Artic&Phon - Midterm

communication (definition)

the exchange of ideas, thoughts, information, feelings, desires, and/or needs from a sender to a receiver (verbal or nonverbal)

language (definition)

a socially shared code, a learned behavior, and a system for representing concepts by using arbitrary words (no relationship between object and words); these are combined following specific rules

what is the 5 linguistic parameters that language is described as

1. phonology
2. morphology
3. syntax
4. semantics
5. pragmatics

speech (definition)

the acoustic representation of language; can be further divided into articulation, fluency, and voice

label the following actions as verbal communication or nonverbal communication:

\-writing

\-point/gesturing

\-sign language

\-drawing

\-speech production

\-writing = verbal

\-point/gesturing = nonverbal

\-sign language = verbal

\-drawing = nonverbal

\-speech production = verbal

What is the 2 branches of speech?

1. phonology
2. articulation

phonology (definition)

the study of the sound system of language, which consists of the rules that govern its spoken form (involves rules)

articulation (definition)

the act of producing sounds (totality of motor processes that result in speech); this involves complex involvement of several physiological subsystems that work together to create phonemes (involves motor process)

how many phonemes are in the English language?

approximately 43

side notes about speech:

\-speech does NOT have anything to do with our comprehension

\-individual speech sounds are meaningless noises until something regulatory is added (needs to follow rules of phonology)

\-although most languages can be transmitted by speech, speech is not an essential feature of language (other examples are sign language, writing, AAC)

Answer the following thought questions:


1. Do we need language to communicate?
2. Do we need speech to use language?
3. Do we need language to use speech?

1. No, because of drawing, facial expressions, etc.
2. No, because of sign language, typing, writing, etc.
3. It depends

What are the physiology subsystems of speech?

\-respiration

\-phonation (prosody \[stress and intonation\])

\-velopharyngeal function (resonance)

\-articulation

respiration (describe)

\-provides airflow and later, intraoral air pressure for articulation

\-is important for pressure-sensitive sounds (plosives, fricatives, affricates)

phonation (describe)

\-vibration of the vocal folds produce sound for speech

\-needed for all vowels and some consonants

\-must be able to start and stop phonation quickly throughout an utterance

what are some examples of nonverbal aspects of speech

\-facial expressions

\-gestures

\-eye contact

\-proxemics

velopharyngeal (VP) function (describe oral sounds)

\-oral sounds consists of vowels and most consonants

\-VP valve is closed to allow acoustic energy and airflow to enter oral cavity

\-this is important for the production of most consonant sounds (particularly plosives, fricatives, affricates) and all vowels

velopharyngeal (VP) function (describe nasal sounds)

\-VP valve is open to allow most of the acoustic energy and airflow to enter the nasal cavity

\-this is important for nasal sounds (/m/, /n/, /n-hook/)

\*the VP valve must open and close quickly and efficiently

articulation (describe)

\-the motor component

\-consonants: speech sound produced with a significant constriction within the vocal tract (partial or total)

\-dimensions - voice, place, manner

\-voice = presence or absence of vocal fold vibration

\-place = where the sound is formed

\-manner = how the sound is formed

distinctive features (definition)

is the most basic unit of phonological structure that distinguishes one sound from another within a language

what are 5 distinctive features noted in our notes

1. obstruents
2. continuants
3. sonorants
4. stridents
5. rhotacizations

obstruents (definition)

group of consonants consisting of stops, fricatives, and affricates because they have complete or narrow constriction of the vocal tract

continuates (definition)

consonants produced with air flowing continuously through the vocal tract/sustained for extended periods; this includes all vowels, fricatives, nasals, and approximates

sonorants (definition)

sounds produced with relatively unobstructed airflow; these include nasals, approximates, and vowels

stridents (definition)

fricative and affricate sounds protruded with intense noisiness resulting from a fast rate or airflow (i.e., /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/)

rhotacization (definition)

a sound that has a r-coloring (e.g., /ɚ/, /ɝ/)

coarticulation (definition)

the influence that sound exert on one another; relates to subtle changes in phoneme production in response to articulatory movement when a sound is influenced by a preceding sound

examples of coarticulation

\-”He sneezed” unrounded /s/ and /n/

\-”He snoozed” rounded /s/ and /n/

\-”He asked” nonnasal /æ/

\-”He answered” nasal /æ/

rounding/nasalization occurred because of anticipation of later sound =

coarticulation

allophone (definition)

an individual variant of a phoneme

examples of allophones

\-Keep vs Coop (/k/ is produced more anteriorly in “Keep” and more posteriorly in “Coop”)

