exam 2 for Speech path

Allophones

each phoneme is really a family of related sounds, which may be said with some variation but still be considered that particular phoneme. ex: POT vs SPOT

Labiodental

consonants are made with the bottom lip and upper teeth in contact ex: /f/ /v/

Fricatives

/s/ /z/ /f/ /v/: produced with a narrow passageway for the air to pass through, creating a friction-like noise

Dipthong

when two vowels are said in close proximity, they produce a special type of phoneme. ex) sigh, now, boy

Babbling

random vocal play, during babbling infants experiment with sound production

Jargon

long strings of syllables with adult like intonation

Morphophonemic contrasts

changes in pronunciation as a result of morphological changes

open/closed syllable

open syllable- is one that ends in a vowel ex: hi

closed syllable- is one that ends in a consonant ex: hat

Childhood apraxia of speech

Neurological speech sound disorder that affects the ability to plan and program the movement sequences necessary for accurate speech production.

• inconsistent errors on consonants and vowels in repeated productions of syllables or words

• lengthened an disrupted transitions between sounds and syllables

• inappropriate prosody, especially in the realization of words or phrasal stress

Stimulability

the ability of an individual to produce the target phoneme when given focused auditory and visual cues. For example SLP saying “look at me, listen to me, now say exactly what I say”

Intelligibility

refers to how easy it is to understand an individual.

Minimal pairs

Phonologically-based approach- contrastsing of phonemes in pairs of words. Showing the child two picture words, one including the childs error sound (pig and big)

Bilabial

consonants in which the location or place of constriction occurs at both lips “two lips” ex: /p/ /b/

Linguadental

consonants produced with the tounge between the teeth ex) /θ/ which is th sound

Alveolar

sounds that are made when the tongue tip is touching the alveolar or upper gum ridge /t/ or /s/

Liquid

/l/ and /r/ are produced with an open vocal tract, and thus are considered vowel like consonants

Glides

/w/ occur when the articulatory posture changes gradually from a consonant to a vowel

SODA

S – Substitutions: Replacing one speech sound with another. Example: Saying "thoap" for "soap

O – Omissions (Deletions): Leaving a sound completely out of a word. This type impacts speech intelligibility the most. Example: Saying "pay the piano" for "play the piano" or "-at" for "cat"

D – Distortions: Producing a standard sound in an unfamiliar, altered, or incorrect manner. Example: Pencil sounding like pemcil (nasalized)

A – Additions: Inserting an extra, unnecessary sound into a word. Example: Saying "buhlack" for "black" 

Myelination

the development of a protective myelin sheath or sleeve around the cranial nerves, not completed until adulthood

Glottal

when constriction occurs at the level of the vocal folds, the phonemes produced are called glottal

Literacy

the use of visual modes of communication, specifically reading and writing. The interrelatedness of aspects of literacy is illustrated by the correlation between reading and spelling ability.

decoding

Process that initially starts consists of breaking or segmenting a word into its component sounds and then blending them together to form a work that is recognizable to the reader

Phonological awareness

umbrella term of the knowledge of sounds and syllables and of the sound structure of words. encompassing word awareness, rhyme and alliteration, syllable awareness, Onset-rime, phonemic awareness

Phonemic awareness

phonological awareness includes phonemic awareness which is the specific ability to manipulate sounds, such as blending sounds to create new words or segmenting words into sounds. related to better reading

blend

ability to create a word from individual sounds and syllables, and to compare initial phonemes for likeness and difference are areas of PA that are particularlily important for the development of reading

Critical literacy

a reader actively analyzes and synthesizes information and is able to explain the content. Bridging the gap between what is written and what is meant

dynamic literacy

a reader is able to interrelate content to other knowledge through reasoning. Comparing and contrasting, integrating, and using ideas to raise problems and solve them.

metacognition

the active process of thinking about your own thinking while you read to monitor and improve your understanding, containing two aspects: self-appraisal: knowledge of ones own cognitive processes, and executive function/self-regulation: the ability to be able to attend, to set reasonable goals, to plan and organize to achieve each goal, to initiate, monitor, and evaluate performance in relation to a goal, and to revise plans and strategies based on feedback

executive functioning

the ability to be able to attend, to set reasonable goals, to plan and organize to achieve each goal, to initiate, monitor, and evaluate performance in relation to a goal, and to revise plans and strategies based on feedback

Dialogic reading

an interactive method of reading picture books. When reading, adults encourage their children to become actively involved in the reading process by asking questions and allowing oppurtunities to become story tellers.

Print awareness

knowledge of the meaning and function of print, basic concepts concerning the direction print proceeds across a page and through a book, and recognition of some laters. Later being able to recognize words as discrete units, being able to identify letters, and use of terminology (letter, word, sentence)

phonics

developed around fist grade (sound-letter correspondance) a child reads words and links them with meanings stored in memory

hyperlexia

children with hyperlexia have poor comprehension but typical or above average word recognition abilities. Hyperlexia is a near obsessive interest in letters and words found in some children with ASD. Example: very good reading skills, but poor social skills and limited reading comprehension

decontextualized

“outside of a conversation context”- when your write, the entire context is contained in the writing. You create the context with your language rather than having the context created by your conversation partner

fluent speech

consistent ability to move the speech production apparatus in an effortless, smooth, and rapid manner, resulted in a continuous, uninterrupted forward flow of speech

developmental stuttering/stuttering

primarily influences the speakers ability to produce fluent speech. Characterized by involuntary repetitions of sounds or syllables (e.g. b-b-b-all), sound prolongations (e.g. mmmmmm-mommy), and blocks (e.g. b—-oy) All three of these negative interruptions are considered stuttering behaviors.

