oromotor exercises (blowing)
98
3 phases of motor learning
1. pre practice
2. practice
3. mastery
99
pre practice phase of motor learning
a learner should know what needs to be done
100
practice phase of motor learning
a learner refines the skills
101
mastery phase of motor learning
skills can be performed without attention
102
massed practice distribution
massed for a short period of time
*good for initial skill acquisition
e.g., 20x
103
distributed practice distribution
spread out over time
*better for generalization
e.g., 5, 5, 5, 5
104
blocked practice schedule
1. AAAA
2. BBBB
3. CCCC
105
random practice schedule
ABCA
106
extrinsic feedback
supplementary information from another person
107
intrinsic feedback
information from one self
108
knowledge of results
whether a child's response is correct or incorrect
109
knowledge of performance
why child's response is correct or incorrect
110
both KR and KP are helpful during the _________ phase of intervention
pre practice
111
KR only during the _________ phase
practice
112
auditory model cues
SLP models the target sound and the child produces the sound
113
phonetic placement cues
cues about articulation movements and placement
114
orthographic cues
SLP uses WRITTEN letters or words to prompt production or provide phonological awareness input
115
successive approximation/ shaping
SLP helps the child produce a target by manipulating the articulation of another sound the child is able to produce
116
phonetic context
stimuli
resources
activities
117
gestural cues
SLP associates a hand or body movement with speech or prosodic characteristics
118
metaphonological cues
SLP provides child with metalinguistic information about a property of the phonological system and the need to use that property
119
facilitative contexts
SLP targets speech sounds in a supportive phonetic environment
120
r after
k
121
final s becomes
initial s
122
cleft types: lip only
25%
123
cleft types: palate only
25%
124
cleft types: lip and palate
50%
125
cleft palate ethnicity
different incidence rates across ethnicities
higher in native americans and asians
126
cleft genders
males > females w combo clefts
males > females with severe forms
females > males w palatal clefts only
127
causes of birth defects
multifactorial inheritance: predisposition is exasperated by environmental factors (drugs, infections, maternal)
*genetic factors
128
lips and alveolar begin at
6 WEEKS
129
hard palate begins at
8-9 WEEKS
130
velum and uvula complete at
12 WEEKS
131
congenital clefts follow
embryological suture lines
132
embryological suture lines
lip, alveolar ridge, and palate form a "Y" shape
133
fusion from the incisive foramen backward forms the
hard palate and soft palate
134
primary palate
anterior to inferior foramen (IF)
135
secondary palate
posterior to the IF (hard palate, soft palate, and velum)
136
incomplete primary cleft
involves only the soft tissue and muscles of the lip
137
complete primary clefts
extend through both lip and alveolus to the incisive foramen
138
central portion of the lip and premaxilla, a wedge shaped portion of the alveolar bone anterior to the incisive foramen
primary palate
139
located posterior to the primary palate including the hard palate, the soft palate, and velum
secondary palate
140
failure of fusion if palatal processes at 8-12 weeks
secondary palate
141
failure of fusion maxillary and medial nasal processes at 6-8 weeks
primary palate
142
complete secondary cleft
includes total cleft of all structures in the secondary palate
143
incomplete secondary palate
includes isolated cleft of structures
144
cleft extends through the lip and alveolus to the incisive foramen
complete cleft
145
involves only the soft tissue and muscles of the lip
incomplete cleft
146
nasal sounds
velum lowered air pushed out of the nose
147
oral sounds
velum raised air pushed out of the mouth
148
velum is elevated and retracted to make complete contact against the posterior pharyngeal wall, creating a knee position to seal the gap tightly
oral
149
main VP closure muscle
LVP
150
SPC & PP muscles
medial displacement of lateral pharyngeal wall
151
SPC
superior pharyngeus constrictor
152
PP
palatopharyngeus muscle
153
coronal VP closure
elevation of the vlum to touch the PPW
154
sagittal VP closure
medial movement of the lateral pharyngeal walls to meet the velum
155
circular VP closure
requires an equal movement from both the velum and the lateral pharyngeal walls
156
circular VP closure with passavant's ridge
combo of the circular closure with the anterior movement of the PPW
157
most common VP closure
coronal - velum elevation only
158
submucous cleft
oral surface of the secondary palate is complete, but the nasal surface is incomplete (bifid uvula, thin & blushing color, zone pellucida)
159
zone pellucida
submucous cleft
160
velopharyngeal insufficiency
structural defect
161
velopharyngeal incompetence
neuromotor defect
162
velopharyngeal mislearning
faulty articulation
163
obligatory errors
d/t structural abnormalities
164
compensatory errors
d/t mislearning
165
hypernasality occurs in
vocalic sounds (voiced consonant, vowels)
166
hyponasality is a lack of
normal resonance on speech
167
hyponasality occurs in
nasal sounds (m n ng)
168
high pressure sounds
stops, fricatives, affricates
169
nasal air emission occurs in
high pressure consonants
170
cleft palate children with VPI demonstrate
hypernasality and nasal air emission
171
large VP gap size
severe hypernasality
172
plosives
p b t d k g
173
fricatives
f v s z ʃ θ ð
174
affricates
ʤ tʃ
175
moderate VP gap size
audible nasal emission, moderate hypernasality
176
small VP gap size
nasal turbulence/ nasal rustle
177
phoneme specific nasal (air) emission
d/t faulty articulation
178
cleft lip repair
3 months
179
cleft palate repair
within 1-2 years
180
fistula
opening between nasal and oral cavity
d/t palatoplasty failure (5% to 30%)
181
hypernasality assessment
you can assess both /a/ and /i/ vowel context
/i/ vowel context is sensitive to hypernasality and will sound like "he"
182
why is speech therapy needed for children with CP?
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
purpose of speech therapy for cleft palate
correct abnormal articulation placement for compensatory errors that are mislearned (PSNE or phoneme-specific hypernasality)
184
Pierre Robin sequence characteristics
micrognathia
glossoptosis
wide bell shaped cleft palate
185
pierre robin sequence impacts
airway obstruction
sleep apnea
feeding difficulty
velopharyngeal insufficiency
hearing loss
186
pierre robin sequence causes
associated w a syndrome
mechanical forces in utero
187
what syndrome presents with micrognathia, glossoptosis, wide bell shaped cleft palate
pierre robin sequence
188
velocardiofacial/ 22q11.2 deletion syndrome impacts
feeding difficulty
velopharyngeal dysfunction
learning difficulties
small stature
cardiac anomalies
UTI
obesity
hypocalcemia
middle ear infections
189
hemifacial microsomia (HFM)
facial birth defect that causes one side of the face to be underdeveloped or missing parts
190
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?
metaphonological cue
191
word structures, ICD, FCD, and gliding are examples of ________ targets when using the cycles approach
primary
192
T/F: females are more likely to have palatal clefts only (isolated) than males
TRUE
193
what is the most common cleft type?
lip and palate
194
according to the cyclical approach what is an inappropriate target for preschool aged children
interdental fricatives
195
homonyms =
minimal pairs
196
hypernasality affects
voiced consonants & vowels
197
contrast the meaning between two words
phonemes