\-mAn vs bAt (/æ/ in “man” is nasalized but is not nasalized in “bat”)

\-teN vs teNth (/n/ is more anterior in the word “teNth” in anticipation of the interdental fricative)

because of __,__ an variation occurs

because of COARTICULATION, an ALLOPHONIC variation occurs

babbling (describe and list stages)

\-babies enter the “exploration/expansion” stage by 4-6 months, where labial sounds predominate; these may be accompanied by vibratory sounds, such as a “raspberry” or squeals and then vocalization start to resemble speech and babbling begins!

\-stages of babbling: canonical babbling (consisting of reduplicated babbling and variegated/nonreduplicated babbling), and jargon

reduplicated babbling (age and describe)

\-6 to 7 months

\-true babbling begins with reduplicated babbling

\-the baby experiments with strings of consonant-vowel (CV) repetitions such as /baba/ or /nana/

\-although the infant makes combinations like /mama/, they are not true words

\-towards the end of this stage, increased coordination and control of the mouth larynx opens the door to clear sounds and more defined articulation and resonance; their baby will say the same syllable over and over and mimic turn-taking as if they were having a conversation

variegated babbling (age and describe)

\-8 to 9 months

\-the baby begins to produce strings of variegated babbling (e.g., badida)

\-they also attempt to imitate noises produced by objects

\-in variegated babbling, adjacent and successive syllables are not identical; sound sequences may also include VCV and CVC structures; the baby gains more control over specific production of sounds

jargon (age and describe)

\-10 to 12 months

\-the baby begins speaking in jargon using complex babbling dotted with adult-like intonation (e.g., babi da ma ja da)

\-the pattern consists of long strings of unintelligible sounds with adult-like suprasegmentals; it imitates inflection, conversational rhythm, facial expressions, and gestures

\-still not language - considered to be prelinguistic

\-jargon can continue even after first words

what are the early, mid, and late consonant sound development (Shriberg, 1993)

\-early: /m, b, j, n, w, p, h/

\-mid: /t, ŋ, k, g, f, v, tʃ, dʒ/

\-late (known as “the late 8”): /ʃ, ʒ, θ, ð, s, z, l, ɹ/

what are 4 reasons why acquisition norms for consonant development so vast?

1. some researchers do longitudinal studies vs cross-sectional studies
2. researches hold different mastery
3. researchers may have investigated word production differently (word position)
4. size and diversity of sample size

is it reliable to gauge presence or severity of the delay of consonants based on the age norms from Shriberg 1993?

\-no because of the variation of norms

\-gender (girls acquire speech earlier than boys)

\-SES (higher SES perform better than low SES)

\-language development

\-individual variability

speech sound disorder (SSD) (definition)

according to ASHA, it’s “an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments - including phonotactic rules governing permissible speech sound sequences in a language”

articulation disorder (definition)

production-based (or motor-based) speech sound errors (a couple of sounds, NOT a whole category)

phonological disorder (definition)

speech sound errors that are rule-based (or linguistically based)

what are the two branches of speech sound disorders?

1. articulation disorders
2. phonological disorders

what does it mean when SSDs are “organically-based”

we know the cause

what the 4 examples of organically-based SSDs

\-structural variation of oral structures (congenital - present from birth OR acquired - result from trauma or removal)

\-genetic disorders (associated syndromes) (e.g., Down Syndrome having macroglossia \[englarged tongue\])

\-hearing loss

\-neuromuscular disorders (dysarthria and CAS)

what are the 3 subgroups of idiopathic SSDs and their definitions

1. __articulation disorder__: consistent substitution and distortion error on a limited number of phonemes; errors are stable across both imitative and spontaneous tasks
2. __phonological delay__: errors can be described using phonological processes (patterns)
3. __consistent atypical phonological disorder__: children who produce typical errors patterns, along with one or more non-developmental phonological process

error pattern identification - rationale

\-in an effort to obtain an understanding of speech sound errors in a client with multiple errors, clinicians need to identify error patterns that encompass several individual speech sound targets

