communication disorders exam 1

communication

exchange of information

5 components of communication

1. voice and resonance

2. articulation

3. language

4. fluency

5. hearing

voice and resonance

larynx

voice

resonance

larynx

structure in neck, houses vocal folds

voice

produced when air passes across vocal folds and causes vibration. ex: pitch , loudness, tone

resonance

modification of sound produced by vocal olds which occurs in vocal tract

articulation

movement of the articulators (lips, tongue, teeth, palate) to form sounds of speech

phoneme

speech

phoneme

speech sounds, combined with other phonemes create syllables and words

speech

combo of phonemes into words

language

system of codes and symbols used for communication

• social behavior

expressive= produced

receptive= understood

5 components of language

1. phonology

2. morphology

3. syntax

4. semantics

5. pragmatics

phonology

sound systems and rules that govern their. rules and patterns

ex: English has no /h/ in the final position 

The words "pat" and "bat" differ only in their initial sound (p vs. b), demonstrating that /p/ and /b/ are distinct phonemes in English.

Consonant-Vowel-Consonant (CVC) Pattern

morphology

study of word structure

• smallest unit of a language which carries meaning

• free morphemes stand alone: car s

• bound morphemes must be paired which a free morpheme

• grammatical morphemes are bound morphemes with convey elements of grammar

Examples include prefixes, roots, and suffixes that change a word's meaning or grammatical function, such as "un-help-ful" (not + help + full).

syntax

collection of rules which govern the arrangement of words into sentences

• language is generative; able to create utterances of new meanings by combining units of language in different ways 

ex: Subject-Verb-Object (SVO) order in English sentences like "The cat chased the mouse"

semantics

study of meaning in language

• vocab and content of language

semantic relation are categorical units of meaning which can be expressed in different ways

Semantics examples include distinguishing between similar words like spade and shovel, understanding polysemous words like "set" or "bank" with multiple meanings, and recognizing how word choice conveys different feelings or interpretations, such as "charming" being either a sincere compliment or sarcastic

pragmatics

rules of language use in social situations

function of language and rules of discourse

ex: Pragmatics examples include understanding that saying "It's getting late" implies a desire to leave, responding to a simple greeting by asking it back, or a restaurant manager saying "Yes, we do" to a question about table availability to mean they will reserve a table for you

theories of language

1. behavioral 

2. Nativist

3. linguistic

4. cognitive 

behavioral

(skinner, 1957)

a child learns language through imitation association and reinforcement 

nativist

(Chomsky 1965)

a child has an innate ability to learn language (LAD)

linguistic

(bloom and lahey 1978)

language is made up of 3 areas; form, content, and use

cognitive

(Piaget) language development is dependent on a child’s stage is cognitive development 

Piaget

• sensorimotor- 0-2 years

• pre operational- 2-7 years

• concrete operational- 7-11 years

• formal operations- 11+ years

fluency

ease of communication

• easy smooth flowing and effortless

Stuttering - disorder of fluency

hearing

access not hearing

• necessary fir acquisition of spoken language

• children acquire the language that they hear; if they do not hear, they will NOT acquire spoken language naturally

• self monitoring of speech production

• sign language can be acquired

speech language pathology

the profession which is concerned with there assessment and treatment of communication disorders

audiology

the assessment and treatment if hearing disorders

communication disorders

Charles Van Riper- father of speech language pathology

• deviates from speech of others

• calls attention to itself 

• interferes with communication 

• causes distress for speakers and listeners

classifications

etiology

1. organic: “stroke”

2. functional: “s'“ issue

Age of onset

1. congenital: “at birth”

2. acquired: not born but learned it

component 

1. dysphagia: swallowing

SLP’s have roles in cognitive treatment for adults with neurocognitive disorders

history

first called “speech correction teachers”

only articulation and fluency 

• fluency, speech production, language. cognition, voice, resonance, feeding and swallowing, aural habilitation/rehabilitation

not covered by insurance…

1. gender affirming therapy

2. preventative vocal hygiene

3. business communication

4. accent/dialect modification

5. professional voice use

audiologists

• hearing and balance

• treatment

• auditory rehabilitation 

• speech reading

• fitting hearing aids and cochlear implants 

• EHDI

• hearing conservation and prevention

Becoming an SLP

1 undergrad degree plus pre req’s in communication disorders

2. graduate degree in SLP

• either write a thesis or take a comprehensive Eva;luation 

• ASHA CAA

3. Clinical Practicum

• min of 400 hours

• 25 in observation, 375 in direct service provision

• typically accomplished during graduate but up to 50 hrs

4. Exam

• PRAXIS national exam in SLP

5. Clinical fellowship

• full time and paid

• 9 months of full time

• at end eligible for CCC-SLP

6. state license and certification

• ASHA ceertification

audiology

1. undergrad

2. graduate in audiology

• 4 yr program 

• ASHA CAA

3. clinical practicum

• no set hours

• final year of study is full time

4. exam

• PRAXIS

5. state license and certificate

assistant for SLP

SLPAS

• license requirements rules vary

• under supervision of a certified SLP

• associate in SLPA

• Bach in communication disorders

• OR Bach degree with pre req

2. online modules

3. 1 hr pre req

4. clinical practicum - 100 hrs

5. exam

SLA in schools

new

bachelors in fields including 100 hr internship

exam

ability to work under an SLP in a Georgia school

ASHA

code of ethics

SLPS in school system

• schools are the most common place of employment for SLPS (53%)

