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Spring '13-126 (Exam 2) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What anatomical structures and features affect the acquisition and production of speech sounds?

A

moveable and immoveable articulators

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2
Q

What are the moveable articulators?

A
  • jaw
  • lips
  • tongue
  • velum
  • uvula
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3
Q

What does the Jaw help facilitate?

A

resonance and articulation

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4
Q

What are the immoveable articulators?

A
  • hard palate
  • alveolar ridge
  • teeth
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5
Q

What are lips important for the production of?

A

bilabials

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6
Q

What is the most vital articulator for the production of the majority of English sounds?

A

tongue

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7
Q

What is the progression of speech sound acquisition?

A
  • reflexive to purposeful

- undifferentiated to differentiated

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8
Q

How does speech develop from undifferentiated to differentiated?

A
  • open to CV word structures
  • variegated CV combination
  • Closed CVC word structures
  • connected speech
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9
Q

Why are infants early productions restricted to phonemes produced primarily by the jaw?

A

because they rely on jaw movement due to limited control of lips and tongue

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10
Q

what does the production of full range of English sounds (consonants & vowels) require?

A

lower lip and tongue movements independent of the underlying jaw

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11
Q

What are the implications of structural deficits and poor oral motor control?

A
  • constrained speech sound acquisition (infants and children)
  • articulatory errors
  • reduced intelligibility
  • restricted verbal communication skills
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12
Q

What type of speech errors would you expect with malocclusions?

A
  • the implications vary per case
  • some can develop compensatory strategies
  • articulation disorders
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13
Q

What type of speech errors would you expect with cleft lip and/or palate?

A

-surgery completed within first two years to close fissure without permanent effects on articulation

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14
Q

What type of speech errors would you expect with ankyloglossia?

A

-limits tongue tip mobility so it compromises speech sound production

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15
Q

What type of speech errors would you expect with a submucosa cleft?

A

?? can’t find this in my notes, but it’s on the study guide.. ?

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16
Q

What type of speech errors would you expect with velopharyngeal insufficiency?

A
  • nasal emission: air escapes through nasal cavity & unable to build intraoral pressure for the production of oral sounds
  • glottal stop: stopping & sudden release of air within glottis for /p,b,t,d/
  • pharyngeal stop: pharyngeal contact using base on tongue for /k/ and /g/
  • velar fricatives: distorted /k,g/ for sibilants /s, z,ʃ, ʒ/
  • mid dorsum palatal stop: /j/ for /t,d,k,g/
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17
Q

What are the possible causes of poor oral motor and speech deficits?

A

-central and peripheral nervous system damage. (EX: brain injury, neurodegenerative disease, etc.)

  • Affects on the neural muscles needed for speech production
    (ex: Weakening, paralysis, difficulty with coordination)
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18
Q

what are the etiological factors for Dysarthria?

A
  • stroke
  • brain injury
  • neurodegenerative diseases
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19
Q

what are the speech and neural characteristics of Dysarthria?

A
  • slurred speech
  • slow rate of speech
  • breathiness & decreased volume
  • abnormal intonation
  • decrease control of oral secretions
  • difficulty chewing and swallowing
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20
Q

What are the etiological factors for Apraxia of speech?

A
  • acquired: stroke or brain injury to the motor cortex

- developmental: without evidence of neurological damage

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21
Q

What are the speech and neural characteristics of apraxia of speech?

A
  • limited verbal output
  • difficulty with volitional oral & speech movements
  • automatic speech preserved
  • inconsistent sound errors:omissions, deletions, substitutions, distortions
  • self corrections
  • groping and effortful speech productions
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22
Q

What is the purpose of an oral motor exam?

A
  • it’s a critical component to speech assessments

- measure structural and functional integrity of speech mechanism

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23
Q

What do you assess in terms of FUNCTION during an oral motor exam?

A
  • adequacy of system to produce non-speech and speech related movement
  • imitation tasks
  • swallowing or feeding
  • Diadochokinetic rate (DDK)
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24
Q

What do you observe during an oral motor exam in terms of structure? and what are the particular anatomical parts?

A
  • clinical observation of size, shape, and adequacy of structure.
  • teeth & occlusion
  • hard and soft palate
  • tongue
  • face, nose, mouth
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25
Q

During an OME what do you observe in terms of structure of the lips?

A
  • drooping
  • drooling
  • resting position
  • scarring
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26
Q

During an OME what do you observe in terms of function of the lips?

A
  • range of motion (ROM): smile vs. pucker
  • pressurizing without losing air from nose
  • DDk rate for /p^/
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27
Q

During an OME what do you observe in terms of structure of the tongue?