\-the identification of phonological patterns assumes that children’s speech sound errors are not random, but represent systematic variations from the adult standard

error pattern identification - reasoning

\-pattern analysis procedures have an appeal because they describe a more complete description of the child’s phonological system

\-when a pattern reflecting several speech sound errors is targeted for treatment, the potential exists for enhancing generalization across sounds related to that pattern by working on one or more sounds that reflect that pattern and looking for generalization to other sounds reflected in the same error pattern

phonological process (definition)

\-systematic production patterns that children apply to whole groups of sounds and words that they may produce

\-while constructing his/her own phonological system, a child will extend rules hypothesis of previously learned phonemes to other phoneme categories

\-typically developing children use phonological processes to simplify speech as they are learning to talk

\-they are innate and universal; therefore, all children are born with the capacity to use the same system of processes

phonological process (what happens if it isn’t extinguished”)

\-phonological processes are supposed to be “extinguished” (fade out) by a certain age as part of the developmental process; however, if the process extends the typical age of suppression, it is deemed age-inappropriate and the child’s speech is considered delayed

what are the 3 subtypes of phonological processes and definitions

1. __syllable structure processes__: sound changes that affect the structure of a unit of spoken language
2. __assimilation processe__s: describe sound changes in which a sound becomes similar to, or is influenced by, a neighboring sound
3. __substitution processes__: describe sound changes in which one sound or sound class is replaced by another (aka changes occurring in voice, place, manner)

specific processes that can occur within the subtype of syllable structure processes

\-reduplication

\-final consonant deletion

\-weak/unstressed syllable deletion

\-cluster reduction

\-epenthesis

\-metathesis

\-(cluster) coalescence

specific processes that can occur within the subtype of assimilation processes

\-labial assimilation

\-velar assimilation

\-nasal assimilation

specific processes that can occur within the subtype of substitution processes

\-velar fronting (placement)

\-labialization (placement)

\-depalatalization (placement)

\-alveolarization (placement)

\-interdentalization (placement)

\-gliding of liquids (manner)

\-vowelization/vocalization (manner)

\-prevocalic voicing (voice)

\-devoicing of final consonants (voice)

reduplication (subtype, definition, describe)

\
examples using the words: mother, sister, bottle, bottle, dad, cat

\-subtype: syllable structure process

\-a syllable or a portion of a syllable is duplicated, usually becoming a CVCV

\-2 types:


1. total reduplication: the exact reduplication of the first syllable
2. partial reduplication: the vowel in the second syllable is varied

\
mother = mama (T)

sister = sɪsi (P)

bottle = baba (T)

bottle = bada (P)

dad = dædæ (T)

cat = kækæ (T)

final consonant deletion (subtype, definition)

\
examples using the words: bed, cat, house, dog, pen

\-subtype: syllable structure processes

\-the deletion of a singleton consonant in word final position, resulting in an open syllable (CV)

\
bed = bɛ

cat = kæ

house = haʊ

dog = dɔ

pen = pɛ

weak/unstressed syllable deletion (subtype, definition)

\
examples using the words: potato, telephone, pajamas, umbrella

\-subtype: syllable structure processes

\-an unstressed syllable is omitted

\
potato = tedo

telephone = tɛfon

pajamas = dʒɑməz

umbrella = bɹɛlə

cluster reduction (subtype, definition)

\
examples using the words: green, plane, steps, test

\-subtype: syllable structure processes

\-the simplification of consonant clusters into a single consonant

\
green = gin

plane = peɪn

steps = sɛp

test = tɛs

epenthesis (subtype, definition)

\
examples using the words: spoon, sweet, drawing, sun

\-subtype: syllable structure processes

\-when a segment (usually an unstressed vowel) is inserted into a word

\
spoon = səpun

sweet = səwit

drawing = dɹɔɹɪŋ

sun = sθʌn

metathesis (subtype, definition)

\
examples using the words: pet, cats, tops, elephant

\-subtype: syllable structure processes

\-when there is a transportation or reversal of two sound segments in a word

\
pet = tɛp

cats = kæst

tops = tɑsp

elephant = ɛfələnt

(cluster) coalescene (subtype, definition)

\
examples using the words: close, spoon, truck, tree)

