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Nature of disorders > SSDs > Flashcards

SSDs Flashcards

1
Q

Phonological development by 2 years?

A

p

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2
Q

Phonological development by 3 years?

A

b
t
d
k
g
m
n
ng
f
h
y
w

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3
Q

Phonological development by 4 years?

A

v
s
z
sh
ch
j
l

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4
Q

Phonological development by 5 years?

A

th (voiced)
zh
r

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5
Q

Phonological development by 6 years?

A

th (voiceless)

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6
Q

3 constructs to describe children’s speech acquisition

A
  1. Early - middle - late 8
  2. PPC
  3. Age of acquisition
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7
Q

Early - middle - late 8 is based on…?
Children with speech delay…?

A

clustering in a rank-ordered sequence of percent correct consonants in speech-delayed children

  • typically have nearly all of the Early-8 English consonant sounds
    correct
  • only some of the Middle-8 sounds correct
  • few of the Late-8 sounds correct.
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8
Q

early 8

A

/ p, b, j, n, w, d, m, h /

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9
Q

middle 8

A

/ t, η, k, g, f, v, t∫, dʒ /

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10
Q

late 8

A

(/∫/, /s/, /θ/, /δ/, /r/, /z/, /ʒ/, /l/)

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11
Q

how is PPC calculated?

A

d by dividing the number of consonants produced correctly by
the total number of consonants in a connected speech sample.

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12
Q

Average age of acquisition of English consonants

A

2: p
3: b, t, d, k, g, m, n, ng, f, h, y, w
4: v, s, z, sh, ch, j, l
5: th (voiced), zh, r
6: th (voiceless)

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13
Q

what is the most common developmental speech impairment?

A

developmental SSD

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14
Q

What does developmental SSD often co-occur with?

A

DLD, reading or spelling disability, stuttering

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15
Q

if SSDs persist beyond preschool….

A

30%–77% may also experience
reading difficulties

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16
Q

without specialist services, children with SSD face…

A

increased risk of
lifelong social, educational, and vocational limitations

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17
Q

what are phonological processes?

A

mental substitutions which systematically but subconsciously adapt our phonological intentions to our phonetic capabilities

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18
Q

what are syllable structure processes?

A
  • Affect the syllable shape itself
  • Delete a syllable or segment
    within a syllable
  • Reduplicate a particular syllable shape
  • Weak syllable deletion
  • Final consonant deletion
  • Reduplication
  • Cluster reduction
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19
Q

What are systemic processes?

A
  • Affect segments within syllables, either in terms of the place or the manner of articulation
  • Stopping: fricative → stop
  • Voicing: voiceless → voiced
  • Devoicing: voiced → voiceless
  • Gliding: liquid → glide
  • Fronting: sounds at back →
    sounds at front
  • Backing: sounds at front →
    sounds at back
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20
Q

What are assimilatory processes?

A
  • Neighbouring syllables of
    segments influence each other
  • Nasal assimilation
  • Consonant harmony
  • Reduplication
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21
Q

acceptable error patterns for 3;0-3;5

A
  • gliding
  • fronting of velars
  • deaffrication
  • cluster reduction
  • weak syllable deletion
  • stopping of fricatives
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22
Q

acceptable error patterns for 3;6-3;11

A
  • gliding
  • fronting of velars
  • deaffrication
  • cluster reduction
  • weak syllable deletion
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23
Q

acceptable error patterns for 4;0-4;11

A
  • gliding
  • deaffrication
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24
Q

acceptable error patterns for 5;0-5;11

A

gliding

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25
Q

atypical errors means…

A

disorder not delay

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26
Q

examples of atypical errors

A
  • backing
  • affrication
  • initial consonant deletion
  • medial consonant deletion
  • intrusive consonants
  • denasalisation
  • favoured sound
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27
Q

what is affrication?

A

replacement of stops with fricatives or affricates

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28
Q

what is medial consonant deletion?