A
  • size
  • atrophy
  • abnormal movements
  • mobility: protrusion, elevation, lateralization, rotation*
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28
Q

During an OME what do you observe in terms of function of the tongue?

A
  • strength

- mobility: ROM, Ankyloglossia, DDK rate for /t^t^t^/

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29
Q

During an OME what do you observe in terms of structure of the hard palate?

A
  • height and width
  • color
  • check for clefts, fistulas, fissures, or appliances
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30
Q

During an OME what do you observe in terms of function of the hard palate?

A

immobile structure: nothing to test here

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31
Q

When checking the structure of the hard palate, what can the palate being too high mean?

A

-too high may signify structural issues

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32
Q

Why do we check the color of the hard palate?

A

-blue tint at midline may indicate a submucosa cleft

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33
Q

During an OME what do you observe in terms of structure of the soft palate?

A
  • condition of the uvula
  • symmetry and length
  • repaired cleft
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34
Q

During an OME what do you observe in terms of function of the soft palate?

A
  • movement of velum during production of /ɑ/ either sustained or repeated
  • listen for hypernasal or hyponasal speech during production of stop consonants
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35
Q

During an OME what do you observe in terms of structure of the teeth?

A
  • overall condition
  • missing/extra teeth
  • occlusion pattern
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36
Q

In terms of feeding skills, what should a 6-9 month old be doing?

A

assist with feeding

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37
Q

In terms of feeding skills, what should a 9-12 month old be doing?

A

finger feeds

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38
Q

In terms of feeding skills, what should a 12-15 month old be doing?

A

holds cup and starts using spoon

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39
Q

In terms of feeding skills, what should a 15-18 month old be doing?

A

uses straw and uses spoon independently

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40
Q

In terms of feeding skills, what should a 18-24 month old be doing?

A

feeds self without assistance

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41
Q

In terms of feeding skills, what should a 2-3 year old be doing?

A

uses fork and spoon without spilling

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42
Q

In terms of feeding skills, by age 5, what should a child be doing?

A

-feed and drink independently

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43
Q

Is there a relationship between feeding skills and speech development?

A

YES!

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44
Q

What are the natural consequences of connected speech processes?

A
  • adaptive changes to phonetic and phonological forms

- complex articulatory demands

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45
Q

What are connected speech processes governed by?

A
  • increased rate of speech

- acoustic perception, learned cognitive or phonological rules

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46
Q

What is co-articulation?

A
  • overlapping movements or dynamic coordination of articulators within vocal tract
  • depends on the phonetic context
  • the results are two articulators “co-produce” or share features
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47
Q

What is assimilation?

A
  • adaptive articulatory changes

- changes in manner, place, and voicing properties

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48
Q

What is progressive/perseverative assimilation? GIVE AN EXAMPLE!

A
  • phoneme 1 → phoneme 2
  • sound segment influences a FOLLOWING sound

-EX: /dʒʌmpɪn/ vs. /dʒʌmbɪn/
/aɪskrim/ vs. /aɪstrim/

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49
Q

What is regressive/anticipatory assimilation? GIVE AN EXAMPLE

A
  • Phoneme 1 <– Phoneme 2
  • Sound Segment influences a PRECEDING sound

-ex: /hænkɚtʃɪf/ vs. /hæŋkɚtʃɪf/
/pʌmkɪn/ vs. /pʌŋkɪn/

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50
Q

What is Coalescence assimilation? GIVE AN EXAMPLE

A

-merging of two features of two segments into one

-EX: “what you want?”
“would you?”
“in case you need it”
“has your letter come?”

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51
Q

What is Elision Assimilation? GIVE AN EXAMPLE!

A

-omission of one or more sounds in a word or phrase

-EX: “We arrived the next day”
“George the sixth’s throne”
“have we got any vegetables?”
“that’s the least of my worries”

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52
Q

When breaking down spontaneous speech what is the level from lowest to highest you would segment it down to?

A
  • Individual or discrete sounds
  • individual words
  • associate meaning to words
  • combine meanings according to knowledge of grammatical rules of a language
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53
Q

What two directions can assimilation occur in?

A
  • progressive

- regressive

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54
Q

How do we Segment Speech?

A

-spontaneous speech must be “broken down” into smaller components

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55
Q

How do we transcribe connected speech samples?

A
  • speech stream is printed on page as it sounds
  • it is continuous: there are no marked boundaries between words, except for when we pause
  • sequence of distinct vowels and consonants except when we pause
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56
Q

What are the expectations for speech intelligibility for a 19-24 month old?

