Types of SSDs and Impairments

Question 1

Loss of deciduous teeth

Answer 1

Loss of baby teeth which can affect articulation (/s/ and /z/)

Question 2

Unilateral/bilateral cleft lip

Answer 2

Birth defect that can impact lip function and speech. Could hinder production of bilabilal sounds.

Question 3

Ankyloglossia

Answer 3

“Tongue tie” heartshaped tongue, short tight frenulum. Majority of kids with SSD do not have a tongue tie. can hinder feeding, saliva managment, and licking lips.

Question 4

Macroglossia

Answer 4

large tongue. Associated with Beckwith-Wiedemann Syndrome, Acromegaly, Gigantisim and Down Syndrome. Could be due to small oral cavity.

Question 5

Bifid tongue

Answer 5

Tongue with two points. Associated with Klippel-Feil Syndrome adn Mohr’s Syndrome. can be cosmetically done. Can be a side effect of a tongue piercing.

Question 6

Cleft Palate

Answer 6

Birth defect that can cause problems with feeding, speech, weight gain, dentition and hearing.

Question 7

Velopharyngeal incompetence

Answer 7

Difficulty achieving velopharyngeal closure) is
associated with hypernasality and nasal emission

Question 8

Vocal Nodules

Answer 8

Callouses on the vocal folds that can impact phonation. most common laryngeal imparment for children.

Question 9

What is “natural history” when refering to SSD?

Answer 9

The course a disorder takes in individual people
from its pathological onset (“inception”) until its eventual resolution through
complete recovery or death.

Question 10

When should a child have speech like an adult?

Answer 10

By 8 to 9 years of age if not earlier.

Question 11

What is the Natural History of SSD in
Children?

Answer 11

Some children’s speech will improve without intervention; however at least half will not improve and therefore require intervention. Children with concomitant language impairment and children with distortion errors are less likely to improve. SLPs also need to consider the concerns expressed by children and their parents
regarding need for intervention.

Question 12

Speech Disorders vs.
Language Disorders (Speech Sound Disorders)

Answer 12

Speech disorders focus on the physical production of sounds, while language disorders focus on the ability to understand and use language. Speech disorders may arise from physical issues (like oral-motor difficulties), while language disorders might be related to cognitive or neurological issues. Speech disorders may be evident during speech, while language disorders can affect all forms of communication, including reading and writing.

SPEECH SOUND DISORDERS is a term that encompasses BOTH

Question 13

What are the impacts of having an SSD?

Answer 13

Learning to read, write and spell are hindered. Litteracy rates are low. More likely to complete vocationsal training rather than school. less likely to attend a university. Impacts social aspect like the abillity to make friends.

Question 14

What are some risk factors for having an SSD?

Answer 14

being male, pre-natal and post-natal
factors, ongoing hearing problems, oral sucking habits, reactive temperament, having an older sibling, family history of speech and language problems, education level of mother and/or father adn socioeconomic factors

Question 15

What are protective factors to have typical development?

Answer 15

persistent and sociable temperament, being an older sibling, maternal wellbeing and parental support for learning at home.

Question 16

What are the types of SSDs?

Answer 16

Phonological (Storage and access) and Motor (Physical production).

Question 17

Where do we store the knowlage of language?

Answer 17

Lexicon

Question 18

Inconsistent Speech Disorder

Answer 18

Type of SSD characterized by inconsistent
productions of the same lexical item (word)

Problem associated with a phonological
assembly difficulty (i.e., difficulty selecting
and sequencing phonemes for words)
without accompanying oromotor difficulties
(Dodd, Holm, Crosbie, & McIntosh, 2010)

Features:
Different productions of the same word
May produce words correctly at times
Issues with selecting and sequencing phonemes

Question 19

Phonological Impairment

Answer 19

The most common type of SSD

A cognitive-linguistic difficulty with learning the phonological system of a language;
characterized by pattern-based speech errors such as replacing velar plosives /k, ɡ/
with alveolar plosives /t, d/ (i.e., velar fronting)

Pattern-based speech errors may be delayed for a child’s age or disordered
No known cause—often runs in families
When a child is very young, phonological delay.

Features:
Often can imitate sounds in isolation, cannot produce in words
Systematic errors/Phonological processes.

Question 20

Why is it not a good idea to give single-word tests to someone with a phonological SSD?

Answer 20

Phonological SSDs often involve patterns of speech sounds rather than isolated sound errors. Single-word tests may not capture these phonological rules or patterns that the individual employs in their speech.

Individuals with phonological SSDs may produce sounds correctly in certain contexts but struggle in others (e.g., in conversation vs. in isolation). Single-word tests may not fully represent the variability in sound production.

Question 21

Articulation Impairment

Answer 21

Type of SSD characterized by speech sound errors typically only involving sibilants and/or rhotics (typically /s, z, ɝ,ɹ/)

Motor speech difficulty involving the physical production (i.e., articulation) of specific speech sounds

Other terms for articulation impairment include
misarticulations, residual articulation errors, common clinical manifestations, residual common distortions, and persistent speech errors, lisp

Speech perception difficulties may underlie an phonological impairment

Features:
Distortions or substitutes of rhotics and sibilants

Question 22

Childhood Apraxia of Speech (CAS)

Answer 22

CAS is motor speech disorder associated with a difficulty planning and programming movement sequences, resulting in dysprosody and errors in speech sound production (ASHA, 2007)

Various terms are synonymous with CAS and include
developmental dyspraxia, developmental verbal dyspraxia, developmental apraxia of speech

Features
Inconsistent errors on consonants and vowels in repeated productions
Lengthened and disrupted transitions
Inappropriate prosody especially on stress

Question 23

Childhood (Pediatric) Dysarthria

Answer 23

Motor speech disorder involving difficulty with the sensorimotor control processes involved in the production of speech, typically motor programming and execution

Often resulting from a neurological impairment during or after birth, through traumatic brain injury, or a neurological condition

Six types of dysarthria including flaccid, spastic, hyperkinetic, hypokinetic, ataxic, and mixed

Features:
* Shallow irregular breathing
* Small pockets of air
* Low pitched harsh voice
* Nasalized speech
* Poor articulation
* Weak closures
* Consistently slowed errors

Question 24

What is the ICF-CY

Answer 24

• FUNCTION—Function of the body’s systems
• STRUCTURE—Anatomical parts
• ACTIVITY—Execution of a task or action
• PARTICIPATION—Involvement in a life situation
• ENVIRONMENT—Physical, social and attitudinal environment (barriers, facilitators, or both)
• PERSONAL—Gender, race, age, habits, upbringing, overall behavior pattern and
  character style.

Question 25

What is the origin of most SSDs?

Answer 25

They are of unknown origin mostly. Some SSDs can be cause by genetic causes, Craniofacial abnormalities, Cognitive/intellectual impairment, Hearing Loss, Otitis media/effusion, Cerebral Palsy and ASD.

Question 26

What is Co-occurrence?

Answer 26

Children with SSD have co-occurring difficulties

• Language impairment
• 2 year olds at single word stage = more phonological errors

Literacy difficulties
* Phonological awareness
* Critical age hypothesis (~5 years)

Oromotor difficulties
* CAS & Dysarthria
* CAS voluntary movements
* Dysarthria?

Voice—not often (6%), unless considering prosody

Stuttering
* 30-40% of children who stutter
* 33.5% articulation
* 12.7% phonology disorders
* Different fluency types
* More prolongations