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

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