A

25-50%

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57
Q

What are the expectations for speech intelligibility for a 2-3 year old?

A

50-75%

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58
Q

What are the expectations for speech intelligibility for a 4-5 year old?

A

75-90%

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59
Q

What are the expectations for speech intelligibility for 5+ years?

A

90-100%

60
Q

What is the objective of intelligibility rating? (why is it important)

A

measure effectiveness of overall communication skills

61
Q

how do we determine the percent of intelligibility?

A

%intelligibility= # of intelligible words x 100
———————————– - # of intelligible + # of unintelligible (total)

62
Q

What is a spontaneous speech sample?

A
  • informal assessment procedure

- minimum of 50-100 utterance sample

63
Q

What are elicited samples?

A

-responses to target questions and imitated tasks

64
Q

What are spontaneous samples?

A

unmediated responses

65
Q

What is the point of a spontaneous speech sample?

A
  • measure information not found in formal (standardized testing)
  • show HOW a child’s articulators are able to move from word to word with accuracy or error
  • determine effects of speech errors noted on formal testing on overall communication skills
  • more accurate representation of current communication skills
66
Q

How are language and cultures related?

A

-cultural identities are created by the vocabulary and grammatical constructs used in his/her language

67
Q

What is a dialect?

A

mutually intelligible forms of a language associated with a particular region, ethnicity, or social class

68
Q

what is a bi-dialect?

A
  • speak two dialects within same language

ie: standard arabic & dialect of arabic

69
Q

what is bilingualism?

A

speak two different languages

70
Q

what is simultaneous bilingualism?

A
  • L1 + L2
  • learning two languages concurrently (from the beginning)
  • undifferentiated phonological system @ first (becomes differentiated by age 2)
71
Q

What is successive bilingualism?

A
  • L1 THEN L2
  • Learning one language and THEN another
  • most likely able to maintain “dual” phonological system
72
Q

What is Metathesis? GIVE AN EXAMPLE

A

Child alters the sound sequence in a word

ex: pasghetti vs. spaghetti

73
Q

what is dimunitization?

A

adds a vowel @ the end of a word?

ex: ball becomes bally

74
Q

What two phonological processes are especially common with children with developmental apraxia?

A

metathesis & dimunitization

75
Q

What are the 3 types of phonological processes?

A
  • Syllable structure simplification
  • Substitution
  • Assimilation
76
Q

What is Syllable structure simplification?

A

Commonly reduces complexity of syllable structure of words

77
Q

What is substitution?

A

one sound class replaces another

78
Q

What is assimilation?

A

sounds take on qualities of those surrounding it

79
Q

Which phonological processes fall under syllable structure simplification?

A
  • unstressed syllable deletion or weak syllable deletion
  • reduplication
  • initial consonant deletion
  • final consonant deletion
  • epenthesis
  • cluster reduction
80
Q

What is unstressed syllable deletion or weak syllable deletion?

A
  • weak/unstressed syllable omitted

[meto] for “tomato”
[ɛfənt] for “elephant”

81
Q

What is reduplication?

A
  • doubling of syllable

[bɑbɑ] for “bottle”
[mɑmɑ] for “mommy”

82
Q

What is initial consonant deletion?

A
  • Omission of first consonant in a word

[æt] for “bat”
[ɑg] for “dog”

83
Q

What is a final consonant deletion?

A
  • Omission of final consonant in a word.

[haʊ] for “house”
[mæ] for “match”

84
Q

What is epenthesis?

A
  • Adding an “unstressed” vowel (e.g., schwa)

[bəlu] for “blue”
[səpun] for “spoon”

85
Q

what is cluster reduction?

A
  • deletion/reduction of a cluster/blend (2 consonants together) partial vs. total

Partial: [tɔp] for “stop”; [dar] for “dark
Total: [æɡ] for “flag”; [pa] for “palm”, [da] for “dark”

86
Q

Which phonological processes fall under substitution processes?

A
  • Stopping
  • deaffrication
  • fronting
  • backing
  • depalatalization
  • gliding
  • vocalization
87
Q

What is stopping?

A
  • Stop for a fricative

[tup] for “soup”; [pʌn] for “sun”; [maʊt] for “mouse”

88
Q

What is deaffrication?

A
  • Stop or fricative for an affricate

[tɛr] for “chair”; [mæt] for “match”

89
Q

what is fronting?

A
  • Front for back or velar sound

[tæt] for “cat”; [bɪd] for “big”

90
Q

What is backing?

A
  • Velar for alveolar

[ɡɪɡ] for “dig”; [baɪk] for “bite”

91
Q

What is depalatalization?

