PCSD 201 - Intro to Communication : Chapter 9-11

Longwood University - PCSD 201 Class. Quiz 3 Study Guide

Speech Sound Disorder

an impairment of an individual’s sound system that results in a significant problem with speech sound production, causing it to differ from age-and culturally based expectations

Different types of phonemes and phoneme acquisition by children

early 8 (age 3), middle 8 (age 4), late 8 (age 6.5)

Allophone

two variations of one phoneme

coarticulation

refers to the way sounds overlap during articulation, causing articulatory characteristics of phonemes to vary according to context

cognate

pairs of sounds that are identical in place and manner but differ in voicing

dialect

a speech and language variation that is characteristic to a group of speakers from a particular region within a country

assimilation

refers to the way the features of one sound take on the features of neighboring sounds

phoneme collapse

when a child demonstrates the extensive use of a preferred phoneme

International Phonetic Alphabet

a phonetic alphabet that includes symbols to represent the sounds in all natural languages of the world

3 articulatory features of consonants

place of production, manner of production, and voicing

4 articulatory features of vowels

tongue height, tongue advancement, roundness and tension

Diagnostic speech assessment

characterizes the child’s development background, status of auditory and oral structures and functions, current phonological and language performance, the nature and severity of the SSD

oral mechanism screening

carefully examines the structures and functioning of the speech mechanism

diadochokinetic rate

a commonly used rapid speech task is rapid repetition of the syllables, allowing calculation of this

stimulability

the ability to correctly imitate an incorrect sound when given auditory and visual cues

hearing screening

indicate whether an audiologist should be consulted for further auditory and hearing assessment

phonological pattern tests

commonly used to assess phonological error patterns in a child’s speech

articulation and phonological disorders

speech‐production impairments characterized by distortions, substitutions, and omissions of speech sounds.

Treatment approaches

contrastive approach, core vocabulary approach, dynamic temporal and tactile cueing approach

contrastive approaches

minimal pairs, multiple oppositions, and complexity approaches

Goals and targets for intervention

developmental approach (based on developmental norms, stimulability, and consistency of error), complexity approach (targeting sounds that are late in developing, nonstimulable, and always incorrect), systemic approach (treatment target is based on the unique organization and characteristics of each child’s “own language”

Pronunciation of vowels

tongue height, tongue advancement, roundness, tension

voicing

describes whether or not a sound is produced with vocal fold vibration

How speech sound disorders are identified

Referral, screening, diagnostic speech assessment, intervention

Core vocabulary approach

a list of 50-70 functionally powerful words is selected, and each week the child learns to consistently produce his or her best pronunciation of up to 10 of these words, building in complexity from isolation to connected speech

metaphonological approach

encourages a conscious awareness of the structure of words and the sounds that make up the words

Dynamic temporal and tactile cueing approach

a method used for treating childhood apraxia of speech, uses specific hierarchy of temporal delay, emphasis on tactile and visual cueing, and incorporation of motor learning principles with a high number of practice trials completed in short, frequent sessions

Fluency disorder

is characterized by speech with an unusually high rate of stoppages that disrupt the flow of communication and are inappropriate for the speaker’s age, culture, and linguistic background

core features

primary characteristics of a fluency disorder

Name the three types of predominate disfluencies

repetitions, prolongations, and blocks

secondary features

result from an individual’s excessive mental and physical efforts to promote fluent speech and to disrupt disfluent speech

Give an example of within-word dysfluency

sound repetitions, sound prolongations, blocks

Give an example of a between-word disfluency

a disfluency that does not affect the internal structure of a word, such as “he is in the- in the house.”

Characteristics of stuttering in preschoolers

developmental stuttering occurs between 2 and 5 years of age, 75% of cases are solved on their own. This includes core and secondary behaviors.

Characteristics of stuttering in school-age children

“intermediate level” stuttering. Core disfluencies include prolongations and blocks. Secondary behaviors become more evident and habitual. May have developed a fear and frustration with stuttering

Characteristics of stuttering in adults

“advanced stuttering”. Core behaviors are similar that of an intermediate stutter. Some have honed their secondary behaviors to completely avoid or escape the appearance of prolongations and blocks.

List the two types of acquired fluency disorders

neurogenic and psychogenic stuttering

Neurogenic stuttering

stuttering resulting from brain injury or neurological insult

Psychogenic stuttering

stuttering resulting from psychological trauma

Characteristics of fluency disorders

part-word repetition, single-syllable-word repetition, sound prolongation, and blocks

Describe the impact of situational avoidance

when an individual steers clear of circumstances in which stuttering is probable, it can have a negative impact on their achievements in various settings.

Describe the treatment of fluency disorders

environmental modification, easy talking and reflecting/rephrasing, operant training models, contingent stimulation, stuttering modification, fluency shaping, knowledge of stuttering, reduction of negative feelings, fluency building

stuttering modifications vs. fluency shaping

modification therapy is to help the person who stutters to better manage the moment of stuttering while fluency shaping is to help the person produce fluent speech more often without attention to negative feelings and emotions

What is a voice disorder?

when pitch, loudness, or phonatory quality differs significantly from that of a person of similar age, gender, cultural background, and racial or ethnic group

Terms used to describe voice/vocal quality

dysphonia (umbrella term used to refer to a voice that is disordered in some way), aphonia (total lack or loss of voice), hypofunction (when vocal folds are under functioning), hyperfunction (overly tense vocal folds)

How is voice produced?

respiration, vocal fold vibration, resonance, articulation

What are the 3 characteristics of fundamental frequency?

length, mass, and tension

Voice disorders in adults

1-6% of the adult population is affected. Peaks between age 40 and 60. Most common cause of adult voice disorders include vocal nodules’ edema, or swelling.

Voice disorders in children

Between 4 and 6% of children have significant problems with voice. Vocal nodules are the most common cause of voice dysfunction in children

Resonance

refers to the actual vibration of the air within the pharyngeal column which affects the quality of the voice

Intensity

the physical measure of sound pressure; reported in decibels

Voice

the complex, dynamic product of vocal fold vibration that allows humans to vocalize and verbalize

Defining characteristics of voice disorders

resonance, pitch, loudness, phonatory quality