Intro to Communications

chapter 5-

Backing

Alveolar sounds are substituted with velar sounds

ex: gog for log

Fronting

Velar or palatal sounds are substituted with alveolar sounds

Ex: tootie for cookie

Stopping

Fricative or Affricate is substituted with a stop

ex: Pan for fan

Assimilation

Consonant sound starts to sound like another sound in the world

ex: bub for bus

Republication

Complete or incomplete syllable is repeated

ex: baba for bottle

Cluster Reduction

Consonant cluster is reduced to a single consonant

Ex: Pane for Plane

Weak syllable deletion

weak syllable in a word is deleted

ex: nana for banana

Phonology

Knowledge of the speech sounds of a language and the rules that govern their production and combination

Phonological Disorders

Disorders of conceptualized of language rules, open and closed syllables

Articulation

Production of clear and distinct speech sounds

Articulation Disorders

Disorder in the production of speech sounds

• substitution, Omission, Addition, Distortion

Speech sound errors in other disorders

• Hearing loss

• Cognitive impairment

• Dysarthria

• Childhood apraxia of speech

• Language and dialect variations

Stimulability

How much they are able to change they are able to make after providing a we

Consistency

their errors are happening everytime

Discrimination

How well the child is able to identify their errors

Prognosis

How much improvement you expect from the client

Bottom up approach

Simple to complex task

Traditional motor approach

Always starts with auditory discrimination, the isolation; ask the child to produce the sound with no combinations, then the syllable; adding more, the word; simple to complex, then phrasen

Sensory motor approach

Same steps but no auditory discrimination or isolation; start syllable

Top Down approach

Starts with complex skills assuming it will help with the simple skills to complex

Language base approach

working on the vocabulary to production

Drill

Going over again and again till they get it

Cycles approach

Sound errors; more intention session

Minimal pair approach

Using words that barely differ, one letter

Literacy

Visual modes of communication (reading and writing)

Language

If they can read a word they should know the meaning of the word

Academics

Can reflect on your grades

Cogniton

Reading and remembering things/info related, working memory

Communication

Being able to ask questions or to repeat something, communicate your needs

Reading

Written expression of the letter

Decoding

Segmenting a word and blending the sounds together to form a word

Language comprehension

Form, content, and use; needed for reading

Phonological awareness

Knowledge of the sounds and syllables of sound structure of words

Phonemic awareness

The ability to manipulate sounds (Blending and Segmenting)

Morphological awareness

Knowledge about the morphological structure of words

Blending

Combine/blend words together

Isolation

Being able to see other words in a word Ex: Cat, At

Risks factors for reading difficulties

Articulation deficits, Language deficits, and SES

Language comprehension

• Background knowledge

• vocab

• Language structures

• verbal reasoning

• literacy recognition

Background Knowledge

Facts, concepts

Vocabulary

Breadth, Precision, Links

Language Structures

Syntax, Semantics

Verbal Reasoning

Inference, Metaphor

Literacy Knowledge

Print concepts, genres

Word Recognition

Phonological Awareness, decoding, and sight recognition

Phonological awareness

Syllables, Phonemes

Decoding

Alphabetic principle, spelling sound correspondences

Sight recognition

Of familiar words

Writing

Process of using background knowledge and less along with language knowledge to create text

• Motor, cognitive, linguistic, Affective, executive function

Writing is…

Abstract and Decontextualized

Assessment of Reading

1. Informal Assessment

2. Observations

3. Collaborative assessment

4. General comprehension measures

5. Phonological awareness

6. Word recognition

7. Morphological awareness

8. Text comprehension

9. Self regulation

Informal Assessment Reading:

Questionnaires and Interview teachers, parents, and the child

Observation Reading:

Confirm the responses from parents and teachers

Collaborative Assessment Reading:

Standardized measures, Oral language sample, Analysis and written story telling

General Comprehension measures Reading:

Questions, Retelling and paraphrasing

Phonological Awareness Reading:

Rhyming, Syllabication, Segmentation, Phoneme isolation, Deletion, Substitution, and Blending

Word recognition Reading:

Decoding skills

Morphological Awareness Reading:

Morpheme awareness

Text Comprehension Reading:

Asses oral language, knowledge of narrative and text and metacognition

Self regulation Reading:

Reading Strategies, think aloud, error detection

Intervention for Reading

• Team effort

• Models of intervention (Implicit and explicit)

  • Literacy: rich experiences embedded in daily curriculum

  • Explicit, focused, and therapeutic

  • Integrated approach: Word meaning foundation and sentence form foundation

• Focus on Phonological awareness, word recognition, text, comprehension, self regulation

Assessment for Writing

1. Informal Assessment

2. Spelling

3. Text generation

Informal Assessment Writing:

Portfolios (activities, assignments), Narratives, Expository writing( taking a stand on something)

Spelling Writing:

Dictation, Connected writing, Standardized assessment

Text generation writing:

Total words, different words, word choices in the sample

Speech communication disorders

• Articulation

• Fluency

• Voice

• Motor Speech disorders

Language communication disorders

Children: ASD, ID, SLI, Brain injury

Literacy impairments

Adult Language

• Improves steadily until middle age and early senior years

• Decreases in late 70s

• By later adulthood, vocab is 30,000-60,000 words expressively

Neuron Components

• Cell body

• Dendrites

• Axon

• Myelin sheath

• Synapse

Nonlinguistic and Paralinguistic

information is processed in the right hemisphere

Linguistic

• Information is processed in the left hemisphere

• Incoming auditory info is held in working memory on Broca’s area(Frontal lobe)

• Broca’s area sends programming info to the motor cortex and in turn to motor neurons

• Incoming linguistic processing occur in Wernicke’s area

Aphasia

Is an acquired neurogenic language disorder resulting from on injury to the brain

Aphasia Deficits

• Spoken language comprehension and expression

• Written expression

• Reading comprehension

Aphasia Causes:

• Ischemic Stroke( Blockage of the arteries transporting blood to the brain

• Hemorrhagic stroke

• Primary progressive Aphasia

• Brain Tumor,Injury, Surgery or infection

Hemiparesis

Weakness on one side of the body

Hemiplegia

Paralysis of one side of the body

Hemisensory Impairment

Loss of sensory info on one side

Hemianopia

Blindness of right visual field

Dysphagia

Swallowing difficulty

Agnosia

Deficit in perceiving sensory info

Agrammatism

Omission of grammatical elements of speech

Agraphia

Difficulty writing

Alexia

Difficulty reading

Anomia

Naming deficit

Jargon

Meaningless and irrelevant speech

Ne