• diagnose and treat students with articulation language disorders, stuttering, and possibly voice disorders

• IEP, describes goals and level of students

In hospital

• diagnose and treat

• receive order from physician 

• stroke, TBI, pneumonia, dementia, parkinson’s

articulation

the movement of parts and the production of speech sounds by those movements

in speech- articulation is shaping of the tone from the larynx into speech sounds

speech sounds are shaped by the articulators

pharynx

3 parts:

1. nasopharynx (behind the nasal cavity)

2. Oropharynx (behind oral cavity)

3. Laryngopharynax (nearest the larynx)

hard palate

roof of the mouth and floor

• made up of maxillae and palatine bones

• front teeth are housed in the alveolar ridge of hard palate 

soft palate

the velum

• a muscular structure that helps close the naval cavity for swallowing and sounds that don’t require nasal resonance

• tip of the velum is the uvula

mandible

lower jaw, houses the lower teeth.

• opens and closes the mouth 

• attaches to the point of the skull at the temporomandibular joint. Primary biological function is chewing, but also aids In speech production

teeth

primary biological function is mastication

• also play a role in articulation of speech sounds

• how the upper and lower teeth meet is called occlusion

malocclusion- can sometimes affect chewing and speech production 

tongue

primary biological function is taste and manipulation of food for chewing and swallowing

• divided into tip, blade, and dorsum

• important in production of speech sounds, both consonants and vowels

lips

made up of the orbicularis oris muscle

• important in facial expressions, eating, and speech production

our alphabet

• our language has evolved: now has 46 sounds (or phonemes_ but only 26 letters

• what sounds does the letter “e” make

• how do you represent the sound/I/ in print?

• the International Phonetic Alphabet (IPA) was designed to have one symbol for each phoneme

• a phoneme is the smallest unit of speech and is represented by a symbol inside two slash marks. /k/

phonemes

refers to an idealized category of allophones that we perceive as a single speech sound; phonetic refers to actual concrete productions

allophones

small variations in production of a phoneme that do not change the meaning 

Light /I/ vs dark /I/

vowels

created by modifying the shape of the oral cavity

• can be classified as front, central, or back and high, mid, or low depending on the position of the tongue

• lips are rounded for some of the vowels

• diphthongs are a combination of the two vowels, transcribed with two symbols

consonants 

produced by constricting the oral cavity

• classified according to manner, place and voicing characteristics 

• place, manner, voicing 

place 

where the vocal track is constricted 

manner

how the vocal tract is constricted

voicing

whether the vocal folds vibrate for production

manner

1. stops

2. fricatives

3. affricatives

4. glides

5. liquids

6. nasals

stops

stop the airflow, build intramural,pressure and then release as a plosive- like a small explosion of air

fricatives 

air forced through constricted passage a “hissing” voice

affricatives

combines stop and fricative characteristics; begins as a stop but are released as a fricative

glides

move from partially constricted to open, also known as semivowels

liquids

least amount of constriction also known as semivowels 

nasals

velum is lowered to open to velopharyngeal port, sound is resonated in nasal cavity

Place

bilabial: both lips

labiodental: uses both lips and teeth

dental or linguadental: tongue and teeth

alveolar or lingua-alveolar: tongue and alveolar ridge

palatal or lingua palatal: tongue and palate 

velar or linguaavelar: uses tongue and velum

glottal: produced at the level of gluttis

voice

voiced: vocal folds are vibrating

voiceless: vocal folds are not vibrating 

cognates: most come in pairs

distinctive features

parameter that helps define a phoneme based on its presence or absence 

development of speech

infants reflective vocalization give way to babbling which turn into words

babies typically produce canonical babbles around 4-6 months and produce true words around the first birthday

intelligibility

the degree to which people understand a speakers sound productions 

• 18 months-24 months= 25-50%

• 2-3 years= 50-75%

• 4-5 years= 75%

• 5 years += 100%

articulation disorders

sound production error limited to a few sounds without an identifiable patterned phonetic 

phonological disorders

patterned sound production error for which some underlying rules can be described 

