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126 > Variables Related To Articulation and Phonological Development and Performance > Flashcards

Variables Related To Articulation and Phonological Development and Performance Flashcards

1
Q

Introduction

A
  • There are a number of variables associated with speech sound acquisition
  • Research: can only demonstrate correlation, not cause and effect relationships
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2
Q

Genetic Factors (Ukrainetz, T.A., & Spencer 2015)

A

-Sorting the learning disorders: Language impairment and reading disability. In. T.A. Ukrainetz (Ed.), School-age language intervention: Evidence-based practices (155205). Austin, TX: Pro-Ed.

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3
Q

Molecular Genetics:

A
  • Allows researchers to investigate the genes responsible 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 may occur alone or together
  • “He sounds just like I did when I was a kid”
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4
Q

In a tree..

A
  • Language Impairment, Reading Disability, and SSD are the branches
  • Genetics is the root
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5
Q

Environment

A
  • A slightly greater # of children from low income backgrounds have SSDs
  • Role models are a variable
  • Health is a factor too — is there health insurance?
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6
Q

Familial and Personal Factors

A

-Birth order & # of siblings —> research inconclusive
-Gender —>SSDs more common in boys
-Age —> between 4-6 years old, most children begin to sound like adults; improvements can be made till 8 years
-Intelligence
~IQ 70 or lower: probably will have SSD
~Other than that, no demonstrated relationship between IQ and artic
~Speech sounds learned in same sequence, just more slowly

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7
Q

Research shows:

A
  • The most frequent type of error for individuals with ID (Intellectual Disability) is consonant deletion
  • Also may have inconsistent errors
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8
Q

Language Skills

A
  • Many children have problems with BOTH language and speech
  • Child with SSDs may use incomplete sentences, shorter utterances, and less complex language.
  • As sentence length and complexity increase, speech sound errors increase
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9
Q

Speech sound errors especially increase when children are trying to produce:

A
  • Polysyllabic words
  • Complex, compound, and passive sentences
  • In Tx target BOTH language and speech

*****If a child has an /r/ problem and a language impairment—> use a classroom book for therapy

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10
Q

Tongue Thrust

A
  • Also called reverse swallow
  • Refers to a certain manner of swallowing and tongue placement in the oral cavity during rest
  • May be habitual or obligatory
  • If it’s obligatory, it’s organic —> e.g., enlarged tonsils or adenoids that partially block the posterior airway passage
  • Orofacial myology (treatment for TT)
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11
Q

Orofacial Myology is:

A

-The study of relationships among dentition, speech, and non-speech tongue and facial muscles

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12
Q

Characteristics of Tongue Thrust

A
  1. Swallow

2. Speech

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13
Q

Swallow

A
  • During swallowing, the tongue comes forward so that the tip is in contact with the lower lip
  • At rest, the tongue is carried forward so that the tip is between or against the anterior teeth while the mandible is open
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14
Q

Speech

A
  • During speech, the tongue is fronted and is against or between the anterior teeth while the mandible is slightly open
  • This can contribute to malocclusion
  • Articulation errors may include distortions of /s,z,l/ and interdentalization of /t,d,n,l/
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15
Q

On pg. 188, your text says:

A

“Treatment for tongue thrust is not provided in many public schools unless a child has an accompanying SSD.”

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16
Q

But in the public schools….

A
  • We cannot treat this
  • TT does not have an adverse impact on a child’s access to the curriculum
  • We can indirectly refer out
17
Q

ASHA’s Posiition:

A
  • TT co-occurs with speech problems in some clients
  • Assessment and treatment of TT is within the SLP’s scope of practice
  • SLP must be highly trained
  • The SLP must work on a team with appropriate professionals such as dentists, orthodontists, and allergists
18
Q

Sensory Variables

A

A. Oral Sensation
B. Hearing Loss
C. Auditory Discrimination

19
Q

Oral Sensation

A

-Looked at oral stereognosis or form recognition (put shape in mouth & feel what it is and point to the picture that matches the feeling)

20
Q

Hearing Loss

A

-1/3 of child artic disorders associated with Otitis Media (middle ear infections)

21
Q

Problems found in children with significant hearing loss: (pg. 181)

