Exam 2 Intro to communications

Vowels

Produced with an open or obstructed vocal tract, produced by resonating the exhaled air within the oral cavity

Consonants

1. Formed with both lips

2. Bottom lip + upper teeth= interdental 

3. Tongue between the teeth= Labiodental 

4. Tongue tip is touching the alveolar oe gum ridge= alveolar

5. Center of tongue near the hard palate= palatal

6. Back of tongue touches the soft palate or velum=velar 

7. When constriction occurs at the level of vocal folds=glotal 

8. Consonants may be voiced or voiceless

Allophones

Variations in which phonemes are produced but can still be considered part of that phoneme

Phonetically consistent form

1. When children use a different word consistently to refer to the same thing

   • Or, when they practice the same phoneme and its position repeatedly even if the words are different (soap, sip, sill)

Stimulability

the ability of an individual to produce the target phoneme when given focused auditory and visual cues (like, listen to me) and their ability to repeat it correctly

Intelligibility

1. How easy it is to understand the individual 

   • Dependson the number, type, and consistency of speech- sounds errors (# of intelligible words/ total #of words X 100) 

   • Poor intelligibility has a negative impact on communication

Place of articulation

1. Manner: How the sound is made 

   • Voice: What vocal folds are doing during sound production 

   • Place: Where the consonant is at in the throat 

     1. Voiceless: Vocal folds are not vibration when producing a sound 

     2. Voiced: Vocal folds are vibrating

Manner of articulation

 How speech sounds are produced by modifying airflow in the vocal fold

Voicing

Whether vocal cords vibrate when producing a sound

Describe the classification of vowels:

 Vowels are produced by resonating the exhaled air within the oral cavity

Tongue elevation

Front, center, and back (where the tongue is elevated during sounds)

Tongue position

resting, retracted

Lip rounding

can influence sound, rounded=pursed, retracted=pulled back into a smile

Early versus

when young children learn to make sounds, starting with cooing and babbling, and then forming words

Late versus

A child takes longer than normal to learn how to make clear speech sounds

Phonological processes:

Simplications made in speech

Fronting

sounds made at the back of the mouth (like K or G) or the middle (like Sh or Ch) are being incorrectly replaced by sounds made at the front of the mouth Ex: saying tin instead of kin

Backing

sounds made at the front of the mouth (like T or D) are being replaced by sounds made at the back of the moth (K or G) Ex: saying kake instead of take

Assimilation

one sound in a word changes to sound more like another sound in that same word. Ex: in the word spoon, a child might say spoon but make the S sound more like sh, resulting in shpoon

Reduplication

Part of a word or a syllable is said more than once. Ex: the word banana, a child might say ba ba ba instead of just ba

Cluster reduction

when two or more consonants are together in a word, one or more of them are dropped, leaving just one. Ex: in the word stop, and a child might say top, dropping the s

Weak syllable deletion

 weak syllable in a word is deleted

Final consonant deletion

when someone leaves off the last consonant sound of a word. Ex: a child might say do instead of dog

Articulation

production of clear and distinct sounds

Disorders

Substitution, Omission, addition, and distortion

Speech sound errors in other disorders:

 hearing loss, cognitive impairment, craniofacial anomalies, dysarthria, childhood apraxia of speech, language and dialect durations

Traditional motor approach:(treatment)

one of the first approaches, starts with auditory “discrimination”, then moves to “production in isolation” (asking a child to produce a similar sound), then conversation, then generalization and maintenance

Motor sensory approach:(treatment)

Similar steps to traditional motor approach, except no auditory discrimination or isolation (includes sensory feedback from clinician and focuses more on context and feedback 

Cycles approach: (treatment)

focused on “sound error pattern” more intense treatment sessions ( 1 hour session 1x per week, or 30 min session 2x per week), and addressing cycles 1 at a time

Language based approach:

includes other goals like production and language practice, addresses additional errors but primarily focuses on language

Literacy:

Visual modes of communication (reading and writing)

Decoding

Segmenting a word and blending the sounds together to form a word (phonics)

Phonics

Method of teaching reading and writing by connecting sounds with letter or groups of letters

Writing critical literacy

creating texts that analyze and question social issues, power structures, and different perspectives.

Dynamic literacy

ability to understand and use information in different contexts and formats

Metacognition

thinking about your thinking, involves being aware of how you learn, what strategies you use, and how you can improve your understanding

Phonological awareness

Knowledge of the sounds and syllables of sound structures of words

Phonemic awareness

The ability to manipulate sounds (blending and segmenting)

Morphological awareness

Knowledge about the morphological structure of words

Rhymes

identify words that sound the same at the end, like “cat” and “hate”

Isolation

Being able to see other words in a word Ex:cat

Addition

being able to combine sounds or syllables to create new words. For example, if you add the sounds “s” and “top”, you create the word “stop”

Deletion

 taking away a sound or syllable from a word to form a new word. For example, if you remove the “s” from “stop”, you get “top”

Substitution

involve changing one sound in a word to create a new word. Example, if you change the “c” in “cat” to “h”, you get “hat” 

Blending

  Combine/blend words together Ex: Boat+s

Segmentation

 ability to break a word into its individual sounds or syllables. Example: the word “cat” can be segmented into the sounds /k/, /a/, and /t/

Risks factors for reading development:

Articulation deficits, Language deficits, and SES 

Informal assessment:

Questionnaires and Interview teachers, parents, and the child

Observations:

(confirm the responses from parents and teachers)

Collaborative assessment:

 Standardized measures, Oral language sample, Analysis of miscues, and written storytelling

General comprehension measures:

Questions, Retelling and paraphrasing

Phonological awareness:

 Rhyming, Syllabication, Segmentation, Phoneme isolation, Deletion, Substitution, Blending

Morphological awareness:

