SSD- delay, disorder, overview from random quizlet

Umbrella term: Speech Sound Disorders (SSDs)

Includes Articulation Production, Phonological Representation, Prosody, and Auditory Perception.

Functional/No Known Cause SSDs

Divided into Articulation (motor aspects) and Phonology (linguistic aspects).

Organic/Acquired Motor/Neurological SSDs

Dysarthria (Execution) & Apraxia (Planning).

Organic Structural SSDs

Cleft Palate, Orofacial Anomalies, and Structural Deficits due to Trauma or Surgery.

Organic Sensory/Perceptual SSDs

Sensorineural Hearing Loss.

Articulation Development

Development of the motoric ability to produce speech sounds.

Phonological Development

Development of the knowledge of when, where, and how to use sounds.

Articulation Delay

Mastering phonemes at a later age than normally developing children.

Articulation Disorder

Mastering phonemes in an order different than normally developing children.

Phonological Delay

Eliminating the use of phonological patterns at a later age than normally developing children.

Phonological Disorder

Eliminating the use of phonological patterns in an order different than normally developing children.

Phonological Awareness

The ability to detect and manipulate sounds in oral language (e.g., segmenting and blending).

Phonological Patterns

Patterns of speech sound errors (e.g., Final Consonant Deletion).

Five-Way Scoring (SODA)

Substitution, Omission, Distortion, Addition, and Correct.

Phonotactic Constraints: Inventory Constraints

Limit which phonemes are or are not permitted in a language.

(e.g. The postalveolar clicks /!/ is not permitted in English but is permitted in Xhosa)

Phonotactic Constraints: Positional Constraints

Limit where phonemes are permitted in words

(e.g., /h/ not in syllable final position).

Phonotactic Constraints: Sequential Constraints

Limit number of phonemes in a syllable and how they combine.

(e.g. Syllable initial /tl/ is permissible in Polish but not in English)

Morphophonemic Rules: Plural s (/z/)

Used when the final sound is voiced.

Morphophonemic Rules: Plural s (/s/)

Used when the final sound is unvoiced.

Morphophonemic Rules: Plural s (/ɪz/)

Used when the final sound is /s, z, tʃ, dʒ, ʃ, ʒ/.

Risk Factors Definition

Common characteristics or traits within a group that may increase risk of having an SSD but do not directly cause it.

Child Risk Factors for SSD

Gender (boys more likely), pre/postnatal difficulties, and hearing issues (CHL).

Family Risk Factors

birth order (later birth positions)

Parent Risk Factors

hx of speech or lang probs in the family, low maternal education level

Known Causes of SSD

Genetic causes (down syndrome, rett syndrome, fragile x syndrome), craniofacial anomalies, SNHL, cognitive impairment, ASD, and motor impairment (cerebral palsy).

Behavioral Impacts of SSD

Preschoolers may be unaware and experience communication breakdowns and frustration; school-age children may feel embarrassed or sad when speaking in public settings.

Educational Impacts of SSD

Increased literacy difficulties and higher likelihood of dropping out or not attending higher education.

Social Impact of SSD

Poor peer relationships, lower self-esteem, and increased bullying.

Vocational Impact of SSD

Greatest rate of unemployment difficulties and trouble keeping a job due to many jobs requiring skilled communication

Struggles families might face if child has a SSD

Difficulty understanding their child's speech, might be dismissed by healthcare providers and not receive services, may worry about kid being left out, difficulty scheduling times for therapy, feel left out of the goal/decision making progress in therapy.

What are our roles in service delivery other than conducting assessments and inventions?

Counsel families (you are not the reason this happened) and include them in goal making and decision making processes.

