FOUNDATIONS OF SPEECH SOUND DEVELOPMENT AND DISORDERS

According to the NIH, the prevalence of SSD in young children is ____ to _____%

8 to 9

Umbrella term: problems in correctly producing speech sounds

SSD (speech sound disorder)

T/F: Our field used the terms phonological disorder and articulation disorder in the dinosaur days

true

what type of disorder is:

1. purely physical— just can’t produce sound

2. fairly intelligible

only a ____ sounds affected

• T/F: there are patterns of sounds affected

articulation disorder

• only a few sounds impacted

• false- no patterns

Articulation Disorder— SODA

substitution

omission

distortion

addition

substituting a correct sound in a word with an incorrect sound

ex: w/r, f/th (wabbit/rabbit; fing/thing)

substitution

what is an omission

a sound is dropped in a word

distortion

the sound is produced, but not clearly (lateral lisp /s/)

addition

a sound is added (puhlace instead of place)

Phonological disorders have:

• ______ sound errors

• ______ unintelligibility

  • are there patterns?

• multiple sound errors

• highly unintelligible

  • patterns of errors

phonological disorders are due to ____

due to underlying problem with phonological knowledge

Importance of Intelligibility

•Caseloads—many children with speech sound disorders (SSDs)

•Cases more ____ these days—more ___ _____ involvement

•Reduced _______ causes many academic and social problems

• more COMPLEX these days—> more ORAL MOTOR involvement

• reduced INTELLIGBILITY

T/F: luckily, mild SSD’s have no impact on children

FALSE- even mild disorders have an impact

• kids scared to raise hand and talk

• adults with lisp seen as less intelligent

T/F SSDs and language impairments are separate concepts and don’t intertwine

FALSE- they coexist

***Macrae and Tyler found Ch with SSD (speech sound disorders) and LI (learning impairment) had more ______of sounds than ch with just ____

omissions of sounds than ch with just SSD

***Macrae & Tyler:

SLPs need to be most concerned about ch with ______ of sounds

• why?

• needs to be most concerned about ch with OMISSIONS of sounds

• omissions more predictive of lang/reading problems than sound disorders

Study of physical, physiological, and acoustic variables associated with speech sound production

phonetics

•Branch dedicated to practical application of knowledge

clinical/applied phonetics

•Family of sounds that the listener perceives as belonging to the same category--    /t/

phoneme

•Not a distinct phoneme; allophone is a member of a particular phoneme family

• tea  buettr  let  character

allophone

morphemes

minimal units of meaning

free morpheme: whole word that _____ be linguistically broken down into smaller units

bound morpheme: ____ or ____that attaches to a word to ____ the words meaning

free morpheme: whole word that CANNOT be linguistically broken down into smaller units

bound morpheme: SUFFIX or PREFIX that attaches to a word to ALTER the word’s meaning

minimal pair

morphemes that are similar except ONE phoneme

ex: car/bar

suprasegmentals / prosody

speech features that extend over more than one sound segment (syllables, words, phrases instead of individual vowels or consonants)

• the “musical” aspect of speech

• includes pitch, loudness, length, stress, etc

• used to convey meaning, emotion & rhythm

** not in the PPTs, just so we know wtf a suprasegmental is

***is emily being crazy again? likely

suprasegmental aspects of speech (4) - JRIS

1. juncture

2. rate of speech

3. intonation

4. stress

Combination of intonation, pausing, and other suprasegmentals to mark special distinctions in speech or express certain grammatical divisions

•“Get the money bag!” vs.“Get the money, bag.”

•“Let’s eat Grandma!” “Let’s eat, Grandma.”J

juncture

rate of speech:

In rapid speech, decreased vowel duration leads to ____ ______

• the faster the rate, the less _____ a person is

vowel reduction

• intelligible

rate of speech:

____ - missing articulatory positions as speech rate increases

• very important to address in ____

undershooting

• very important to address in treatment

Clear Speech (as opposed to conversational speech)

•Longer _____

•Slower

•_____ of some speech sounds

•_____ sounds are made more clearly

Longer pauses

•Slower

•Lengthening of some speech sounds

•Stop sounds are made more clearly

would you use clear or conversational speech in these scenarios?

•When talking with persons who have a clinically significant hearing loss

•With persons for whom English is a foreign language

clear speech is appropriate for both

MOOSE

• MOVE your lips

• OPEN your mouth

• OVEREXAGGERATE/ over enunciate

• SLOW down

• ELONGATE vowels

changes in pitch contours

Intonation

•The degree of effort, prominence, or importance given to some part of an utterance

“I want the white car, not the blue one

stress

•Produced by some narrowing or closing of the vocal tract—complete or partial closure ( ʃ vs. p)

consonants

a sound can be in the INITIAL, MEDIAL, or FINAL position in a word

in roseberry terms,

• initial is the same as _____

• medial is the same as _____

• final is the same as _____

• prevocalic

• intervocalic

• postvocalic

• what forms the nucleus of a syllable? 

•/r, l, m, n/ (e.g., butter, bottle); special diacritic

syllabics

• what type of sounds are produced with an open vocal tract

• what are the two types of vowels

vowels

• pure vowels

• dipthongs

____ _______ —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)

  Pipe → Pop  Boil → Bowl

Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /aɪ/, /ɔɪ/)

  Pipe → Pop  Boil → Bowl

____ ______ —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )

Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /eɪ/, /oʊ/ )

Which of these characteristics is not clear speech

A. high pitch

B. Slow speed

C. long pause

D. long speech sounds

A.

what are these (place, manner, voice) ______ (apparently not on exam but CONSONANT CHART

• linguapalatals

• linguadentals

• glottals

• lingua-alveolars

• bilabials

• labiodentals

• velar

place (WHERE a sound is produced)

what are these (place, manner voice?)