-phonemic 

pattern based analysis

clinical looks for patterns in error production base don place, manner, and voicing characteristics

phonological process

simplification of adult sound productions

screening

clinicians perform a screening, a breief assessment to determine whether a full evaluation should be performed

• conversational sample

• interview

• picture/toys

• formal screening tools

performance is compared to developmental norms

case history

obtain background information on the client written forms

filled out by client/ parent/caregiver before the evaluation 

reports form other professionals 

requires consent from client/patient/caregiver

explain and answer questions

pro facial examination 

examine structures and functions of the mouth and the face

• symmetry, range of motion, strength of the face, jaw, lips, tongue, palate

• can identify an organic cause of articulation disorder

• reveals the need for referral to another professional

hearing screening

brief procedure to determine of the client needs a full audiological evaluation

conversational sample

gives the clinical a natural sample of the clients connected speech via interview, conversation, play or script

stimulability testing

error sounds are probed further to see if the child can produce them imitatively

helps determines a starting point for therapy

report writing or goal setting

write the results of evaluations considering all pieces

make a recommendation for treatment

possibly create goals for treatment 

cultural considerations

dialect does not equal disorder

children who speak a dialect or English that is different from an assessor does not necessarily have a disorder

• children who exhibit the influence of a second language do not neccessarily have a disorder

select targets for therapy

• select phonemes

• patterns of errors

• phonological processes

considerations

• developmental norms

• stimulability

• effect on intelligibility 

• social significance 

traditional approach

1. ear training

2. sound establishment

3. sound stabilization

4. transfer and carry over

5. maintenance 

minimal contrast (phonological)

1. perceptual training

2. production training

what is a language? Linguistic

a cognitive system of rules consisting of codes or symbols that represent objects, events and relations 

behavioral def

verbal behavior that is shaped and maintained by a verbal community

language generatively

knowledge of rules allows users of a language create an infinite number of unique, meaningful utterances

• children don’t learn every possible sentence, rather they learn the rules of how words can be combined

components of language: phonology

structure, distribution, and sequence of speech sounds (or phonemes)

• smallest meaningful unit of sound- English has 46 or 50

• what rules govern the distribution of /n/ in English

• sequencing rules

• “ed” in jogged vs walked

• “s'“ in cats vs dogs

morphology

internal organization of word

analyzed words and word parts (prefixes, suffixes, etc)

• a morpheme is the smallest grammatical unit of a language

• free morphemes- can stand alone as its own word

• bound morphemes- cant occur alone; are appended to a free morpheme

• derivational- changes the category or meaning of the word. ex: -ment, -ly, un-

• inflectional- does not change the category of the word, grammatical morphemes, ex: -s, -ed, -ing

syntax

strcutures and patterns of sentence sin a language

• rules of acceptance combinations and order of word within sentences

• each language has its own

• a little girl happily reads the book

semantics 

meaning or context of word

some words are mutually exclusive, while some overlap

man vs woman

female vs woman vs lady

world knowledge vs word knowledge

pragmatics 

use of language in context and the function of language

rules govern organization and coherence of conversation, repair of error, roles, and speech acts

turn taking In conversations

topic maintenance 

listeners perspective 

literal vs non literal language

development of language- newborns

produce sounds (like crying) without communicative intent

• attend to the caregiver’s voice and shows preference for human faces

early development

social smiles appear around 1 month

quasi-resonant nuclei-

earliest stage of vocal development; normal phonation but limited resonance; produced with constriction in the vocal tract (Oller, 1980)

canonical

babbling appears around 4-6 months; babbling cv patterns

variegated babbling- 9-10 months of age; babbling combinations of sounds 

continuing

around 8-12 months, communicative intent develops 

• showing, giving, pointing, requesting

• around 9 months, babies begin to develop joint attention: the baby shares interest and attention to an object or event with another person

• 9-13 months, comprehension begins to develop 

• 12 months first word emerges 

• 18 months vocab reaches 50 words and two word utterances emerge

continuing development

early conversation turn taking emerges around18-24 months 

by age 2 expression vocab is 200-300 words

brown described the development of 14 grammatical morphemes that emerge between 1.5 and 4 yrs of age

browns stages of grammatical development 

MLU- mean length of utterance number of morphemes in an utterance 

preschoolers 3 yrs

• 900-1000 word expressive vocab

• 3-4 word sentences 

• follow 2 step commands

• takes about the present

preschoolers 4 year

• 1500 words vocab

• lots of ?’s

• more complete sentence forms

• tells stories 

• difficulty with how and why

preschoolers 5 year

• 2100-2500 word vocab

• discusses feelings

• follows 3 step commands

• 90% of grammar complete

school age children

• vocab grows to comprehending more than 80,000 words by 12th grade

• figurative language and other abstract concepts 

• a conversational skills 

• language for learning