Childhood Apraxia of Speech Characteristics

o Same word pronounced several ways

o Omissions in initial position

o Centralize vowels into a schwa

o Number of errors increase as length increases

o Automatic speech easier than on demand speech

o Receptive language better than expressive language

o Rate, rhythm, and stressed disturbed with groping for placement

Dysarthria Characteristics

o Decreased strength of speech musculature

o Difficulty with involuntary motor control for chewing and swallowing

o Distortion Errors

o Less precise in connected speech than individual words

o Rate, rhythm, and stressed disturbed

o Monotone

o Hoarse, harsh, hypernasal speech

Inconsistent Speech Disorder Characteristics (phonological)

o Omissions in final position

o Vowel distortions not common

o Prosody okay

o unpredictable errors

Markedness Implications

Marked sounds imply natural sounds.

1. Fricatives imply stops

2. Affricates imply fricatives

3. Consonants imply vowels

4. Clusters imply singletons

Factors that influence the child's order of acquisition of speech sounds: Word Frequency

high-frequency words are more accurate

Factors that influence the child's order of acquisition of speech sounds: Neighborhood Density

The number of words that differ by one phoneme; children recall more words from dense neighborhoods.

Factors that influence the child's order of acquisition of speech sounds: Phonotactic Probability

The likelihood of occurrence of a given sound or pair of sounds in a language.

Factors that influence the child's order of acquisition of speech sounds: Functional Load of a Phoneme

The amount of work that a phoneme does in distinguishing words in a language.

Factors that influence the child's order of acquisition of speech sounds: Vocabulary

as children learn more words their speech improves

Factors that influence the child's order of acquisition of speech sounds: Phonetic Structure of Words

the longer the word length, the more likely children will have difficulties producing it

Factors that influence the child's order of acquisition of speech sounds: Phonetic Complexity of Sounds

how difficult a sound is to produce

Factors that influence the child's order of acquisition of speech sounds: Phoneme Input Frequency

represents how often a phoneme occurs in a given language (words that contain th used frequently so high input frequency)

Natural Features

easier to articulate, more common within and across languages, usually early acquired sounds.

Marked Features

phonetically more complex, less common within and across languages, usually later acquired sounds.

Speech Disorders Classification System (SDCS)

Aims to classify the causes of SSD based on typology and etiology.

Dodd's Differential Diagnosis System

A descriptive-linguistic framework categorizing SSD into artic delay, phonological delay, and consistent/inconsistent disorder.

Psycholinguistic Framework

A processing-based framework to describe speech/literacy skills by identifying where the breakdown occurs (input, storage, output).

ICF-CY Framework

A holistic framework considering environmental and personal factors as barriers or facilitators to functioning. less medical model focused, more impact and client wishes focused.

Cross-Sectional Studies and Cons

use of same testing protocols for groups of children of same characteristics (normative sample); individual variation is obscured and data collection is rarely naturalistic.

Longitudinal Studies Pros and Cons

document speech acquisition of a group of children over time

o Number of children and length of time vary

o Changes occur as the child develops

o Account for individual variations

Comparative Studies and Pros

compare two groups to test hypotheses and theories of children's speech acquisition

o Enhance understanding of speech acquisition

o Useful for appreciating the relationship between groups or concepts

How do cross-sectional studies vary in their procedural methods? What precautions should SLPs take when assessing a child's speech skills?

They can vary in age of child, number and method of elicitations, scoring of responses, amount of cueing, populations included. They should consider what the test is actually testing and what this is telling you.

Nasals: are we expecting changes and what would they be?

NO

- b/m

- d/n

- g/ŋ

Stops: are we expecting changes and what would they be?

Manner? NO

Voicing? SOMETIMES

- p/b

- t/d

- k/g

Place of articulation? YES

- t/k

- d/g

Glides: are we expecting changes?

NO

Fricatives: are we expecting changes and what would they be?

/h/? NO

Others? YES

- p/f

- b/v

- t/s

- d/z

- t/θ

- d/ð

- t or s/ʃ

- d or z/ʒ

Liquids: are we expecting changes and what would they be?

YES! very often

- w or j/l

- w/r

Affricates: are we expecting changes and what would they be?

YES

- t or s or ʃ/ tʃ

- d or z or ʒ/ dʒ

Expected Intelligibility at Age 3

Approximately 75%.

Expected Intelligibility at Age 4

Approximately 90%.