• stops

• nasals

• glides

• liquids

• fricatives

• affricatives

manner (HOW a sound is produced)

________ Features

•Is a feature absent or present?

•/b/ =   -vocalic, +anterior, -nasal, -strident, +voice

distinctive

•_____—voiced or voiceless

•_____—how sound is produced

•______—where sound is produced

voicing

manner

place

what are the two factors to vowel production

tongue position (height/advancement)

lip rounded (rounded/unrounded)

•IPA helps with _____(E.g. /f/ allographs in tough, physical, taffy)

• gh, ph, & ff all make the same sound in the words above and are all considered allographs of the IPA symbol /f/

allographs

•.  Broad Transcription

•______— slashes  /b/  /n/  /t/ for phonemic transcription (abstract)

•______for phonetic transcription [m] (actual production of the sound by the speaker)

virgules

brackets

•This type of transcription uses diacritic markers

•Gives us more detail

•Especially helpful for accent clients, clients with hearing loss, cleft palate

narrow transcription

PUT IN DIATCRITICAL MARKERS FROM 3.2

NARROW SYMBOLS FROM LECTURE

•Open syllable word ends in a _____(free, my, hello)

•Closed syllable word ends in a _____ or ____ ____(box, zipper, bed)

•Open syllable word ends in a vowel (free, my, hello)

•Closed syllable word ends in a consonant or consonant cluster (box, zipper, bed)

•Stampe first described ____ _____, or simplifications of adult sound productions that affect entire classes of sounds

phonological processes

•T/F: The term phonological pattern is preferred

•Stampe’s phonological processes are normal in _____-developing children, but are a _____ when they persist beyond a certain age level

•After a normal age of disappearance, we use the term phonological ______

true

•Stampe’s phonological processes are normal in typically-developing children, but are a disorder when they persist beyond a certain age level

•After a normal age of disappearance, we use the term phonological pattern

patterns that should disappear by age 3 include

weak syllable deletion

final consonant deletion

patterns that persist beyond age 3 include

cluster reduction

gliding

•many ppl today

Use the terms phonological process and phonological pattern _____

interchangeably

•One class of sounds is substituted for another class of sounds

substitution patterns

anterior sounds replace /k, g, ŋ/; usually alveolar stop (e.g., t/k, d/g); most common in word-initial position.

ex: tup instead of cup

velar fronting

Stop substituted for fricative (e.g., tu/ʃu, keɪb/keɪv).

ex: tuz instead of shoes

stopping

substitution of vowel (usually /o/ or /u/) for syllabic liquid

• bado/bottle; ovo/over; tabu/table

vocalization

affricate is replaced by a stop or fricative

• “tip” vs trip

• dump vs jump

deaffrication

substitution of glide for liquid

• w/r, j/l

• wak/rak

• waugh/jaef

T/F: this isn’t a common SSD

liquid substituting

false- it’s VERY COMMON

posterior sounds replace anterior sounds

• rare in ____ _____ children

• present in ch with severe ____

  • bet vs “bek”

  • tooth vs kooth

  • tailer vs “kaelir”

backing

• rare in typically developing children

• SSD

what sounds are typical for backing

k/t and g/d

ex: koy/toy, gish/dish

affrication

occurs when “sh” or voiced “sh” is made into an affricate

One sound changes to resemble another sound, particularly a neighboring sound

assimilation patterns

Sound that changes precedes the sound that caused the change

(sound at the end of the word is also put at the beginning of the word)

• •E.g., instead of saying “lack,” child would say /kæk/; instead of saying “yum!” the child would say /mʌm/

regressive assimilation

•The sound that changes follows the sound that influences the change

(sound at the beginning of the word also goes to the end)

•E.g., instead of saying “might,” the child says /maɪm/; instead of saying “ghost,” the child says /goʊg/

progressive assimilation

Kinds of Assimilation

.  Alveolar  tom →tot  lɪp → lɪd

•2.   Nasal  noʊz → noʊn  map → mam

•3.  Velar  kʌp → kʌk  dag → gog

•4.  Labial  boʊt → boʊp  maʊθ → maʊm 

•5. Prevocalic voicing  taɪt → daɪt

•6.  Postvocalic devoicing  fliz →  flis

•.  what is this an example of

•Celeste → Lest  tomato  → meɪdo

Weak/unstressed syllable deletion

•(partial or complete)

•Repetition of a syllable 

Complete = baba/bottle

reduplication

•insertion of schwa between 2 consonants (Mark: Stepuhney/Stepney)

epenthesis

some members of a cluster are deleted (fæp/flæp)

partial cluster reduction

all members of the cluster deleted (-æp/flæp)

total cluster reduction

deletion or substitution of some or all members of a cluster

cluster reduction

•another sound replaces one or all members of the cluster

•Examples: twi/tri, pwiz/pliz, bun/spun

cluster substitution

remember our goal:

•Is to help our clients achieve maximal ____ _____ for life success

speech intelligibility

adding /i/ to end of word; mami/mam, dagi/dag

diminutization

what is this an example of

hi “own” vs hi “joan”

peek at what is inside vs “eek” at what is inside

**LESS COMMON

initial consonant deletion

what is this an example of

• I don’t wanna see a “ra” in my garage (rat)

• i love my “pe” vs i love my pet

final consonant deletion

usually the _____ sound is deleted

marked/more difficult