Variables Related to Artic. and Phon. Dev and Performance - Ch.4 Flashcards
Genetic Factors: (Ukrainetz & Spencer 2015)
_________ genetics allows researchers to investigate the genes possible for any ______ or _______. Has shown us that there is a _____ verbal ________ trait that can result in a speech, ________, or reading disorder. Some genes may affect ____ language and speech. Language and speech disorders can occur _____ or ________. “He sounds just like I did when I was a kid.” raises a red flag. It most likely means that the child will not _______ it. _________ phonological __________ skills have been implicated in _____ reading ability in young children.
Genetic Factors: (Ukrainetz & Spencer 2015)
MOLECULAR genetics allows researchers to investigate the genes possible for any DISEASE or DISORDER. Has shown us that there is a BROAD verbal HERITABLE trait that can result in a speech, LANGUAGE, or reading disorder. Some genes may affect BOTH language and speech. Language and speech disorders can occur ALONE or TOGETHER. “He sounds just like I did when I was a kid.” raises a red flag. It most likely means that the child will not OUTGROW it. DECREASED phonological AWARENESS skills have been implicated in POOR reading ability in young children.
Environment:
__________ is also a factor. A slightly greater number of children from ____-income backgrounds have ____. _____ models are a ________. _______ is a factor as well. The big question is, “Is there health insurance?”
ENVIRONMENT is also a factor. A slightly greater number of children from LOW-income backgrounds have SSD. ROLE models are a VARIABLE. HEALTH is a factor as well. The big question is, “Is there health insurance?”
Familial and Personal Factors: Birth order and number of siblings might have an effect, but research is inconclusive. _____ are more common in ____ than in girls. Between _-_ years of age, most children begin to sound like adults. __________ improvements can be made up until _ years of age. If no spontaneous ___________ is made at _ years of age, the child requires _______.
Familial and Personal Factors:
BIRTH order and number of SIBLINGS might have an effect, but research is INCONCLUSIVE. SSD’s are more common in BOYS than in girls. Between 4-6 years of age, most children begin to sound like adults. SPONTANEOUS improvements can be made up until 8 years of age. If no spontaneous IMPROVEMENT is made at 8 years of age, the child requires THERAPY.
_________ coincides with familial and personal factors. If a child has an IQ of __ or lower, he/she probably will have a ____. Other than that, no demonstrated relationship between __ and articulation. Speech sounds learned in the _____ sequence, just more ______. Research shows that the ____ frequent type of ____ for individuals with ID is ________ _______. eibl/teibl
INTELLIGENCE coincides with familial and personal factors. If a child has an IQ of 70 or lower, he/she probably will have a SSD. Other than that, no demonstrated relationship between IQ and articulation. Speech sounds learned in the SAME sequence, just more SLOWLY. Research shows that the MOST frequent type of ERROR for individuals with ID is CONSONANT DELETION. eibl/teibl
Language skills:
Many children have problems with ____ language and speech. Children with SSD’s may use __________ sentences, _______ utterances, and less _______ language. This is due to ________ or other people’s difficulty to _________ the child’s language. As sentence _____ and complexity ________, speech sound ______ increase. Speech sound errors especially ________ when children are trying to produce; ___________ words, complex, ________, and _______ sentences. _________ for this includes both speech and language.
Language skills:
Many children have problems with BOTH language and speech. Children with SSD’s may use INCOMPLETE sentences, SHORTER utterances, and less COMPLEX language. This is due to CAREGIVER or other people’s difficulty to UNDERSTAND the child’s language. As sentence LENGTH and complexity INCREASE, speech sound ERRORS increase. Speech sound errors especially INCREASE when children are trying to produce; POLYSYLLABIC words, complex, COMPOUND, and PASSIVE sentences. TREATMENT for both speech and language is required.
_______ thrust is also known as a _______ swallow. This refers to a certain ________ of swallowing and tongue ___________ in oral cavity during rest. Can be either _________ or habitual. _________ is organic sometimes due to enlarged _______ or adenoids that partially _____ the posterior airway passage. Treatment for TT is ________ myology. This is the study of __________ among ________, speech, and ___-speech tongue and facial _______.
TONGUE thrust is also known as a REVERSE swallow. This refers to a certain MANNER of swallowing and tongue PLACEMENT in oral cavity during rest. Can be either OBLIGATORY or habitual. OBLIGATORY is organic, sometimes due to enlarged TONSILS or adenoids that partially BLOCK the posterior airway passage. Treatment for TT is OROFACIAL myology. This is the study of RELATIONSHIPS among DENTITION, speech, and NON-speech tongue and facial MUSCLES.
Characteristics of TT:
During ___________, tongue comes _________ with the tip in ________ with the lower lip. At ____, the tongue is carried forward, with the ___ between or against ________ teeth while the mandible is _____. During ______, tongue is ________ and against or between anterior teeth while _______ is slightly open. This can contribute to ___________. Speech sound errors may include ________ of /s, z, l/ and _____________ of /t, d, n, l/ There is no _________ offered for TT in public schools. This is because TT is ____ considered to have an _______ impact on a child’s ______ to the curriculum.
