communication sciences and disorders exam 1

why do words matter?

not just political correctness but to enhance sensitivity and awareness and to advocate for people with disabilities

how to refer to someone with a disability

always person first language, people are not their disorders

disability

generally accepted but definitely not by all

handicap

generally less accepted

communication disorders

an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems (ASHA)

speech disorder

problem with the speech process
ex. stuttering

communication

important for social interaction, exchange of ideas, needs/wants, sharing of information between sender/receiver
nonverbal or verbal

3 components of communication

language, speech, hearing

language disorder

problem with comprehending and/or using symbol systems(spoken, written, gesture, etc.)

hearing disorder

problem with the hearing system

how many people have communication disorders

17% of the US population

how many people have hearing loss

15% of the total us population

how many people have speech, voice, and/or language disorder

6% of US population

generative language

you can use the words available to create new and unique ideas

dynamic langauge

language doesn't stay the same and can change over time

form

individual pieces used to craft words/phrases (like the paints)

content

the information contained in the language (like the subject of the painting)

use

proper usage of language (like the art museum)

phonology

the system of speech sounds (individual sounds)- part of language form
ex: /a/, /f/, /g/

morphology

the study of units of meaning in words-part of language form
ex:"sub-", "learn", "-ing"

syntax

the study of sentence structure-part of language form
ex:"she went (instead of goed) to the store"

semantics

the study of words meaning-part of language content
ex:"dog"= "an animal from the canine family, usually a pet"

pragmatics

the study of context-part of Language Use
ex: is saying "good night" appropriate at 8am?"

etiology

Organic-resulting from motor/neurological abnormalities
Functional: resulting from not properly understanding how to execute function

onset

Developmental: individual has had deficit over course of learning language
Acquired- individual has deficit they did not once have

progression

progressive, degenerative, non-progressive

Prevalence of communication disorders is expected rise due to the following

US population continues to grow, 65+ group is the fastest growing population, number of immigrants is increasing, medical advances result in increasing number of at-risk individuals, SLPs and Au.D

American Speech-Language-Hearing Association

professional, scientific, and credentialing association for - 150,000 audiologists, speech language pathologists, and speech language and hearing scientists

credentials: speech language pathology

-master's degree required for certification
-minimum of 325 clock hours
-praxis
-clinical fellowship year

credentials: audiology

-standards changed
-doctoral degree
minimum of 1,820 hours
-praxis

what do audiologist do?

hearing health care professional
-prevention
-assessment
-treatment
-aural rehabilitation
-counseling
-research

Audiology: Prevention

public awareness of noise induced hearing loss

Audiology: Assessment

-early identification
-industrial audiology
-determine if temporary or permanent
-effects on life

Audiologist: aural rehabilitation

-rehab plans
-input from clients and families
-refer individuals
-recommend and prescribe

audiology: counselling

for clients and families
-how to effectively use hearing aids
-how to adjust

What do SLPs do?

-evaluate and provide prevention
-speech or language like swallowing, nonverbal,. literacy, accent reduction/modification
-research

regional differences

dialects (soda or pop) dialects are NOT disorders

assessments

Metrics for finding strengths, deficits, and etiologies for communication
Not considered treatment, but can decide what treatment is appropriate
The first step towards successful treatment towards a goal

purpose of assessment

Determine if a problem exists
Determine severity/type of communication disorder
Profile client's strengths and weaknesses
Determine treatment plan
Identify functional communication needs

procedures of assessment

1.Case History- gathering background information (biographical data, medical data, behavioral data)
2.Opening Interview- learn more about client, explain procedures of assessment, answer any questions client has
3.Systematic Observation- observe communication in natural setting
4.Hearing Screening/Oral-Facial Examination
5a. Formal Assessment- standardized tests
5b. Informal Assessment- tasks employed by clinician to gather information and observe client's behavior
6. Consolidation of Findings
7. Closing Interview
8. Report writing

objectives of intervention

Generalization: when client uses skill in contexts other than therapy
Automaticity: ability to do something without conscious thought
Self-monitoring: being self-aware
Cueing: prompting client to respond in a specific way
Modeling: providing client with correct models for speech and language

therapy approaches

-What we know about the disorder
-What works best for our individual client
-What works best for a particular family
-Your personal beliefs/values

how can therapy be structured?

Highly structured
Loosely structured
Somewhere in-between

Role of the family

teaching families strategies for communicating

caregiver-infant attachment

cornerstone for social, emotional and communication development

infants-first 3 months

-babbling, eye-contact, vocalization, turn taking
-child vocalizes+parent says something= child vocalizes again

infants-fist 3-4 months

more predictable patterns for rituals/play

infants: 8-9

-Intentionality: their behavior is purposely meant to influence another person
-Phonetically consistent forms (pcfs/protowords): consistent vocal patterns that represent a transition to words

infants: 12 months

first word

infants:18 months

-Representation: one thing stands for another
-Symbolization: arbitrary symbols stand for something
-Approx. 50 words in vocabulary that can start being combined to 2-3 word combinations
-Single word can represent a variety of purposes
-Use