Morpheme awareness

Text comprehension:

Assess oral language, knowledge of narrative and text grammar schemes, and metacognition

Self regulation:

Reading strategies, think aloud, error detection

Models of intervention:

1. Team effort 

   1. Models of intervention(implicit and explicit) 

      1. Literacy-rich experiences embedded in daily curriculum 

      2. Explicit, focused, and therapeutic teaching 

      3. Integrated approach: word meaning foundation and sentence form foundation 

   2. Focus on phonological awareness, word recognition, text, comprehension, and self regulation

Focus areas of intervention:

 Explicit(severe), Integrated(moderate), and Implicit literacy(Mild)

Assessment for writing

Informal: Portfolios(activites, assignments), Narratives, Expository writing (take a stand on something/pick a side) 

Spelling: Dictation, Connected writing, Standardized assessment 

Text generation: Total words, different words, word choices in the sample

Specific Intervention for spelling:

 Goal is to learn strategies of spelling and rules: Multisensory input, word analysis and sorting, spell checkers, proofing, and editing

Executive function:

Goal is to plan the writing process(goal-plan-do-review): ask questions periodically about the process

Text generation:

Goal is the learn smooth narrative text generation: story grammar, story map, prompts, and brainstorming 

For expository text generation: Evaluate, make a Plan,Organize, Work, Evaluate, and Rework, (EmPOWER), feedback

Hemiparesis:

weakness one side of the body

Hemiplegia:

Paralysis on one side of the brain

Anomia:

Naming deficit

Dysphagia:

Swallowing difficulty

Paraphasia:

Word substitutions that have associations with real words

Neologism:

Substituting a novel word consistently

Jargon:

Meaningless and irrelevant speech

Cerebrum(Cortex-Broca’s area, Wernicke's area, Arcuate Fasciculus, Lobes, Cerebral hemispheres and functions)

central role in language processing and production, housing several key areas that are crucial for these functions

Cerebellum:

motor control and coordination, significant role in language processing.

Brain stem

Important but often indirect, regulating basic life processes and facilitating communication between different parts of the brain

Cell body:

Processing information. Contains the nucleus and organelles that are essential for the neuron’s metabolic activities

Axon:

Vital role for communication processes that underpin language functions in the brain

Dendrite:

main sites for receiving signals from other neurons

Synapse:

Critical for language processing and communication in the brain

Frontal lobe:

Problem solving, Emotional traits, reasoning (judgment), speaking, Voluntary motor activity

Temporal Lobe:

understanding language, behavior, memory, hearing

Brain stem:

Breathing, Body temp, Digestion, Alertness/sleep, Swallowing

Cerebellum:

Balance, Coordination and control of voluntary movement, fine muscle control

Occipital Lobe:

Vision, Color Perception

Parietal Lobe:

Knowing right from left, Sensations, Reading, Body orientation

Aphasia definition

Is an acquired neurogenic language disorder resulting from an injury to the brain(typically left hemisphere)

Aphasia types

Broca’s, Wernicke’s, and conduction aphasia

Broca’s Aphasia

Nonfluent, Meaningful verbal expression is severely limited or absent

Wernicke's aphasia:

 Fluent speech but not able to comprehend what they were asked of

 Conduction aphasia:

Fluent speech but shows Paraphasias;Substitutes one word for another that is similar

Assessment:

1. Medical history 

2. Interview family 

3. Oral peripheral 

4. Hearing test 

5. Bedside evaluation: memory, reading, writing, word retrieval, naming, auditory comprehension, automatic language 

6. Formal tests

7. Functional assessment of communicative abilities

intervention

1. Goal: To aid recovery and provide compensatory strategies 

2. Cross modality generalization 

3. Conversational techniques 

4. Multimodal stimulation 

5. Bridging the cerebral hemispheres 

6. Specific techniques: constraint induced language therapy, AAC, Computer based cognitive rehabilitation

Right hemisphere damage definition

 Is a group of deficits resulting from right hemisphere injury

Right hemisphere damage deficits(Linguistic, extralinguistic,nonlinguistic):

Neuromuscular damage, Perceptual deficits, Linguistic deficits, Personality changes, Mood change, and Unusual behaviors 

Assessment for right hemisphere damage

1. Standardized measures: RHDB, Portion of aphasia batteries 

2. Non standardized: 

   1. Visual scanning 

   2. Auditory and visual comprehension 

   3. Direction following 

   4. Response to emotion

   5. Naming 

   6. Writing

   7. Pragmatics

Traumatic brain injury definition

 A disruption in normal functioning caused by a blow or jolt to the penetrating head injury

Differences between aphasia and TBI:

1. TBI results in more pragmatic problems than aphasia 

2. TBI results in more rambling and confused speech (disoriented) 

3. TBI patients may be more talkative than those with Broca’s aphasia

Alzheimer’s Disease causes

Idiopathic (genetic and environmental)

Alzheimer’s Disease Typical deficits

Memory loss, Cognitive decline, Language deficits, Changes in mood and behavior

Fluency definitions

The aspect of speech that refers to continuity, smoothness, rate, and effort

Normal disfluency definitions

Fluent speech: 25 months, fluency reduces around 29-37 months (because of vocab spurt), Fluency improves after 37 months

Stuttering and it’s fluency deficits:

Prolongation, sound/syllable repetition, monosyllabic whole word repetition, block, pauses and hesitations, disfluencies (clustered and within and between word), secondary behaviors

Cluttering and associated deficits:

rapid or irregular speech rate; excessive coarticulation, collapsing, deletion, atypical use of filler words and revisions, unusual prosody, and unusual pauses

Theories and conceptual models of stuttering:

• Organic theory

• behavioral theory

• diagnosogenic theory

• psychological theory

• court repair by hypothesis

• Demands and capacities model