SHS 170 EXAM 3

phonology

rules for how sounds are combined to make words in a language

articulation

the ability to produce sounds in sequence by moving the articulators

articulation disorder

difficulty producing the sounds and sound sequences of their language

phonological disorder

stopping and fronting; difficulty with understanding and implementing the underlying rules for producing sounds and sequences

phoenemes

the individual sounds in a language

intelligibility

the understandability of spontaneous speech (%)

severity

used to evaluate and describe a speech-sound disorder; related to the accuracy of production, sequences, and different variants

articulatory systems

jaw/tongue/lips move to SHAPE the airflow that creates sound

childhood apraxia of speech

developmental disorder of motor planning and programming

dysarthria

disorder due to weakness or issues in the muscles used for speech production

fronting

phonological pattern where children “front” back sounds for front sounds (k becomes t)

functional disorder

most speech-sound disorders are functional; doesn’t have a clear physical cause

organic disorder

has a clear physiological cause (cleft palate)

linguistic approach

approach to treatment that focuses on patterns and phonological knowledge

international phonetic alphabet

the symbols used to transcribe speech sounds

manner

HOW we produce a sound

mild/moderate/severe

how speech-sound disorders are classified

phonetic symbol

the IPA symbol that represents a given sound

motor based approach

articulation approach; focuses on articulation and motor movements for a target sound

motor speech disorder

dysarthria and apraxia

phonatory system

making/producing sound at the vocal folds

screening

informal first to see if child needs a full formal evalulation/exam

speech delay

articulation errors or phonological processes often seen in normally developing children

stimulability

can the child produce sounds without cueing/assistance

stopping

phonological pattern where kids turn fricatives into stops (fish to tish)

vocal tract

part of the body where sound is produced

voicing

sounds are voiced or unvoiced (vocal folds vibrating or not)

autism spectrum disorder

can coexist with language issues

language form

the structure of language (morphology, phonology, syntax)

language content

the meaning of the language (semantics)

language use

the social aspects of language (pragmatics)

phonological awareness

the knowledge of how sounds (phonemes) make words; important skill for reading

neurodevelopmental disorders

any type of developmental disorder that results from deficits in brain development

developmental language disorder

also called specific language impairment (SLI); significant delays in comprehension or production of language form/content/use not attributed to any other impairments without a clear cause

intellectual disorder

down syndrome, problems with intellectual abilities; can coexist with language impairments

learning disorder

also called specific learning disorder; overlaps with language disorder but also involves other types of learning

chronological age

the actual age of the child; used to compare their language levels to expectations

evidence-based practice

SLP’s should use interventions that have research/evidence behind them

child-centered approaches

the clinician and child engage in conversation during play

hybrid approach

an approach to intervention that is part client-led and part child-led

classroom collaboration

integration of the clinician’s language learning goals with the expectations of academic curriculum

expository texts

refers to the language used in school books; children need to learn this as they move through grade school

literature-based language intervention

using story books to target aspects of language

transcript

SLP’s take a language sample and then code the transcript to analyze the errors

language comprehension

understanding the communicated message

language expression

the ability to produce language

neurogenic

involves impairment of the nervous system

aphasia

the leading type of acquired neurogenic language disorder in the left hemisphere that effects language comprehension and expression and language form, content, and use

cerebrovascular accident

stroke

transient ischemic attacks

a mini stroke; blood flow is briefly restricted and then released

spontaneous recovery

recovery from stroke resulting from changes in the brain and not actual rehab

neoplasms

new growths and tumors

dementia

progressive degeneration of both brain hemispheres; problems with working memory, orientation, reasoning, judgement

neologism

a new word for something (gabot for table)

verbal paraphasia

selection of a semantically related alternate for an intended word (lion for tiger)

literal paraphasia

substitution of a sound in a word (gable for cable)

circumlocution

strategy for when a person can’t think of the word

aggramatism

lack of grammar; errors in sentence production

jargon aphasia

part of Wernicke’s aphasia; when speech is full of neologisms (nonsense words)