\-subtype: syllable structure processes

\-characteristics of features from two adjacent sounds are combined so that one different sound replaces both sounds

\
close = toz

spoon = fun

truck = fʌk

tree = fi

labial assimilation (subtype, defintion)

\
examples using the words: table, bed, leaf, lip

\-subtype: assimilation processes

\-the change of a nonlabial sound to a labial sound due to the influence of a neighboring labial sound

\
table = bebl

bed = bɛb

leaf = fif

lip = pɪp

velar assimilation (subtype, definition)

\
examples using the words: mug, take, pack, tag

\-subtype: assimilation processes

\-the change of a nonvelar sound to a velar sound due to the influence of a neighboring velar sound

\
mug = gʌg

take = kek

pack = kæk

tag = gæg

nasal assimilation (subtype, definition)

\
examples using the words: van, window, beam, nose

\-subtype: assimilation processes

\-the change of a nonnasal sound to a nasal sound due to the influence of a neighboring nasal sound

\
van = næn

window = mɪndoʊ

beam = mim

nose = non

velar fronting (subtype, voice place or manner, rules, definition)

\
examples using the words: cup, lock, leg, going

\-subtype: substitution processes

\-voice, place, manner: place

\-/g/ → /d/, /k/ → /t/, /ŋ/ → /n/

\-when velar phonemes are substituted with phonemes with a more anterior positions (alveolars)

\
cup = tʌp

lock = lɑt

leg = lɛd

going = doɪn

depalatalization (subtype, voice place or manner, rules, definition)

\
examples using the words: ship, chip, match, cage

\-subtype: substitution processes

\-voice, place, manner = place

\-/ʃ/ → /s/ or /t/, /ʒ/ → /z/ or /d/, /tʃ/ → /s/ or /t/, /dʒ/ → /z/ or /d/

\-when a palatal sound (/ʃ/, /ʒ/, /tʃ/, /dʒ/) is replaced with a nonpalatal sound (alveolar)

\
ship = sɪp or tɪp

chip = sɪp or tɪp

match = mæs or mæt

cage = kez or ked

interdentalization (subtype, voice place or manner, rules, definition)

\
examples using the words: sing, zoo, zest, season

\-subtype: substitution processes

\-voice, place, manner: place

\-/s/ → /θ/, /z/ → /ð/

\-when /s/ and /z/ are replaced with interdental fricatives

\-it is considered phonological if the child is stimuable for /s/ and /z/ production (rule-based error only)

\
sing = θɪŋ

zoo = ðu

zest = ðɛθt

season = θiðən

stopping of fricatives (subtype, voice place or manner, rules, definition)

\
examples using the words: soon, castle, muffin, wish

\-subtype: substitution processes

\-voice, place, or manner: manner

\-/s/ → /t/, /z/ → /d/, /θ/ → /t/, /ð/ → /d/, /f/ → /p/, /v/ → /b/, /ʃ/ → /t/, /ʒ/ → /d/, /h/ → /t/

\-fricatives are replaced by stops

\
soon = tun

castle = kætəl

muffin = mʌpən

wish = wɪt

deaffrication (subtype, voice place or manner, rules, definition)

\
examples using the words: chain, joy, pages

\-subtype: substitution processes

\-voice, place, or manner: manner

\-/tʃ/ → /s/, /dʒ/ → /z/

\-affricates are replaced by fricatives

\
chain = seɪn

joy = zɔɪ

pages = pezəz

gliding of liquids (subtype, voice place or manner, rules, definition)

\
examples using the words: read, leaf, rat

\-subtype: substitution processes

\-voice, place, or manner: manner

\-/ɹ/ → /w/, /l/ → /w/, /l/ → /j/

\-liquids are replaced with glides (initial and medial positions only)

\
read = wid

leaf = wif or jif

rat = wæt

vowelization (vocalization) (subtype, voice place or manner, rules, definition)

\
examples using the words: feather, weather, puzzle, fall

\-subtype: substitution processes

\-voice, place, or manner: manner

\-/ɚ/ → /ə/, /l/ → /o/

\-liquids are replaced by vowels (occurs in final word position most often)

\
feather = fɛðə

weather = wɛðə

puzzle = pʌzo

fall = fɔo

prevocalic voicing (subtype, voice place or manner, rules, definition)

