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Speech Sound Disorders > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Sound system disorder

A

clinically significant sound production errors, with a phonetic (articulatory) or phonemic (phonological) basis

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2
Q

Dichotomy

A

used to compare and contrast different treatments

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3
Q

Why do SLP need to know different techniques?

A

in order to treat the vast majority of system sound disorders
SLP must have an understanding of variables related SSD to assess, treat and councel the caregivers

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4
Q

Percentage of children with SSD

A

92% of schools SLP provide services to children with SSD

  1. 5% of children between 3 and 11 years have significant SSD needing treatment
  2. 5% of those children still have major substitution and deletion past age 4

5% of these children display sound errors of /s/ /l/ and /r, / that are classified as residual errors

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5
Q

Cause of SSD in children

A

Structural, sensory, cognitive, linguistic and psychological variables have been studied extensively but have failed to isolate a specific cause

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6
Q

SSD and coexisting problems

A

coexisting problems in acquisition of reading and development of reading, writing and spelling or learning difficulties.
These could also have some social differences due to their lack of communication

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7
Q

SSD subgroups

A

structural, sensory, neurophysiological together, or separately.

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8
Q

What is the causal variable for Oral structure defect?

A

Major and minor anomalies

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9
Q

What is the causal variable for Sensory deficit?

A

Type and degree of hearing loss

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10
Q

What is the causal variable for Motor speech disorders,Apraxia and Dysarthia?

A

Motor planning, motor execution disorders or both

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11
Q

What are some signs of a speech neurological problem?

A

motor planning; coordination of muscle, timing of & implementation of movement patterns requisite to normal speech production

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12
Q

What are some of the co-occurences with motor speech problems

A

occurrence with articulatory component and include other biocommunication systems such as respiration, phonation and speech prosody

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13
Q

What is NOMS?

A

The National Outcome measurement System is a project conducted by ASHA to collect treatment data on speech and language disorders

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14
Q

What treatment does NOMS recommend?

A

children with SSD should receive individual therapy for 10 hours or more and have a practicing in-home caregiver

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15
Q

What are the client variables to be incorporated into a treatment framework?

A

CLIENT STATUS: Stimulability; Self-monitoring skills; Effort of the client; Attention of the client; Motivation of the client for change; Treatment history; interactions with clinicians and caregiver
PHONOLOGICAL KNOWLEDGE:Acoustic and phonetic ; Articulatory & Internal phonological knowledge
POTENTIAL RISK FACTORS:Cognitive & linguistic status; Speech mechanism; Hearing activity &
Neurophysiologic status

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16
Q

What are the clinician variables to be incorporated into a treatment framework?

A

Knowledge and skills
Theoritical biases
Confidence in treatment
Interactions with client and caregiver

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17
Q

What are the caregiver variables to be incorporated into a treatment framework?

A

Confidence in clinician
Confidence in treatment
Willingness to assist in treatment
Interactions with client and clinician

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18
Q

What is an adequate treatment model?

A

must consider cognitive-linguistic variables, motor skill learning, phonological knowledge, social skills, and potential risk factors

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19
Q

What is an SCAT?

A

(Second Contextual Articulation Tests) allows SLP to identify contexts in which the client produces target sound correctly and use these stimuli to increase accuracy and fluency on error sounds

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20
Q

what are the best techniques to assess articulation & phonology?

A

begins with a full assessment of the client’s articulatory response repertoire to find which sounds the clients can say spontaneously, imitatively, in all phonetic contexts, and those he cannot produce

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21
Q

What is a best place to start a treatment?

A

by building upon what the client can already say or do

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22
Q

What should the therapy sessions focus on?

A

improve client’s overall accuracy and then to build fluency.

23
Q

What is SLP role in treatment?

A

SLP must establish the correct production if the client cannot produce a target sound at all→ eliciting sounds

24
Q

What are the different techniques SLP can use to evoke production of phonemes?

A

Imitation; Use of context, phonetic placement, devices, moto-kinesthetic method & sound approximation

25
Q

Name the available facilitating techniques

A

metaphors, descriptions and demonstration and touch cues.