A
  • Omissions of initial and final consonants
  • Many diphthong and vowel substitutions
  • Inappropriate prosody
  • Pitch too high or low
  • More frequent pauses
  • Epenthesis
  • Hypernasality (velopharyngeal closure)
  • Produce both consonants and vowels distortedly
22
Q

Auditory Discrimination

A
  • Previously, clinicians believed that auditory discrimination had to precede correct production of a sound
  • Research showed, however, that training discrimination only affected discrimination, but training correct production helped both auditory discrimination and production
23
Q

AnatAnatomic Structures

A
  1. Soft Palate
  2. Nasopharynx
  3. Hard Palate
  4. Teeth
  5. Tongue
  6. Lips
24
Q

Soft palate

A
  • VPI (velopharyngeal insufficiency)
  • may have VPI… mobility and enough tissue are very important
  • need good VP closure for pressure consonants especially –> fricatives, affricates, stops
  • may also have nasal emission and hypernasality
  • may use glottal stops for other sounds
  • COMMON SUBSTITUTIONS*
    - /p,b,t,d/ –> glottal stop
    - /k,g/ —> pharyngeal stop
    - Fricatives & affricates –> pharyngeal fricatives
25
Q

Nasopharynx

A
  • Adenoids/nasopharyngeal tonsils/ pharyngeal tonsils (not actual tonsils, just adenoids)
  • They may be hypertrophied (large) and child may sound hyponasal
  • Can compensate for short or partially immobile soft palate by assisting with VP closure
  • Can block Eustachian Tube opening into the nasopharynx, depriving middle ear of ventilation
26
Q

Adenoid = Pharyngeal Tonsil

A

-Cannot visualize through the oral cavity

27
Q

Hard Palate

A
  • A lot of times, genetic disorders accompany cleft palate
  • “Clefts of the hard palate are initially closed within the first two years of life with no significant & permanent effects on articulation”
  • Statement is true if all is taken care of by 2 years and no concomitant problems exist, however, it’s not always that simple.
  • Highly variable due to number of surgeries, age of surgery, etc.
28
Q

Teeth

A
  • Malocclusion: Classification system
  • Class I: few teeth misaligned & dental arches generally aligned
  • Class II: upper jaw protruded & lower jaw receded (overbite)
  • Class III: upper jaw receded & lower jaw protruded (underbite)
  • *There may be extra or SUPERNUMERARY teeth
    - Implication: variable
    - -compensatory strategies
    - -articulation disorders
29
Q

Tongue

A

Problems may include:

  • Ankyloglossia (short lingual frenulum)
  • Macroglossia (larger than average tongue OR large tongue for the oral cavity)
  • Microglossia (smaller than average tongue OR small tongue for the oral cavity)
  • Glossectomy (partial or total removal of the tongue due to cancer)
30
Q

Lips

A
  • Important in the production of bilabials, /w/, and the vowels that require lip rounding
  • Only gross anomalies affect artic (i.e., Cleft of the upper lip, shortened labial frenulum)
  • However, plastic surgery is so good these days that it usually is okay
31
Q

Neurological Factors

A
  1. Dysarthria
  2. Cerebral Palsy
  3. Apraxia of Speech
32
Q

Dysarthria

A
  • Speech disorder associated with PNS or CNS damage
  • The muscles of speech are weak, uncoordinated, or paralyzed
  • Usually due to TBI, degenerative diseases, cerebral palsy
33
Q

Cerebral Palsy

A
  • Neuromotor disorder in children
  • Nonprogressive
  • Due to fetal anoxia pre natal, perinatal, or post natal
  • Developmental dysarthria
34
Q

Apraxia of Speech

A
  • Normal peripheral neuromuscular mechanism
  • CNS damage to Broca’s area
  • Adults –> usually due to stroke
  • Children –> Childhood Apraxia of Speech
35
Q

Motor Skills

A
  • We often test these with measures of diadochokinetic (DDK) rate
  • Children attain adult DDK rates between 9-15 years of age
  • Children with SSDs often have slow DDKs
  • However, many children with SSDs have normal DDKs
  • Thus, the text concludes that deficient motor skills are not necessary or sufficient to produce SSDs

126 (2 decks)

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