A
  • Alveolar for palatal
  • It no longer becomes a palatal sound

[tɛk] for “check”; [dun] for “June”; [mæts] for “match”

92
Q

What is gliding?

A
  • Glides /l, r/ for Liquids /w, j/

[wɪŋ] for “ring”; [jek] for “lake”

93
Q

What is vocalization?

A
  • Vowel for a syllablic liquid
  • Syllablic liquid = /l, r/ takes on characteristic of syllable

[sɪmpo] for “simple”; [pepo] for “paper”

94
Q

what are the assimilation processes?

A
  • labial
  • velar
  • nasal
  • alveolar
  • prevocalic voicing
  • postvocalic devoicing
95
Q

what is labial assimilation? give an example

A
  • bilabial for non-labial

- [bæb] for /bæd/; [pɛb] for /pɛn/

96
Q

what is velar assimilation? give an example

A
  • velar for nonvelar
  • [kɔg] for /kɔp/
  • [kɪk] for /kɪt/
  • [gok] for /got/
97
Q

what is nasal assimilation? give an example

A
  • nasal for non-nasal
  • [mæm] for /mæp/
  • [nɑŋ] for /lɑŋ/
  • [non] for /noz/
98
Q

what is alveolar assimilation? give an example

A
  • alveolar for non-alveolar
  • [tɑt] for /tɑp/
  • [sut] for /sup/
  • [lɛd] for /lɛg/
99
Q

what is prevocalic voicing? give an example

A
  • voiceless sound BEFORE vowel becomes voiced
  • [dɛn] for /tɛn/
  • [bap] for /pɑp/
  • [zut] for /sut/
100
Q

what is postvocalic devoicing?

A
  • voiced sound AFTER vowel becomes unvoiced
  • [pɪk] for /pɪg/
  • [b^s] for /b^z]
  • [sæt] for /sæg/
101
Q

What is the definition of phonological processes?

A

Simplifications of the adult forms of words

102
Q

At what age should phonological processes disappear?

A

Around age 5

103
Q

What is an articulation disorder?

A
  • Mild to moderate sound distortions
  • Does not affect meaning of words
  • Speech intelligibility preserved
  • Errors based on physical properties of sound production (imprecise movement and placement of articulators)
104
Q

When is an articulation disorder diagnosed?

A

WHEN errors persist beyond expected age range

105
Q

What is a phonological disorder?

A
  • Patterned sound production or sound class errors
  • Affects meaning of words
  • Can affect intelligibility depending on # of class sound errors
106
Q

When is an phonological disorder diagnosed?

A

WHEN phonological process errors persist beyond expected age range (typically age five)

107
Q

Why is it important to know the language characteristics of an individual’s primary language when conducting an speech and language assessment?

A

Because we may confuse them with being a language disorder, where in reality it may just be a difference due to the phonological properties of their native language.

108
Q

What are the assessment regulations of culturally diverse students?

A
  • should not be culturally or racially discriminatory
  • the assessment/test must be provided in child’s primary language
  • parents are entitled to an interpreter
  • goal of assessment: yield most accurate information on what child knows and can do academically, developmentally, and functionally
109
Q

What is the definition of a speech sound disorder?

A
  • classification of speech delays and impairments in children and adults
  • it may be a primary or secondary disability
110
Q

Why is it important to identify the severity rating among individuals diagnosed with a speech sound disorder?

A

…

111
Q

What are the etiological factors we look at when diagnosing a speech sound disorder?

A
  • perceptual (are they hearing the sounds?)
  • phonetic (are they appropriately using their articulators to produce that sound?)
  • phonological (looking @ this child’s understanding of the sounds system within the language)
  • motoric (how well the child is able to coordinate their structures to produce phrases, sentences, etc)
  • structural (are oral motor structures intact?)
112
Q

What are the three general speech sound disorder categories?

A
  • phonological deficit
  • articulation deficit
  • motor speech deficit
113
Q

What are 4 different types of qualitative ratings?

A
  • mild
  • moderate
  • severe
  • profound
114
Q

What is the the therapy focus for perceptual sensory deficit?

A

speech and language development

115
Q

In terms of speech sound disorders, what characteristics do you see in a phonological deficit?

A
  • often unitelligible

- involves multiple class sounds

116
Q

In terms of speech sound disorders, what characteristics do you see in a articulation deficit?

A
  • more phonetic based
  • intelligible
  • residual errors
117
Q

In terms of speech sound disorders, what characteristics do you see in a motor-speech deficit?

A
  • developmental–children

- acquired–children/adults

118
Q

What is the clinical presentation of a phonological deficit within the speech sound disorder category?