sensory neglect

right hemisphere disorder; person doesn’t respond to one side of their body

hemiplegia

muscle weakness and paralysis on opposite side of brain injury; can affect treatment

acquired disorders

Broca’s aphasa and Wernickes aphasia

Broca’s aphasia

non-fluent, can comprehend, can’t repeat

Wernickes aphasia

fluent, can’t comprehend, can’t repeat

augmentative and alternative communication

supporting existing communication or providing alternative communication methods

speech generating devices

technology based devices that serves as communication aid (siri)

unaided symbols

using your body for communication (using gestures)

aided symbols

require an external device for communication (actual device or paper)

graphic symbols

photos, line drawing, symbols

iconicity

how iconic the symbol is (recognition)

transparent

easy symbols to recognize

opaque

harder symbols to recognize

auditory selection set

presents messages to be selected through speech (for people with visual impairments)

direct selection

touching, pointing, eye-tracking, and speech recognition

eye tracking technologies

selection used for people who have accurate eye movements

speech recognition strategies

recognizes the speech message

scanning

for limited motor control; scanning through entire set; very slow

taxonomic grid display

grid with clear specific selection choices; allows for a technical logical message

visual scene display

display of a scene to identify objects; for lower level individuals but allows for more personalization and context (kitchen)

communicative competence

what we want to achieve through AAC so takes everything into consideration to provide best AAC device

what are some of the ways in which speech sounds are characterized

place — produced where in the vocal tract

manner — how the sound is produced

voicing — vocal folds vibrating or not

vowels

characterized by the heigh and front/backness of the tongue in the mouth

what other conditions might coexist with a speech-sound disorder?

both functional and organic disorders; cleft palate, ottis media, autism, ADHD

what are the basic steps in the process in the assessment for a spech-sound disorder?

speech sample, formal/standardized testing, severity/intelligibility assessment, oral-peripheral exam

what are the two major approaches to treatment for speech-sound disorders?

motor/articulatory approach — physical production of the sound

linguistic approach — learning language rules and patterns

list some of the ways in which SLPs might gather information about a child’s speech sound system as part of a comprehensive evaluation

case history, standardized tests, language sample

examples of how an SLP might help a child to learn a new sound

• visual cues — videos, cards

• verbal cues — describe how to make the sound

• tactile cues — physical, use something to place their tongue in the correct position

what is a language disorder?

relates to understanding and using words and grammar (not the actual production of speech)

relationships with language disorders

developmental language disorder and specific learning impairment is ONLY a language disorder BUT language disorders can co-occur with other developmental disorders

problems with language form, content, and use

• form — problems with structure and grammar

• content — problems with meaning and vocabulary

• use — problems with social context and “appropriate” responses

how does the setting in which the SLP’s work with children affect service delivery?

• SLPs work with children in schools, and collaborate with teachers/schoolwork on language

• SLPs work with younger children by collaboration with parents and home tasks

what kinds of assessments are appropriate for young children?

parent reports, informal testing, language samples, standardized testing

child-centered approach

more about following the child’s lead, engaging in play and conversation

clinician-centered approach

structured by the SLP to target specific language

what aspects of language development are especially difficult for school-age children with language disorders in the primary and secondary grades?

form — understanding use of complex sentences (figurative language)

use — expository texts

what procedures are commonly used to assess language disorders in school-age children?

records review, parent-teacher reports, standardized testing (non-biased)

what are three types of brain damage that cause aphasia?

strokes, traumatic brain injury, brain tumors

what are three deficits associated with damage to the right hemisphere?

affects the non-verbal aspects of communication and higher level language; don’t understand the “big picture”

how are the cognitive deficits in dementia different from those found in in brain trauma?

dementia are progressive

brain trauma we can expect some improvement

what are the expected emotional responses of the family to a family member who has had a stroke?

loss, anger, and grief