WSU SLP 6460 week 1 review

communication

giving and receiving messages

language

shared code of communication, agreed upon by those who use a particular language

speech

oral expression of language

3 dimensions of language

form, content, use

form

the shape of language, used for connecting sound with meaning; comprised of phonology, morphology, & syntax

5 components of language

phonology, morphology, syntax, semantics, pragmatics

content

the meaning of language; comprised of semantics, or the meaning of words and meaning of utterances; lexicon

lexicon

your personal mental dictionary

use

the function of language; consists of pragmatics or how we use our language for socialization; the ‘supercomponent’ of language

substantive words

words that name/label objects

relational words

words that describe relationships between items

social words

the meaning of the word is it’s social use, like “Hi”

connotative meaning

what the word means with emotion added which varies per person

discourse

longer communication units, connected communication units

exposition/expository discourse

information telling, reading a textbook, lecturing, reading a newspaper

academic discourse

the language of the classroom, some narrative but mostly exposition

conversational discourse

daily discourse with those around us

pragmatic functions

requesting, commenting, protesting, greeting, labeling, expressing feelings, asking questions, answering questions

consonant classification

voicing, place (where), manner (how)

vowel classification

tongue position and tenseness - high, mid, low, and front, central, back; tense or lax

sonorants

consonant sounds made with open vocal tract - nasals, liquids, glides

obstruents

consonants made with constriction in airflow - stops, affricates, fricatives

diphthongs

two vowels blended together to serve as 1 phoneme

phonotactics (syllable shapes)

the rules for putting together phonemes; one vowel per syllable in English phonotactics (mama - CVCV; cat - CVC; up - VC; brook - CCVC)

pre-language/prelinguistic stage (birth-12 months)

reciprocal relationship begins

2 months gooing/cooing

3 months vocalize in response to others

5 months imitate pitch, babbling

6-7 months reduplicated babbling

8-12 months echolalic stage

variagated babbling, jargon, PCFs (phonetically consistent forms)

perlocutionary stage (0-6 months)

crying, fussing, social smiles, protoconversations; the parent assigns meaning

illocutionary stage (6-12 months)

intentionality begins

toddler language (12-18 months to 3ish)

have 50 single words, may use one word for many finctions, by 2 have an expressive vocab of 150-300 words; early word combinations follow semantic-grammatic rules; phonological processes are present (FCD, cluster reduction); 2 word utterances emerge around 18 months

preschool language (3-5ish)

increase in conversational skills, narrative formation beings, surge in vocab (3 yrs 900 words, 4 yrs 1500 words); MLU & sentence complexity increases; uses several bound morphemes

preschool speech (3-5ish)

phonological processes are generally suppressed by age 4; still developing clusters & blends; may produce sound correctly in single words, but in connected speech, intelligibility is decreased

rule of quarters

age 1, 25% intelligible

age 2, 50% intelligible

age 3, 75% intelligible

age 4, 100% intelligible

school age language (5ish-adolescence)

formal literacy instruction beings, metalinguistic skills continue to develop, definitions become more ‘dictionary’ like, figurative language; passive sentences, reflexive pronouns, compound/complex sentences; by 5 use most verb tenses, suffixes, and prefixes

school age speech (5ish-adolescence)

phonological system should resemble that of adults, by 5 may still have trouble with a few sounds, by 8 likely have acquired consonant clusters

language disorders

heterogenous group; could be developmental/functional (unknown origin) or acquired, deficits in expression and/or reception, may involve form, content, and/or use; to any degree of severity

speech disorders

phonological disorder/delay, articulation disorder/delay, sCAS, stuttering

sCAS

suspected childhood apraxia of speech

clinical assessment process

referral and screening

case hx/interview

informal assessment

formal assessment (standardized testing)

write an evaluation report/diagnostic report

outcome of a screening

always either pass or fail, doesn’t tell us anything more than that

informal assessment components

oral-facial evaluation, hearing screening, speech and language sample

formal assessment components

norm-referenced testing; helps make a diagnosis, compares the patient to their same-aged peers; different tests for all aspects of speech and language

bell curve (normal curve graph)

shows the ‘range of normal’ for a certain set of scores, tied to standardized testing; range of normal for standard score on a norm-referenced test is between 85-115; 100 is the mean, 50th percentile is in the middle

standard deviation

equals 15 points when looking at the bell curve and thinking about standard scores; the mean for standard score is 100; range of normal for standard score is +15 or -15 (within normal limits); outside of that is below normal limits or above normal limits

scaled/subtest scores

the standard deviation is +3 or -3; the mean is 10; within normal limits is 7-13

mean length of utterance (MLU)

number of morphemes used (both free and bound) divided by total number of utterances collected, focused on form of language