A

Deletion or glottalization of intervocalaic consonants

29
Q

what is a favoured sound?

A

replacement of groups of consonants by a favourite sound

30
Q

in the process of speaking and listening in phonetics…

A
  1. The speaker accesses semantic and phonological representations (“cat” /kt/).
  2. The speaker retrieves and sequences articulatory-phonetic representations [k], [], [t] to produce the word.
  3. The listener reverses the process, converting the sounds ([kt]) into acoustic-phonetic representations.
  4. The listener links these representations to the phonological (/kt/) and semantic (“cat”) representations to understand the intended meaning - an acoustic-phonetic representation
31
Q

3 physiological subsystems in speech production

A
  1. The respiratory system provides airflow, the energy source for speech sounds.
  2. The larynx (voice box) in the phonatory system contains vocal folds that vibrate to create sound.
  3. The articulatory/resonating system includes the pharyngeal, oral, and nasal cavities, collectively forming the vocal tract. These cavities resonate sound waves as they pass from the larynx to the outside air.
32
Q

what is co-articulation?

A

when articulators simultaneously produce two overlapping phonetic sounds.

33
Q

what is assimilation?

A

the articulatory changes that occur when one phone becomes more like an adjacent phone or another phone in the word which isn’t directly adjacent

34
Q

how are vowels produced?

A
  • transmit air through vibrating vocal folds and open vocal tract
  • constrictions made by movements of the tongue do not impede airflow between VFs and lips
35
Q

how is oral airflow accomplished?

A

by raising the velum to close the passage between the pharyngeal and nasal cavities (nasopharynx)

36
Q

how are consonants produced?

A
  • produced with partial or complete closure of the vocal tract and with the vocal folds open or vibrating
37
Q

voiced/voiceless pairs at the same place of articulation are called…?

A

cognates

38
Q

how are plosives produced?

A
  • briefly close vocal tract to build up air pressure behind the constriction
  • then release pressure into oral cavity
39
Q

how are nasals produced?

A

close oral cavity but permit airflow through nasal cavity

40
Q

how are fricatives produced?

A

close nasopharynx forcing air through narrow constriction in the oral cavity, creating turbulent airflow

41
Q

how are affricates produced?

A

rapidly release a stop into a narrow constriction that permits a prolonged fricative sound

42
Q

how are approximants produced?

A

approximate the articulators more closely than in the case of vowels but without creating a constriction narrow enough to produce turbulent noise

43
Q

approximants have glides and liquids:
examples of glides:
examples of liquids:

A

glides: [w, j]
liquids: [r, l]

44
Q

difference between liquids and glides?

A

Glides are produced with less constriction than during production of a liquid but more than in the production of vowels

Liquids are more consonant-like than the glides but they are continuous in the manner of approximants

45
Q

explain velar (place of articulation)

A

Produced by bringing the tongue dorsum into
contact with the velum or the back part of the
palate.

46
Q

what is a lateral lisp?

A
  • When children produce the lateral fricative in
    place of [s, z]
  • The airflow escapes laterally into the cheeks instead of along the central groove in the middle of the tongue
47
Q

what is a phonetic repertoire?
how is it written?

A
  • an inventory of the phones produced by the child
  • The vowel and consonant inventories are organized
    in a manner similar to the IPA chart.
  • a phone that was produced
    only once appears between parentheses.
  • All the phones produced by the child are included, even if they are not part of the
    vowel and consonant inventory of the specific language(s) the child is learning
48
Q

what is ecological validity?

A

a measure of how test performance predicts behaviours in real-world settings

49
Q

what is motor equivalence?

A

the ability to use different movements, produced by either the same or different parts of the body, to perform a task under different conditions

50
Q

What is EPG?

A
  • electropalatography
  • provides info about patterns of tongue contact with the palate during speech production
51
Q

how does ultrasound visual feedback work?