\
examples using the words: paper, tom, kick, ship, cheese)

\-subtype: substitution processes

\-voice, place, or manner: voice

\-/p/ → /b/, /t/ → /d/, /s/ → /z/, /ʃ/ → /ʒ/, /tʃ/ → /dʒ/, /k/ o /g/

\-voiceless obstruents in the prevocalic position are voiced

\
paper = beɪpɚ

tom = dam

kick = gɪk

ship = ʒɪk

cheese = dʒiz

devoicing of final consonants (subtype, voice place or manner, rules, definition)

\
examples using the words: dog, nose, bed, dive

\-subtype: substitution processes

\-voice, place, or manner: voice

\-/b/ → /p/, /d/ → /t/, /z/ → /s/, /ʒ/ → /ʃ/, /dʒ/ → /tʃ/, /g/ → /k/

\-the replacement if a voiced sound with a voiceless sound in the final word position

\
dog = dɔk

nose = noʊs

bed = bɛt

dive = daɪf

atypical error patterns (definition, what it includes)

\-unusual errors are less likely to resolve on their own compared to typical, developmental error patterns

\-usually known as idiosyncratic processes

\-includes: backing, lateralization, glottal replacement, initial consonant deletion, vowel substitutions, other (use of nasal for /s/ and /z/)

backing (the atypical error pattern definition)

anterior consonants are replaced with velar consonants (opposite of fronting)

lateralization (the atypical error pattern definition)

when fricatives and/or affricates are produced with lateral emission (“slushy” sound)

glottal replacement (the atypical error pattern definition)

glottal stops replace sounds usually in either intervocalic or final position (examples: /kæt/ → /kæʔ/, /mʌŋki/ → /mʌʔi/

initial consonant deletion (the atypical error pattern definition)

the deletion of a singleton consonant in word initial position

vowel substitution (the atypical error pattern definition)

consistent vowel substitutions of a certain vowel with another vowel (examples: /ɛ/ → /ʌ/, /æ/ → /aɪ/

systematic sound preference (definition)

\-when a child uses one or two sounds for a large number of sounds or for an entire sound class (example: /p/ for all fricatives)

\-also known as phoneme collapse

articulation errors (definition)

\-are caused by difficulty producing certain age-expected sounds

\-stem from a deficiency in the ability to produce sounds motorically or difficulty having two articulators meet to produce the sound, which is not consistent with chronological age

\-an articulation difficulty may be defined as difficulty in producing a single or a few sounds with no pattern or derivable rules

\-may include: singleton errors, distortions, substitutions, approximations, deletions

purpose for case history collection

allows the clinician to identify:


1. possible etiological factors
2. the family or client’s perception of the problem
3. the academic, work, home, and social environment of the child
4. medical, developmental, and social information about the client

\*typically obtained in a written form completed by the child’s caregiver but is also frequently supplemented by an oral interview

\*keep in mind: although parents and clients are fairly reliable informants, their memory and perception may not reflect total accuracy; therefore, don’t let this sway your thoughts because it might be off

what are some questions you may ask to gain case history and why would you ask it?

1. did your child babble as in infant? can you describe it? - it’s a milestone
2. when did your child say their first words? what were they? when did they start putting words together? - it’s a milestone
3. describe your child’s communication problems and your concerns about it - they are around them all the time so they’d know
4. how easy is your child to understand by the family and by strangers - measures intelligibility
5. what sounds or words does your child say
6. what do you think caused the speech difficulty? - accidents/illnesses/genetics
7. is there any history of speech difficulties, and, if so, how do you describe them? - genetics or other family members having this
8. have there been any issues with your child’s ears and/or hearing? - tubes or consistent ear infections
9. has your child received speech therapy before? if so, when, where, and what were the goals? - discharged? still receiving?
10. does your child’s difficulty with speech cause frustration? - their participation/social life effected

\*\*look at other question in lecture 3 part 2 on slide 5

what are some diagnostic procedures

\-case history

\-speech sound error analysis

\-intelligibility

\-stimulability

\-oral cavity examination

\-audiological screening

True or False: all speech sound evaluations should include a sample of connected speech

true

rationale for collecting a connected/conversational speech sampling

\-the ultimate objective of treatment is the correct production of sounds in spontaneous conversation

