shs exam 3 flashcards

affricate

consonant that starts as a stop but is released as a fricative

ex: ch in church and j in juice

• Artciualtion

ability to produce speech sounds

articulatory system

the network of muscles, cavities (like the oral and nasal cavities), and other structures in the mouth, throat, and nose that are used to produce speech sounds

bilabial

consonant sound produced by two lips (b and p)

• Childhood apraxia of speech (CAS)

congenital neurological speech disorder with words dominated by simple syllable shapes, vowel errors, and sounds that develop early 

consonants

a basic speech sound in which the breath is at least partly obstructed and which can be combined with a vowel to form a syllable

dysarthria

neuromuscular speech disorder

fricative

consonant produced by forcing air between two articulators

fronting

a common speech-language process where a sound produced at the back of the mouth is replaced by a sound made at the front of the mouth, such as a child saying "tar" for "car"

functional

he ability to communicate effectively for daily life needs

glide

a common developmental process where a child replaces the liquid sounds /r/ and /l/ with glide sounds /w/ and /j/ (the 'y' sound). For example, a child might say "wabbit" for "rabbit"

glottal stop

plosive sound made by stopping and releasing the breath stream at the level of the glottis; momentary interruption of the airflow by completely closing the vocal cords

labor/velar

sounds that use both the lips (labial) and the back of the tongue against the soft palate (velar) simultaneously

lateral

consonant produced by air coming over both sides of the tongue

• Lingua alveolar

a speech sound produced when the tongue touches or comes close to the alveolar ridge, the bony ridge behind the upper front teeth

• Lingua palatal

a speech sound produced by the tongue making contact with or constricting against the hard palate

• Lingua velar

a consonant sound produced by raising the back of the tongue to touch the soft palate (the velum) at the back of the mouth

• Linguistic approach

method of study or analysis that uses principles and theories from the scientific study of language (linguistics) to understand a subject

• Independent analysis

an examination or evaluation conducted by someone who is not connected to or influenced by the subject, ensuring an objective and unbiased perspective

• Intelligbilty

ability to understand the words someone else is producing

• International Phonetic Alphabet

standardized set of symbols that represent the phonemes in english

• Manner

how constricted you are when producing phonemes

motor based approach

focuses on improving a person's ability to physically produce speech sounds through a set of principles called motor learning

motor speech disorder

conditions that affect the muscles and nerves involved in producing speech

nasal

airflow through the nose

organic

disorders that have a physical cause

passive articulator

a stationary part of the vocal tract that an active articulator moves toward to produce a speech sound

phonatory system

the part of the speech production mechanism that creates sound using air from the respiratory system

phoneme

speech sounds of a language that can change meaning

phonetic symbol

special characters used to represent the sounds of spoken language

phonology

study of the organization of sounds; how sounds are combined to create words

phonological disorder

difficulty in understanding and implementing the language conventions for producing speech sounds and speech sound sequences

relational analysis

an examination of how concepts, words, or sounds relate to one another within a system, rather than looking at them in isolation

rhotic

the -er as in the word ear

screening (informal, formal)

informal— casual, conversational

formal— systematic evaluation or testing process. 

semi-vowel

the consonants as in y in you and w in water

• Speech delay-development/psychological

a disorder that can stem from issues like emotional disturbance or other developmental, genetic, or neurological conditions

• Speech delay - genetic

involves an underlying genetic cause, such as inherited variants from a parent or new mutations, that disrupts the normal development of speech and language

• Stimulabiltiy

an individual's ability to immediately produce a correct or improved version of a sound, syllable, or other target behavior after a speech-language pathologist (SLP) provides a model, cue, or other form of facilitation

stop

refers to a specific type of consonant sound

stopping

common phonological process (a speech error pattern)

• Symptomology

1. the set of symptoms characteristic of a medical condition or exhibited by a patient.

vocal tract

the air-filled space in the body from the larynx to the lips, including the throat, mouth, and nasal cavities, that shapes the sounds produced by the vocal cords

voicing

vibration of vocal folds during the production of a phoneme

vowels

speech sounds made with the mouth open, allowing air to flow freely without being blocked by the tongue, lips, or teeth

1. What are some basic ways in which speech sounds are characterized? 

different phonetic features related to their production (articulation), physical properties (acoustics), and perception (auditory)

1. What other conditions might coexist with an SSD?

mental health conditions

1. What are the two major approaches to treatment for SSDs?

motor-based approach and the linguistic-based (or phonological) approach

Can you list some ways in which SLPs might gather information about a child's speech sound system as part of a comprehensive evaluation?

standardized tests, spontaneous speech samples, oral motor exams, and interviews with parents and teachers

1. Can you give some examples of ways in which the SLP might help a child to learn a new sound? 

using visual cues, such as a mirror or pictures of the mouth, to show the correct placement of the tongue and lips

• Autism spectrum disorder

pervasive and sustained difficulties with reciprocal social communication and social interaction are characterized by severe problems with language, sharing of interests or emotions, and initiating or responding to social interactions

• Child-centered approaches

an early language intervention approach in which the clinician and child engage in conversation during play

• Chronological age

the use of years and months to compare a child with other children of the same age on development tasks

• Classroom collaboration

speech-language pathologists and classroom teachers work together to provide language intervention within the regular classroom setting

• Comprehension

understanding of a communicated message in context regardless of the modality used for expression