Normal disfluencies

normal disfluencies in children are whole-word repetitions, interjections, and syllable repetitions.

secondary behaviors

secondary behaviors in stuttering are common and vary with person to person. some examples include blinking of the eyes, facial grimacing, facial tension, exagerrated movement of arms/shoulders/body. Adopted in an effort to avoid stuttering

neurogenic stuttering

typically associated with neurological disease or trauma, acquired after childhood. Does not improve over time, primarily associated with function words (conjunctions, prepositions) and content words, do not exhibit fear/anxiety secondary behaviors related to stuttering.

onset for stuttering

ages 2-5, 75% of the risk of developmental stuttering occurs before the child is 3 ½

psychological theory of stuttering

the idea that the behavior of stuttering may be a reaction of unwanted feelings (anxiety/fear of speaking)

Organic theory of stuttering

Anatomical differences in the brain, structural and physiological differences that lead to difficulties with speech

behavioral theory of stuttering

Parents hear normal speech hesitations and repremand it, causing anxiety in children- developing stuttering. proven to be incorrect

covert repair hypothesis (current conceptual model of stuttering)

based on a language production model, assumes that stuttering is a reaction to some flaw in the speech production plan. People who stutter have poorly developed phonological encoding skills that cause them to introduce errors into their speech plan. If there are more errors in the speech plan, there will be more occasions for error correction. Stuttering is not the error, rather a repair reaction to an abnormal phonetic plan

demands and capacities model (current conceptual model of stuttering)

this model asserts that stuttering develops when the environmental demands placed on a child to produce fluent speech exceed the childs physical and learned capacities. The childs capacity for fluent speech depends on a balance of motor skills, language production skills, emotional maturity, and cognitive development- a child who stutters presumably lack one or more of these skills for fluent speech.

packman and attanasio model (p & a model)- current conceptual model of stuttering

suggest that there are three factors that cause moments of stuttering 1) a deficit in the neural processing of language and inherent instability of the speech production system 2) triggers, or certain features of spoken language that are associated with greater speech motor demands that negatively affect an already unstable speech production system 3) modulating factors, such as physiological arousal in an individual that can alter the threshold at which a stuttering moment occurs.

stuttering severity instrument

determines the frequency of stuttering measured in percent of syllabled stuttered, duration of stuttering moments, and secondary behaviors

kiddyCAT Communication attitude test for preschool and kindergarden children who stutter

consists of 12 yes/no that an SLP asks the child- effectively taps into the childs awareness and attitude about stuttering

Stuttering Prediction Instrument for Young Children

clinical assessment tool designed for children ages 3 to 8 years to measure stuttering severity and predict whether the condition will become chronic. Measures history, frequency, reactions

interventions- fluency shaping

using prolonged speech (reducing speech rate), reduced tension (GVO and light articulatory contrasts, pausing and phrasing, response contingent procedures (Lindcombe program- teaches parents the responses to childs disfluencies)

stuttering modification techniques (Charles Van Riper)

• cancellation

• pull out

• preparatory set- planning out what you are going to say

Congenital causes for stuttering

anoxia at birth, premature at birth, head injury, mild CP, mild DD

prevelance/incidence of stuttering

prevelance: how many people currently stutter, incidence:how many people have stuttered at some point in their life time

deaf

When a persons hearing loss reaches 90 dB or greater the loss is categorized as profound, that is this person is deaf

deaf community

a group who views deafness with a sense of pride that serves to unite its members and positively shape their sense of self-identity (a culture that shares a background of language, traditions, and values)

intensity

the amplitude of a sound determines its intensity, which is measures in decibles dB

frequency

This back and forth movement regularly repeats itself, resulting in a certain number of complete cycles during a specified period of time. The frequency of the vibration is expressed in cycles per second, or hertz (HZ)

peripheral auditory system

The outer ear, the middle ear, the inner ear, the vestibulocochlear nerve- when someone has hearing loss its referring to a problem with this auditory system

central auditory system

the auditory brainstem and the auditory cortex of the brain, when someone has a auditory processing problem or processing problem its referring to a deficit in this system

pinna

tymapanic membrane

cerumen

eustachian tube

cochlea

conductive system

sensorineural system

microtia

artesia

ottis media

ottis media with effusion

PE tubes

myringotomy

congenital

prelingually

postlingually

aplasia/dysplasia

prebycusis

aural habilitation/rehabilitation

DAF

plays your voice back through headphones or an earpiece a fraction of a second later (typically 50 to 200 milliseconds), creating a slight echo or "choral speech" effect that helps slow down speech and reduce stuttering

GVO for stuttering

(or tension-free onset of voicing), a speech therapy technique that reduces physical tension and speech rate before and during stuttering blocks

prolonged speech techniques

fluency-shaping technique used in speech-language pathology to reduce stuttering, blocks, and vocal tension by intentionally slowing down the rate of speech and stretching out sounds