26
Q

prelinguistic stage (1 month- 1 year) -hudson Phonological development

A

Speech like and non speech like vocalizations

27
Q

First words (1 year-18 months) -hudson Phonological development

A
  • Onset of meaningful words
  • Growth of vocabulary to 50 words
  • Productions are simple syllabic structure CV;CVC;CVCV
  • Sounds are limited to stops, nasals and glides
28
Q

Phonemic development (18 months-4 years)-hudson Phonological development

A
  • Consonant clusters appear
  • Multisyllabic productions occur
  • substitution patterns are common /w/ for /r/
29
Q

Stabilization phonology system (4 yrs -8 yrs) hudson Phonological development

A
  • Phonetic inventory completed

- Exposure to reading and writing helps refine soud system

30
Q

What is the first step of Hudson phonological acquisition?

A

1 year

Canonical babbling and vocables

31
Q

What is the second step of Hudson phonological acquisition?

A

1 1/2 years

Recognizable words; CV structures; stops, nasals, glides

32
Q

What is the third step of Hudson phonological acquisition?

A

2 years

Final consonants, communication with words “syllableness”

33
Q

What is the fourth step of Hudson phonological acquisition?

A

3 years

/s/ clusters, anterior-posterior contrast, expansion of phonemic repertoire

34
Q

What is the fifth step of Hudson phonological acquisition?

A

4 years

Omissions rare, “most simplifications” suppressed, “adult-like” speech

35
Q

What is the sixth step of Hudson phonological acquisition?

A

5-6 years
Liquids /l/ @ 5 years
/r/ @ 6 years
phonemic inventory stabilized

36
Q

What is the seventh step of Hudson phonological acquisition?

A

7 years

Sibilants and “th” perfected, “adult standard” speech

37
Q

acquisition patterns

A 
Early 8		(p b m w d n  j h )  by 3 years
Middle 8	(t  f    v  k   g   ŋ  tʃ   dʒ ) by 4 years
Late 8		(s   z  ʃ    ʒ    l    r   θ   ð   ) by 6-6 ½ years
38
Q

METHODOLOGICAL ISSUES (reasons for the wide disparity in mastery ages)

A 
o	Children with speech-sound disorders
o	Specific geographical regions
o	No conversational samples
o	Single word productions
o	Both imitation & spontaneous
o	No control for important variables
o	Experience of examiner
39
Q

method

A

larger overall approach

40
Q

Technique

A

specific procedure used to evoke production of phonemes

41
Q

Strategy

A

conceptual tactic/clinical orientation used to approach error patterns

42
Q

Imitation

A

also known as auditory stimulation; requires the client to repeat a target sound after the clinician has presented one or more examples (best known technique

43
Q

Use of context

A

a facilitating context can be used either as a beginning point for therapy or in combination with other techniques to develop accuracy and fluency

44
Q

Phonetic placement

A

SLP instructs the client in correct placement of articulators, modification of airstream (breath) and voicing, to give the client clues as possible to the positioning of the articulators and the handling of the outgoing airstream. (Oldest method)

45
Q

Devices used

A

tongue depressors; gloved fingers; verbal descriptions; airstream; graphic indicators; airstream effects on tissue; mirror; laryngeal vibration; observing diagrams and pictures & observing computer-based rendering of articulators

46
Q

Moto-Kinesthetic Method

A

SLP places her hand on the client’s articulatory mechanism to direct movements necessary for each speed sound and draws the client’s attention to the place where the movement begins the amount of pressure needed, the overall shape and direction of movement and the timing

47
Q

Sound approximation

A

Progressive approximation & Facilitative techniques

48
Q

Metaphors

A

verbal metaphors i.e. growling sound

49
Q

Progressive approximation

A

clinician begins with the client’s error and gradually modifies it, using her own finely tuned discrimination skills to guide the client’s production

50
Q

Modification of other sounds

A

SLP uses another sound/s already in the client’s repertoire as a point of departure for the target sound. Often used with non-speech sounds, such as coughing to elicit a /k/ or growling to elicit a /ɚ/

51
Q

Facilitative techniques

A

metaphors, descriptions, demonstrations, and touch cues

52
Q

Descriptions and demonstration

A

simpler technique that heightens a child’s awareness to the characteristics of speech that matters the most

53
Q

Touch cues

A

provide multi sensory awareness of target sound

Speech Sound Disorders (7 decks)

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