Speech Sound Disorders Final Exam Study Guide

Articulation / phonetic difficulty

Difficulty producing a particular sound or sound class.

Phonological / linguistic difficulty

Difficulty organizing and using meaningful sound contrasts.

Childhood apraxia of speech (CAS)

Difficulty planning/programming speech movement sequences.

Independent analysis

Describes the child's system without comparison to adult targets.

Relational analysis

Compares the child's productions with the target system.

Percentage of consonants correct (PCC)

Percentage of consonants produced correctly.

Intelligibility

How much speech a listener understands.

Stimulability

Capacity to produce a target with support.

Speech sound disorder (SSD)

A broad term neutral to the cause of a child's speech difficulty.

Chapter 2 SSD definition

Speech difference with childhood onset not due to damage, dialect, or accent.

Knowing versus doing

Distinction between knowledge of sound rules and the ability to produce speech.

Preschool speech production

Production generally lags behind perception.

Consonant acquisition (ages 2;0-2;11)

/b, n, m, p, h, w, d/

Consonant acquisition (ages 3;0-3;11)

/ɡ, k, f, t, ŋ, j/

Consonant acquisition (ages 4;0-4;11)

/v, dʒ, s, tʃ, l, ʃ, z/

Consonant acquisition (ages 5;0-5;11)

/ɹ, ð, ʒ/

Consonant acquisition (ages 6;0-6;11)

/θ/

Vowel acquisition age

Usually completed around age 3.

Vowel errors in CAS

Extensive or inconsistent vowel errors are a key CAS-related concern.

Residual production errors

Lisping, lateralization, bladed productions, derhoticization, and lip rounding.

Three evaluation questions

Problem identification, treatment need, and treatment focus.

Five evaluation stages

Referral, history, present development, clinical decisions, and implementation.

Phonetic inventory

All phonemes the child produces, regardless of accuracy.

Phonemic inventory

Consonants used contrastively.

Phonotactic inventory

Syllable-word shapes in the child's system (e.g., CV, VC, CVC).

PCC formula

Number of correct consonants ÷ number of correct plus incorrect consonants × 100.

PCC Mild severity band

PCC >85%

PCC Mild-moderate severity band

PCC 65-85%

PCC Moderate-severe severity band

PCC 50-64%

PCC Severe severity band

PCC

PCC severity age range

Stated severity descriptors apply to ages 4;1-8;6.

PCC error: /h/ deletion

Counted as incorrect only in stressed syllables.

PCC error: unintelligible passages

Ignored in the stated PCC analysis.

Word intelligibility formula

Words correctly understood by the partner ÷ words communicated × 100.

Message intelligibility formula

Messages correctly understood by the partner ÷ messages communicated × 100.

Locke Task purpose

Investigates whether a child perceives the difference between error and target.

Locke Task trial count

18 stimuli (6 target, 6 error, 6 control).

Locke Task perception problem criterion

Three or more mistakes on the six error stimuli.

True stimulability

Capacity to produce a target in at least two syllable positions.

Atypical / idiosyncratic patterns

Systematic errors that do not match expected developmental patterns.

Loss/restriction of phonemic contrasts

Two or more intended phonemes are not kept sufficiently distinct.

Phoneme collapse / homonymy

One sound or syllable shape stands in for several targets.

Whole-word inconsistency

The same word changes across repeated productions.

Chronological mismatch

Later-developing sounds are present while earlier sounds are absent or restricted.

Puzzle productions

A sound is produced in one context but not used where needed.

Marking

A partial cue to a target showing knowledge not obvious on the surface.

Three CAS features

Inconsistent repeated productions, lengthened/disrupted coarticulatory transitions, and inappropriate prosody/stress.

CAS prevalence

0.1-0.2%, with a 2-3:1 boys-to-girls ratio.

Most knowledge target selection

Choose a sound close to what the child already produces.

Least knowledge target selection

Choose a less familiar sound to pursue broader/faster speech learning.

Nonstimulable sound establishment techniques

Phonetic placement, shaping, metaphors, touch cues, therapy talk, and facilitative talk.

Discrimination training

Traditional perception training addressing the difficulty children have hearing their own errors.

Knowledge of performance (KP)

Specific feedback about production performance, used high early on.

Knowledge of results (KR)

More general feedback about the production outcome as the child progresses.

Articulation maintenance phase threshold

When target production reaches about 80-90% accuracy.

Traditional articulation approach focus

Help hear, establish place/manner, and produce target through increasing demands.

Minimal pairs approach

Two words differ by one sound to show meaningful contrast via semantic confusion.

Multiple oppositions approach

Simultaneously contrast several targets with one replacement sound to reduce collapse.

Maximal oppositions approach

Use a large contrast in sound features (in-list vs. out-list).

Cycles approach

Systematic, broad approach using time-based progression (60 minutes per sound).

Complexity approach

Treating more complex sounds to improve less complex sounds.

Core vocabulary approach

Treat highly functional words until productions are consistent (70 words, 10/week).

Integrated phonological awareness intervention

Treat speech errors while improving phonological awareness (ages 3-7).