A

an ultrasound probe is placed under the chin of the speaker
- only the tongue surface is revealed by ultrasound

52
Q

SSD = ___% of SLT caseload

A

70%

53
Q

history of childhood SSD =

A

poorer academic,
social, and psychological outcomes than those of childhood peers exhibiting typical speech development

54
Q

articulation disorder

A

involves the oral movements
that result in speech sound production. Aetiology may be organic e.g. anatomical anomaly like cleft palate, or impaired muscle function like cerebral palsy

55
Q

phonological disorder

A

language-specific, with some diff error patterns apparant in each language spoken

56
Q

phonological impairment

A

impaired ability to learn the speech-sound contrasts discriminating words and constraints that govern how those sounds can be combined

57
Q

3 ways used to describe SSD

A
  1. speech characteristics
  2. associated abilites
  3. the language learning environment
58
Q

measures of speech characteristics

A

speech sound repertoires, PPC, word inconsistency, error patterns

59
Q

associated abilities

A

measures of speech input proficiency, motor skills affecting output, and cognitive-linguistic processing

examples: phonological working memory, poor phonological awareness, impaired ability to derive phonological constraints

60
Q

language learning environment

A
  • the default explanation for SSD when no identifiable cause for a child’s speech difficulties was apparent
  • ‘multiple environmental factors can influence developmental pathways’ irrespective of organic
    conditions
  • These factors include socioeconomic status, lifestyle, and environment.
  • An epidemiological study reported that children with SSD raised in adversity were at greater risk than children from affluent families in terms of
    severity and additional diagnoses.
61
Q

SSDs classifications

A
  1. Speech disorders classification system (SDCS)
  2. psycholinguistic framework
  3. model for differential diagnosis
62
Q

SDCS

A

comprises eight subgroups: three types of speech delay (genetic, otitis media with effusion, psychosocial), three types of motor speech disorders (apraxia, dysarthria, others not specified), and two groups of residual speech errors (/s/ and /r/)

63
Q

psycholinguistic framework

A
  • designed to identify underlying deficits in speech processing.
  • Deficits can occur in peripheral hearing, phoneme discrimination, storing accurate phonological representation, and phonological planning and/or execution
64
Q

model for differential diagnosis categories

A

articulation disorder, phonological delay, phonological disorder, consistent atypical phonological disorder, inconsistent phonological disorder, CAS

65
Q

articulation disorder

A
  • substitutions or distortions of the same sounds in isolation and in all phonetic contexts during imitation, elicitation, and spontaneous speech tasks (e.g., lateral lisp).
  • Affects around 12 % of all children with functional SSD
  • most successfully treated by traditional articulation therapy.
66
Q

phonological delay

A
  • presence of speech error patterns that are typical of younger children
  • Affects around 55 % of all children with functional SSD
  • Both whole language and phonological contrast intervention are successful approaches to therapy
67
Q

consistent atypical phonological disorder

A
  • consistent use of one or more unusual non-developmental error patterns as determined by normative data
  • e.g., backing, initial consonant deletion
  • A child may also display some developmental error patterns that are delayed or age-appropriate.
  • Affects around 20 % of all children with functional SSD.
  • Phonological contrast therapy is the only therapeutic approach thus far that has been shown to resolve this SSD
68
Q

inconsistent phonological disorder

A
  • multiple phonemic error forms for the same lexical item while having no oromotor difficulties,
  • Children perform better in imitation than spontaneous production (cf CAS).
  • Affects about 10 % of children with functional SSD.
  • Core vocabulary therapy that focuses on whole words usually generalises to nontargeted words, establishing consistency and improving accuracy, although follow-up phonological contrast intervention may be indicated once speech is consistent
69
Q

progress of those with phonological delay vs consistent/inconsistent disorder

A

those with phonological delay made spontaneous progress, while those with consistent or inconsistent disorder did not

Nature of disorders (6 decks)

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