Toddlers:Age 2

Use: personal lexicon of 150-300 words
-Syntax: early word combos follow predictable word-order patterns
-Phonology: may simplify the sound patterns of adult words

Preschoolers

More abstract language; language learning is an active process
-Maintain topic for 2-3 turns; large vocabulary growth
-Fast mapping: infer word meanings from context and use it in similar context
-Acquire 90% of syntax by age 5; develop grammatical morphemes

School-age & Adolescents

-Metalinguistic skills: ability to think about, talk about and analyze language
-Semantic and pragmatic development emphasized
-Narratives expand
-Vocabulary continues to grow; figurative language develops
-Initially spoken language more complex than written, but reverses in late elementary schools
-By early elementary school, all speech sounds are typically mastered

Adults-Communication

Continue to refine skills throughout life
-Skills may significantly change due to disease or an accident (stroke, concussion)
-Effective communicators in variety of situations; use variety of conversational styles
-Continue to add to vocabulary
-Written language continues to be more complex than spoken language
-Changes in speech may occur with age (rate and voice quality)

delay

behind in development but catch up with same-age peers over time

disorder

true impairment (do not typically catch up with peers); may or may not follow typical developmental patterns

characteristics of language impairment

-Heterogenous group
-May be developmental or acquired
-Expressive language= speaking & writing
-Receptive language= listening & reading

early expressive language delay

-Late talkers
-Slow vocabulary development
-No obvious biological factors
-Receptive language usually ok

Specific language impairment (SLI)

-All other possible causes for language disorder have been ruled out
-Performance is within normal limits for: motor skills, intelligence (non verbal), hearing & physical status
-Can affect all areas of language (form, content and use)
-Usually affects both receptive and expressive language

learning disabilities

Difficulty in listening, speaking, reading, writing, or mathematical abilities

learning disability ratio

Male to female ratio:4:1

Autism Spectrum Disorder (ASD)

Deficit in ability to establish and maintain social relationships
-Language form varies from no expressive language to very good language form

what skills does ASD

Pragmatic skills greatly affected (use of language in social settings)

Fetal alchohol syndrome (FAS)

-Observed in children of chronically alcoholic mothers
-Fetus is especially vulnerable to maternal alcoholic consumption during first 3 months of pregnancy

how many children that have FAS have speech language issues

80%- all aspects of language may be affected

Brain Injury

difficulties with memory, reasoning, attention, problem-solving
-1 million people affected

most common form of brain injury in children

traumatic brain injury (TBI)

traumatic brain injury

-result of severe injury to the head
-use is affected component of language
-results in motor, cognition, and communication issues

anatomy

looks at structures of the body

physiology

looks at functions of bodily structures

systems involved in speech mechanism

1.Respiratory System
2.Phonatory System
3.Articulatory System

respiratory system

supplies oxygen to blood, removes excess CO2

what is the power source for speech

respiratory system

what is included in respiratory system

diaphragm, trachea, lungs, esophagus

diaphram

most important muscle for breathing
-dome shape

tidal breathing

Consistent, needed for sustained life, decreases with age

speech breathing

1.Inhalations controlled
2.Inhalation shortens, exhalation lengthens
3.Requires active muscle contraction

max lung capacity

early adulthood-middle age

larynx (voice box)

produces sound, prevents substances from entering trachea

hyoid bone

U shaped bone that suspends larynx (moves up and out during swallow)

thyroid cartilage

Front and side walls of larynx, butterfly shape with horns

cricoid cartilage

sits above first tracheal ring, looks like a ring

arytenoid cartilages

2 pyramid shaped cartilages--sit on cricoid and vocal folds attach to them

epiglottis

large flap cartilage that closes off trachea when swallowing. Attached to thyroid cartilage. Prevents food from entering.

glottis

space between the vocal folds

vocal folds

attach at front to thyroid cartilage, and back to arytenoid cartilages. 5 layers of mucous membrane.

abduction

folds are opened away from each other (like how aliens abduct cows--they take them away)

adduction

folds are closed together (think of "add", to put two things together)

articulatory system

The parts of the body that help shape speech sounds
Jaw, Teeth, Hard Palate, Soft Palate, Tongue, Lips

velum

allows you to make nasal sounds. opens and closes the nasal cavity (also known as the soft palate)

pharynx

the passageway connecting the oral and nasal cavities

phonation

sound produced by vocal fold vibration

phoneme

perceptually distinct units of sound, not letters (could be used to change meaning of a word, like /t/ and /k/--star, scar);

allophones

a set of possible variations of sounds used to produce a phoneme (like [t] and [ʔ] can both be used in the word "butter", one pronounced "but-ter", and the other being "buh-er" with a sharp stop in the middle)

phonemes

Units of sounds--represented by symbols in the International Phonetic Alphabet

manner

Stops, Nasals, Trills, Taps, Fricatives, Affricates, Glides (Stops: full closure of air, fricatives: noisy constriction of air)

place

Bilabial, Labiodental, Dental, Alveolar, Palatal, Velar, Glottal

voicing

whether sound is made with vibrating vocal cords or just silent air
Produced by constricting the vocal tract