Characteristics of TT:
During SWALLOWING, tongue comes FORWARD with the tip in CONTACT with the lower lip. At REST, the tongue is carried forward, with the TIP between or against ANTERIOR teeth while the mandible is OPEN. During SPEECH, tongue is FRONTED and against or between anterior teeth while MANDIBLE is slightly open. This can contribute to MALOCCLUSION. Speech sound errors may include DISTORTIONS of /s, z, l/ and INTERDENTALIZATION of /t, d, n, l/ There is no TREATEMENT offered for TT in public schools. This is because TT is NOT considered to have an ADVERSE impact on a child’s ACCESS to the curriculum.
ASHA’s Position:
TT __-______ with speech problems in _____ clients. __________ and treatment of TT __ within SLP’s scope of practice. SLP must be _______ ________ and work on a _____ with appropriate ____________, such as dentists, orthodontists, and ________.
ASHA’s Position:
TT CO-OCCURS with speech problems in SOME clients. ASSESSMENT and treatment of TT IS within SLP’s scope of practice. SLP must be HIGHLY TRAINED and work on a TEAM with appropriate PROFESSIONALS, such as dentists, orthodontists, and ALLERGISTS.
Sensory Variables:
____ sensation looked at oral stereognosis or ____ recognition. Problems found in children with significant ________ loss, such as ________ of initial and final _________. This pertains mostly to ____________ loss. Other problems: Many _________ and vowel substitutions Inappropriate ________ ______ is too high or low.
More frequent ________. Epenthesis, ____________ produce both consonants and vowels ________
Sensory Variables:
ORAL sensation looked at oral stereognosis or FORM recognition. Problems found in children with significant HEARING loss, such as OMISSIONS of initial and final CONSONANTS. This pertains mostly to SENSORINEURAL loss. Other problems: Many DIPHTHONG and vowel substitutions Inappropriate PROSODY PITCH is too high or low.
More frequent PAUSES. Epenthesis, HYPERNASALITY producboth consonants and vowels DISTORTEDLY
________ discrimination was previously believed that it had to ________ correct __________ of a sound. Research shows that training _____________ only affected discrimination, but _________ correct __________ helped _____ AD and production. Very important to get into _________ right away.
AUDITORY discrimination was previously believed that it had to PRECEDE correct PRODUCTION of a sound. Research shows that training DISCRIMINATION only affected discrimination, but TRAINING correct PRODUCTION helped BOTH AD and production. Very important to get into PRODUCTION right away.
Anatomic, Neurologic, and Physiologic Factors:
- ____ palate—may have velopharyngeal __________. Mobility and enough ______ are very important. Need good VP ________ for pressure consonants especially _________, affricates, and ______. May use ______ stops for other sounds. May also have ______ emission and _____________. 2. Nasopharynx- ________ or nasopharyngeal tonsils May be ____________ and the child might be hyponasal. Can ___________ for short or partially _________ soft palate by assisting with VP ________. Can block eustachian tube ________ into nasopharynx, depriving middle ear of __________.
Anatomic, Neurologic, and Physiologic Factors:
- SOFT palate—may have velopharyngeal INSUFFICIENCY. Mobility and enough TISSUE are very important. Need good VP CLOSURE for pressure consonants especially FRICATIVES, affricates, and STOPS. May use GLOTTAL stops for other sounds. May also have NASAL emission and HYPERNASALITY. 2. Nasopharynx- ADENOIDS or nasopharyngeal tonsils May be HYPERTROPHIED and the child might be hyponasal. Can COMPENSATE for short or partially IMMOBILE soft palate by assisting with VP CLOSURE. Can block eustachian tube OPENING into nasopharynx, depriving middle ear of VENTILATION.
Class I malocclussion - dental ________ are generally _________, but a few individual ________ are misaligned
Class II malocclussion (_________) - lower jaw is receded, upper jaw is protruded.
Class III malocclussion (_________) - lower jaw is protruded and upper jaw is receded
Class I malocclussion - dental arches are generally aligned, but a few individual teeth are misaligned
Class II malocclussion (overbite) - lower jaw is receded, upper jaw is protruded.
Class III malocclussion (underbite) - lower jaw is protruded and upper jaw is receded
Problems with the tongue may include
___________ - short lingual frenum
macro/micro________ - tongue too big/short (common in syndrome)
A ____________ is the partial or total removal of the tongue due to _________
Problems with the tongue may include
ankyloglossia - short lingual frenum
macro/microglossia - tongue too big/short (common in syndrome)
A glossectomy is the partial or total removal of the tongue due to cancer
Neurological Factors
___________ is a speech disorder associated w/PNS or CNS damage. The speech muscles are ______, uncoordinated, or __________. It is caused by TBI, __________ diseases, and _________ palsy
Neurological Factors
Dysarthria is a speech disorder associated w/PNS or CNS damage. The speech muscles are weak, uncoordinated, or paralyzed. It is caused by TBI, degenerative diseases, and cerebral palsy
Cerebral Palsy is a __________ disorder in children. It is ___________ (doesn’t get worse with time). Caused by fetal ________ in the _____, ______, or ______-natal stage.
__________ of speech has _________ peripheral neuromuscular mechanisms but there is CNS damage to _________ area. Usually caused by _________ in adults, children may have childhood __________ of speech.
Cerebral Palsy is a neuromotor disorder in children. It is nonprgressive (doesn’t get worse with time). Caused by fetal anoxia in the pre, peri, or post-natal stage.
Apraxia of speech has normal peripheral neuromuscular mechanisms but there is CNS damage to Broca’s area. Usually caused by stroke in adults, children may have childhood apraxia of speech.