• Content

meaning of language, semantics

• Developmental language disorder

a neuro-developmental disorder characterized by unusual difficulties understanding, and/or using spoken language during childhood

• Evidence-based practice

making assessment and treatment decisions by integrating the best research evidence with clinical expertise and patient values

• Expository texts

The language of academic textbooks. This type of language us used to teach or explain new information

• Expression

the ability to produce language

• Form

the structure of language, including syntax, morphology, and phonology

• Hybrid approach

-Focus on one or two specific language goals

-the clinician selects the activities and materials and responds to the child’s communication to model and highlight the specific forms that are being targeted for intervention

• Individualized education program (IEP)

a document that describes a child’s disability and the scope or services that will be provided to help the child receive an appropriate education in the least restrictive environment

• Individuals with Disabilities Education Act (IDEA)

the federal law that provides federal funding for special education and regulates special education procedures

• Intellectual disorder

significantly subaverage mental function with associated difficulties in communication, self-help skills, independence, and motor development

• Learning disability

a significant difficulty with the acquisition and use of one or more of the following abilities: listening, speaking, reading, writing, reasoning, mathematical computation, or math problem-solving

• Literature-based language intervention

an approach to language intervention in which the language therapy activities are related to a children’s book

• Maze

a repetition, false start, or a reformulation of a sentence

• Multidisciplinary assessment

different members of an assessment team conduct their own independent assessments of the child’s abilities that relate to their own interest areas (speech pathologists focus on speech; pt focuses on motor abilities). each member of the team shares his findings and recommends treatments

• Neurodevelopment disorder

childhood disorders of language, speech, or learning ability resulting from impaired growth and development of the CNS

• Phonological awareness

a type of metalinguistic awareness. knowledge of the sequence of sounds that make up words (soup starts with a s). the ability to identify the phoneme structure of words (ball has 3 sounds)

• Section 504

part of the rehabilitation act of 1973 that prohibited public schools from excluding children with disabilities from participating in any program or activity receiving federal financial assistance

• Specific language impairment (SLI)

difficulties acquiring language in the absence of any other mental, sensory, motor, emotional, or experiential deficits. the agreed upon term is now, developmental language disorder

• Specific learning disorder

disorder in the psychological processes involved in the ability to listen, think, speak, red, write, spell, or do mathematical calculations

• Transcript

a written record of the language that was used during a language sample

• Transdisciplinary assessment

-when a team of professionals works together to evaluate a child

-members of the team are not limited to the evaluation of any single area of development

use

language use refers to the social aspects of language, also termed pragmatics

1. What is a language disorder?

a communication disorder that affects a person's ability to use and understand language

1. How do you think language form, and language content interact with language use?

form provides the framework for content, and use dictates how both are selected and combined to achieve communicative goals

1. How does the setting in which SLPs work with children affect service delivery?

The work setting significantly impacts service delivery by influencing the approach (e.g., push-in vs. pull-out), the level of collaboration with other professionals, and the types of services provided

. For example, working in a classroom (push-in) allows for integrated services with teachers, while a separate resource room (pull-out) allows for focused one-on-one therapy but removes the child from class time.

1. What kinds of assessments are appropriate for young children?

developmental screening, play-based observation, and portfolio collections of their work

1. What aspects of language development are especially difficult for school-age children with language disorders in the primary and secondary grades? 

reading and writing difficulties, difficulty understanding and using complex language (like figurative language and grammar), and problems with social communication

1. What is the difference between Section 504 and IDEA? 

Section 504 is a civil rights law that prohibits discrimination against students with disabilities by requiring schools with federal funding to provide reasonable accommodations to ensure equal access,

IDEA is a special education law that provides federal funding for services and requires an Individualized Education Program (IEP)for eligible students to ensure they receive a Free Appropriate Public Education (FAPE)

1. What kinds of information are part of a child's IEP?

their present performance levels, specific academic and functional goals, and a detailed plan for how they will receive services and support to achieve those goals

1. What procedures are commonly used to assess language disorders in school-age children? 

standardized testing, language sampling, dynamic assessment, and classroom observations

• Agrammatism

language characterized by predominance of content words (nouns, verbs) and absence of functors (articles, prepositions); typically observed in Broca’s aphasia

anoxia

a lack of oxygen

aphasia

language disorder affecting phonology, grammar, semantics, and pragmatics as well as reading and writing caused by focal brain damage

• Cerebrovascular accident (CVA)

a stroke

interruption of blood supply to an area of the brain

• Circumlocution

a circuitous description of a word that cannot be recalled

• Contusions

injuries caused by a blow from a hard object that cause hemorrhaging below the skin

• Dementia

deterioration of intellectual abilities such as memory, concentration, reasoning, and judgement resulting from organic disease or brain damage. emotional disturbances and personality changes often accompany the intellectual deterioration

• Diffuse axonal injury

damage to nerve cells in the connecting fibers of the brain

edema

accumulation of an excessive amount of fluid in cells, tissues, or serious cavities; usually result in the swelling of tissues

embolus

a moving clot from another part of the body that may lodge and interrupt the blood supply

• Hematoma

encapsulated blood from a broken blood vessel

• Hemiplegia

paralysis or weakness on one side of the body

• Hemorrhage

bleeding from a broken artery or vein

• Intracerebral

refers to injuries or structures within the brain

• Jargon aphasia

meaningless words typical of wernickes aphasia