A

-multiple errors and highly unintelligible

119
Q

What are the speech errors of a phonological deficit within the speech sound disorder category?

A
  • simplification patterns of sound classes

- persistent beyond age expectancy

120
Q

What is the treatment focus of a phonological deficit within the speech sound disorder category?

A
  • teach production of sound classes
  • contrast productions using minimal pairs
  • accompany language remediation
  • teaching of minimal pairs
121
Q

what are minimal pairs?

A

set of words that vary only by one phoneme

122
Q

What can we use to develop discrimination skills with children who have a phonological deficit?

A

use contrastive function of phonemes

for example: 
ICD-"mat" vs. "at" "bin" vs. "in" 
FCD-"boat" vs. "bow"
Fronting-"cap" vs. "tap" 
Backing-"top" vs. "cop" 
Deaffrication-"chip" vs. "sip" 
vowels-"tip" vs. "top"
123
Q

What is the clinical presentation of an articulation deficit in the speech sound disorder category?

A
  • a. residual errors and minimal intelligibility concerns

- b. speech errors due to structural issues

124
Q

What are the common speech errors of an articulation deficit in the speech sound disorder category?

A
  • omissions, additions, substitutions

- majority who have articulation disorders have substitution errors

125
Q

What is the treatment focus of an articulation deficit in the speech sound disorder category?

A

-teach positioning/movement of articulators for production of target speech sounds

126
Q

What neurological evidence is there for a DEVELOPMENTAL motor speech disorder?

A
  • absence of brain injury

- there is no evidence!

127
Q

What is the clinical presentation of a developmental motor speech disorder?

A

-speech motor planning

128
Q

What are the speech errors commonly made for somebody who has a developmental motor speech disorder?

A
  • omissions
  • substitutions
  • vowel distortions
  • inconsistencies in productions
129
Q

In terms of developmental motor speech disorders, what specific speech errors are made with regards to omissions?

A
  • Initial consonant deletion
  • final consonant deletion
  • deaffrication
  • cluster reductions
  • weak syllable deletions
130
Q

What other phonological processes do children with developmental motor speech disorder experience?

A
  • metathesis

- dimunitization

131
Q

In terms of developmental motor speech disorders, what specific speech errors are made with regards to substitutions?

A

fronting

backing

depalatalization

132
Q

In terms of developmental motor speech disorders, what specific speech errors are made with regards to vowel distortions?

A

any vowel substitutions

reduplication of diphthongs

*very common in children with developmental apraxia of speech

133
Q

In terms of developmental motor speech disorders, what specific speech errors are made with regards to inconsistent productions?

A
  • variability in saying same sound

* very common in children with developmental apraxia

134
Q

What is the treatment focus for Developmental Motor Speech disorders?

A

-repetitive practice of varying syllable sequences of sounds the client already knows

135
Q

What neurological evidence is present for people who have ACQUIRED speech motor disorder?

A
  • presence of brain injury

* most common is stroke!

136
Q

What is the clinical presentation of somebody with acquired speech motor disorder?

A
  • difficulty with one or more phases of speech production

- speech motor planning

137
Q

What two disorders fall under the category of speech motor disorder?

A

acquired apraxia of speech

dysarthria

138
Q

What Speech errors occur for people who have acquired speech motor disorder?

A
  • omissions
  • substitutions
  • vowel distortions
  • inconsistencies in production
139
Q

What is the treatment focus for people with acquire speech motor disorder?

A
  • repetitive practice of automatic speech
  • repetitive practice of production of varying syllables

(must conquer first one before able to do second one!)

140
Q

Once we’ve established automatic speech in treatment with people with acquired speech motor disorder (apraxia), what do we work on?

A

-we move on to working on the varying syllable shapes so we try to get them to speak in multisyllabic words

141
Q

Be able to discuss the consequences of a speech sound disorder on an individual’s ability to function or participate in the home, school, and community.

A

…

142
Q

In a case history, what does the referral help the SLP with?

A

Identifying Concerns

143
Q

In a case history, what does the Medical and Developmental history help the SLP with?

A

determine contributing or limiting factors

144
Q

In a case history, what does the social and educational history help the SLP with?

A

obtain broad perspective on student’s developmental profile

145
Q

In a case history, what does the referral help the SLP with?

A

Identifying Concerns

146
Q

In a case history, what does the Medical and Developmental history help the SLP with?

A

determine contributing or limiting factors

147
Q

In a case history, what does the social and educational history help the SLP with?

A

obtain broad perspective on student’s developmental profile

Spring '13-126 (Exam 2) (7 decks)

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