SSDs Flashcards
1
Q
Phonological development by 2 years?
A
p
2
Q
Phonological development by 3 years?
A
b
t
d
k
g
m
n
ng
f
h
y
w
3
Q
Phonological development by 4 years?
A
v
s
z
sh
ch
j
l
4
Q
Phonological development by 5 years?
A
th (voiced)
zh
r
5
Q
Phonological development by 6 years?
A
th (voiceless)
6
Q
3 constructs to describe children’s speech acquisition
A
- Early - middle - late 8
- PPC
- Age of acquisition
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.
8
Q
early 8
A
/ p, b, j, n, w, d, m, h /
9
Q
middle 8
A
/ t, η, k, g, f, v, t∫, dʒ /
10
Q
late 8
A
(/∫/, /s/, /θ/, /δ/, /r/, /z/, /ʒ/, /l/)
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.
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)
13
Q
what is the most common developmental speech impairment?
A
developmental SSD
14
Q
What does developmental SSD often co-occur with?
A
DLD, reading or spelling disability, stuttering
15
Q
if SSDs persist beyond preschool….
A
30%–77% may also experience
reading difficulties
16
Q
without specialist services, children with SSD face…
A
increased risk of
lifelong social, educational, and vocational limitations
17
Q
what are phonological processes?
A
mental substitutions which systematically but subconsciously adapt our phonological intentions to our phonetic capabilities
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
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
20
Q
What are assimilatory processes?
A
- Neighbouring syllables of
segments influence each other - Nasal assimilation
- Consonant harmony
- Reduplication
21
Q
acceptable error patterns for 3;0-3;5
A
- gliding
- fronting of velars
- deaffrication
- cluster reduction
- weak syllable deletion
- stopping of fricatives
22
Q
acceptable error patterns for 3;6-3;11
A
- gliding
- fronting of velars
- deaffrication
- cluster reduction
- weak syllable deletion
23
Q
acceptable error patterns for 4;0-4;11
A
- gliding
- deaffrication
24
Q
acceptable error patterns for 5;0-5;11
A
gliding
25
atypical errors means...
disorder not delay
26
examples of atypical errors
- backing
- affrication
- initial consonant deletion
- medial consonant deletion
- intrusive consonants
- denasalisation
- favoured sound
27
what is affrication?
replacement of stops with fricatives or affricates
28
what is medial consonant deletion?
Deletion or glottalization of intervocalaic consonants
29
what is a favoured sound?
replacement of groups of consonants by a favourite sound
30
in the process of speaking and listening in phonetics...
1. The speaker accesses semantic and phonological representations ("cat" /kt/).
2. The speaker retrieves and sequences articulatory-phonetic representations [k], [], [t] to produce the word.
3. The listener reverses the process, converting the sounds ([kt]) into acoustic-phonetic representations.
4. The listener links these representations to the phonological (/kt/) and semantic ("cat") representations to understand the intended meaning - an acoustic-phonetic representation
31
3 physiological subsystems in speech production
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
what is co-articulation?
when articulators simultaneously produce two overlapping phonetic sounds.
33
what is assimilation?
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
how are vowels produced?
- 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
how is oral airflow accomplished?
by raising the velum to close the passage between the pharyngeal and nasal cavities (nasopharynx)
36
how are consonants produced?
- produced with partial or complete closure of the vocal tract and with the vocal folds open or vibrating
37
voiced/voiceless pairs at the same place of articulation are called...?
cognates
38
how are plosives produced?
- briefly close vocal tract to build up air pressure behind the constriction
- then release pressure into oral cavity
39
how are nasals produced?
close oral cavity but permit airflow through nasal cavity
40
how are fricatives produced?
close nasopharynx forcing air through narrow constriction in the oral cavity, creating turbulent airflow
41
how are affricates produced?
rapidly release a stop into a narrow constriction that permits a prolonged fricative sound
42
how are approximants produced?
approximate the articulators more closely than in the case of vowels but without creating a constriction narrow enough to produce turbulent noise
43
approximants have glides and liquids:
examples of glides:
examples of liquids:
glides: [w, j]
liquids: [r, l]
44
difference between liquids and glides?
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
explain velar (place of articulation)
Produced by bringing the tongue dorsum into
contact with the velum or the back part of the
palate.
46
what is a lateral lisp?
- 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
what is a phonetic repertoire?
how is it written?
- 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
what is ecological validity?
a measure of how test performance predicts behaviours in real-world settings
49
what is motor equivalence?
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
What is EPG?
- electropalatography
- provides info about patterns of tongue contact with the palate during speech production
51
how does ultrasound visual feedback work?
an ultrasound probe is placed under the chin of the speaker
- only the tongue surface is revealed by ultrasound
52
SSD = ___% of SLT caseload
70%
53
history of childhood SSD =
poorer academic,
social, and psychological outcomes than those of childhood peers exhibiting typical speech development
54
articulation disorder
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
phonological disorder
language-specific, with some diff error patterns apparant in each language spoken
56
phonological impairment
impaired ability to learn the speech-sound contrasts discriminating words and constraints that govern how those sounds can be combined
57
3 ways used to describe SSD
1. speech characteristics
2. associated abilites
3. the language learning environment
58
measures of speech characteristics
speech sound repertoires, PPC, word inconsistency, error patterns
59
associated abilities
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
language learning environment
- 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
SSDs classifications
1. Speech disorders classification system (SDCS)
2. psycholinguistic framework
3. model for differential diagnosis
62
SDCS
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
psycholinguistic framework
- 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
model for differential diagnosis categories
articulation disorder, phonological delay, phonological disorder, consistent atypical phonological disorder, inconsistent phonological disorder, CAS
65
articulation disorder
- 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
phonological delay
- 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
consistent atypical phonological disorder
- 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
inconsistent phonological disorder
- 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
progress of those with phonological delay vs consistent/inconsistent disorder
those with phonological delay made spontaneous progress, while those with consistent or inconsistent disorder did not
