Speech sound disorders midterm

manners of articulation

stops, nasals, fricatives, affricates, liquids, glides

manner of articulation

the extent to which airflow is interrupted by parts of the mouth in the production of consonant sounds

place of articulation

The position in the mouth where a consonant sound is produced

places of articulation

bilabial

labiodental

linguadental

alveolar

palatal

velar

glottal

stop

puff of air

nasal

Sounds produced with airflow through the nose.

fricative

a consonant produced by forcing the breath stream through a narrow channel formed by two separate articulators in the vocal tract

affricate

a consonant characterized as having both a fricative and a stop manner of production

approximates include

liquids and glides

glide

Sounds produced when place of articulation starts in one location and then moves to another

liquid

consonant in which the tongue makes a partial closure or approaches the roof of the mouth without completely blocking the airflow or creating audible friction

stops phonemes

p, b, t, d, k, g, ʔ

nasals phonemes

m, n, ŋ

fricatives phonemes

f, v, θ, ð, s, z, ʃ, ʒ, h

affricates phonemes

tʃ, dʒ

liquids phonemes

l, r

glides phonemes

w, j

bilabials

consonants made with both lips

labiodentals

sounds made by lips and teeth

linguadentals

sounds made by tongue and teeth

alveolars

sounds made by tongue and alveolar ridge

palatals

sounds produced with the tongue on or near the palate

velars

Sounds produced with back of the tongue against velum

glottals

Sounds made with the glottis (using the vocal folds)

bilabial phonemes

p, b, m, w

labiodental phonemes

f, v

linguadental phonemes

θ, ð

alveolar phonemes

t, d, s, z, n, l

palatal phonemes

/ʃ/, /ʒ/, /tʃ/, /dʒ/, /j/, /r/

velar phonemes

k, g, ŋ

glottal phonemes

h, ʔ

phonological errors

cognitive and linguistic based

more consistent

pattern based- affect a whole class of sounds

articulation errors

motor based

may be inconsistent

affect individual sounds

SODA

substitution

omission

distortion

addiction

articulation errors include

substitution

omission

distortion

addiction

phonological error categories

syllable structure error patterns

substitution errors

syllable structure error patterns

change syllable structure or shape of the word

types of syllable structure error patterns

final consonant deletion

cluster reduction

weak syllable deletion

final consonant deletion

deletion of the final consonant in a word (cat to ca)

cluster reduction

When a consonant cluster is reduced to a single consonant (play to pay)

weak syllable deletion

omission of an unstressed syllable (banana to nana)

substitution errors

neutralize phonological contrast by substituting one phoneme for another

substitution error types

homonymy

velar fronting

stopping

palatal fronting

liquid simplification

devoicing

homonymy

two words sounding the same but having different meanings (tea used for key and see)

velar fronting

a velar is replaced by an alveolar (k-->t)

stopping

affricate/fricative --> stop (bus-->but)

palatal fronting

palatal --> alveolar (sh --> s)

liquid simplification

vowelization or gliding of liquids, usually at the end of words (r or l to w)

devoicing

a voiced consonant becomes voiceless (d to t)

speech perception order of development

1. language general phonetic perception

2. language specific phonetic perception

3. emergence of phonemic perception

4. gradual acquisition of implicit phonological awareness skills

5. learning of explicit phonological awareness skills

age of language general phonetic perception

birth to 6 mo

age of language specific phonetic perception

6-12 months

age of emergence of phonemic perception

1 yr to 2 yrs

age of gradual acquisition of implicit phonological awareness skills

2-5 yrs

age of learning of explicit phonological awareness skills

5-12 yrs

T/F: if the mastery age for a consonant is 4, a typically developing 4 yr old is expected to always produce it correctly

false

t//f: consonants develop in completely different sequences across languages

false

t/f: because some consonants are not mastered until after age 5, a limited consonant inventory at age 5 is expected

false

t/f: slps need to memorize the age of acquisition for each consonant

false

mastery is considered ____% correct

75-90% of kids produce sounds correctly 75-90% of the time

pattern of consonant development across languages

1. nasals and stops

2. affricates

3. fricatives

4. liquids

consonants acquired by 2-3 yrs

p b m d n h t k g w ng f y

consonants acquired by 4 yrs

l j ch s v sh z

consonants acquired by age 5

r ʒ θ

consonants acquired by age 6

ð

factors that affect acquisitions of phonemes

articulatory complexity

input frequency

functional load

articulatory complexity

how complex the sound is; easier they are, the earlier they develop (nasals are easier than theta)

input frequency

how often does the phoneme occur in the input language; sounds that occur often emerge earlier

functional load

number of minimal pairs formed when the sound is correct vs not

output factors

ability or inability to produce articulatory gestures; articulatory complexity errors

input factors

sound isnt available in the input language (hearing loss); affects input frequency

phonological factors

child doesnt have mental representation of minimal pairs and cannot see phonemes; affects functional load

24 month old typical development of phonemes

9/10 initial consonants: stops, nasals, some fricatives and glides

5/6 final consonants: stops, nasals, some fricatives and liquids

consonant clusters: few in initial, one or two in finals

word shapes: CV, CVC, V, VC, some CCVC, CVCC

atypical error patterns at any age

denasalization

affrication

gliding of fricatives

backing of alveolars

initial consonant deletion

omission

age of supression

age at which children typically use error patterns LESS than 20% of the time

denasalization

nasal to non nasal (b or d)

affrication

fricatives are replaced by affricates

gliding of fricatives

fricatives are replaced by glides (s to j)

backing of alveolars

alveolar to velar (d to g)

initial consonant deletion

omission of a single consonant at the beginning of a word

expected errors at 1-2 yrs

velar fronting

palatal fronting

final consonant deletion

stopping of fricatives/affricates

assimilation patterns

expected errors at 2-3 yrs

cluster reduction

weak syllable deletion

glottal replacement

glottal replacement

glottal stop replaces a different stop

expected errors at 3-5 yrs

liquid simplification

deaffrication

percent sounds correct equation

PCC= (correct/correct and incorrect) x 100

SSD assessment includes

1. independent analusis

2. relational analysis

3.phonological error analysis

relational analysis

assess what child can produce compared to adult norms and calculate PCC

pvc

percent vowels correct

ppc

percent phonemes correct

TD consonants correct at 2

70%

TD consonants correct at 3

80%

TD consonants correct at 4

87%

TD consonants correct at 5

90%

independent analysis

looks at motor inventory

motor inventory

what sounds can the child make even if they are incorrect in that word context

syllable structure errors

-Final consonant deletion

-Cluster simplification or reduction

-Weak syllable deletion

phonological error analysis

analyze possible errors in target word and if the child is producing said errors

speech sound disorders

childhood apraxia of speech

dysarthria

phonological delay

inconsistent phonological disorder

articulation disorder/impairment

steps of classification of SSD

1. surface characteristics

2. underlying speech processes

3. casual correlates

4. developmental trajectory

5. response to intervention

classification of SSD surface characteristics

types/ frequency of errors

what does it sound like