\-it is important that the examiner observers speech sound production in as natural a speaking context as possible

what does speech samples allow the clinician to do

1. transcribe phoneme productions in a variety of contexts
2. observe error patterns
3. judge the severity of the problem and the intelligibility of the child in continuous discourse

what are some ways to elicit connected/conversational speech samples

\-engage the client in spontaneous conversation

\-discuss various topics (e.g., family, TV shows, what they’re wearing, their “favorites”, etc.) prompted by asking open-ended questions

\-reading passages (if literate)

\-contextualized story retell (using pictures or books)

\-use of toys and interactive play

\
\*ideally these activities should be recorded to review after session along as permission is granted by the family

what can you do for noncompliant children when collecting a speech sample

\-ask either/or questions as a warm up to get them comfortable then start asking open-ended questions

\-make comments instead of asking questions

\-play by yourself and make it look like you’re having really fun so they get interested

\-have the parent engage with the child and act like you’re not listening

what can do you do for older children when collecting a speech sample

have them describe instructions (i.e., how to make a pb&j, explain the game of baseball. etc.)

although connected speech samples are an essential part of an assessment battery, why can we not just rely on them exclusively

1. if a child is unintelligible, it can be impossible or very difficult to reliably determine and/or transcribe what they are attempting to say
2. some children can be reluctant (or completely refuse) to participate
3. sounds missing from a conversational speech sample can reflect selective avoidance by the child

intelligibility (definition and factors that influence it)

\-a measure (by percentage) of the listener’s ability to understand the client’s intended message; involves perceptual judgements

\-factors include:


1. number and types of speech sound errors
2. consistency of those errors
3. frequency of occurrence of the impacted sounds in the language
4. phonological patterns used

rationale for intelligibility

\-when one considers all factors impacting intelligibility together, it is clear that making oneself understood is a complex process involving many factors

\-single word speech sound measures are not sufficient to gauge how well a client is understood

stimulability testing (definition)

\-assessment of the client’s ability to imitate the correct form (adult standard) of error sounds when provided with stimulation

\-traditionally, testing examines how well the child imitates sounds produced in error during testing in one or more phonetic contexts (i.e., isolation, syllables, words, phrases)

\-the results are helpful in appraising the articulatory capabilities of a client

purpose of stimulability testing

\-determine if error is phonological or articulatory (not stimulable = artic; stimulable = phonological)

\-to determine therapy goals and to predict which children might benefit more from therapy

\-it has been suggested that sounds that more stimulable would be easier to work on in therapy; therefore, highly stimulable sounds are targeted first

how do you determine the severity of a SSD

\-individual speech sounds (when deciding what is developmentally appropriate for particular sounds, be cautious when assigning a developmental age of acquisition)

\-phonological patterns (consider the age-appropriateness of certain phonological processes that are present in a child’s speech)

\-unusual patterns (when such errors are observed, ignoring developmental norms and targeting them early is indicated)

\-severity refers to how significant/pervasive it is; associated with the labels mild, moderate, severe

\-severity may also be looked at as representing the degree of the impairment

\-intelligibility is clearly a factor related to how significant the SSD might be; it is not, however, the only factor that is typically considered

\-clinicians must combine all findings and use their clinicial judgement, considering the prevalence of the speech sound errors, frequency of occurrence, developmental norms, nature of errors, impact on intelligibility, standardized test scores, and stimulability

\*even though a test might determine something, you need to take everything into consideration

know the following\*\*

\-the tongue resides in the mandible

\-wherever the mandible goes, so goes the tongue

\-tongue tip should touch the alveolar ridge at rest and move without interference during speech

obligatory distortions (definition)

articulation placement is normal, but dental anomaly interferes with the phoneme, causing speech distortion (therapy is NOT indicated; we CANNOT change structure)

compensatory errors (definition)

articulation is altered to compensate for dental anomaly (therapy IS indicated AFTER the structure is fixed AND if it consists)

True or False: teeth are not necessary for normal speech

true

atypical overjet (definition and impact on speech)

\-when the horizontal relationship between the incisors exceeds 2 mm

\-can affect production of bilabial phonemes

\-labiodental placement may be used as a substitute for bilabials

\-can’t bring lips together because of teeth = bilabial incompetence