Speech Sound Disorders Chapter 1

Communication

A process that consists of two or more people sharing information, including facts, thoughts, ideas, and feelings. Includes how to interact with other people and things, how to understand spoken language, and how to exchange information with others using gestures or symbols. Does not have to involve language and does not have to be vocalized

Speech

the expression of thoughts in spoken words, that is, in oral, verbal communication.

Language

a complex and dynamic system of conventional symbols that is used in various modes for thought and communication

Phonology

Study of the sound system of a language; includes arrangement, systematic organization, and rule system of vowels and consonants

Morphology

study of the structure of words; analyzes how words can be divided into units labeled as morphemes, which are the smallest meaningful units of language

Syntax

Study of organizational rules denoting word, phrase, and clause order, sentence organization, and the relationship between sentence elements

Semantics

Study of linguistic meaning; includes the meaning of words, phrases, sentences

Pragmatics

Study of language used to communicate within various situational contexts; includes such things as conversational skills and the flexibility to modify speech for different listeners and social situations

Communication Disorder

the impairment in the ability to receive, send, process, and comprehend concepts including verbal, nonverbal, and graphic symbol systems.

Speech disorder

used to indicate verbal, oral communication that is so deviant from the norm that it is noticeable or interferes with communication. May involve articulation, voice or fluency disorders

Language disorder

impaired comprehension and or use of spoken, written, and or other symbol systems. May involve phonology, morphology, syntax, semantics, and pragmatics.

hearing impairment

impaired auditory sensitivity, are typically classified as either hard of hearing or deaf.

central auditory processing disorder

deficits resulting in difficulties with information processing of auditory signals that are not related to impaired sensitivity of the auditory system.

articulation

the totality motor movements involved in production of the actual sounds that comprise speech.

articulators

anatomical structures used to generate speech sounds.

speech sounds

real physical sound entities used in speech; end products of articulatory motor processes.

phone

physical sound realities; they are end products of articulatory motor processes

phoneme

smallest linguistic unit that is able, when combined with other such units, to establish word meanings between words

allophones

variations in phoneme realizations that do not change the meaning of a word when they are produced in various contexts.

Phonotactics

study of the allowed combinations of phonemes in a particular language

phonetic variation

actual realization of a phoneme; also called allophonic variation.

minimal pair

set of words that differ in only one phoneme value among their sound constituents. example book versus cool

speech sound disorders

difficulties making certain sounds that continue past a certain age. ASHA states that a speech sound disorder can impact the form of speech sounds customarily referred to as articulation disorders and or the function of speech sounds ( phonemes) within a language system ( traditionally referred to as phonological disorders.

articulation disorder

a subcategory of a speech disorder, which is the atypical production of speech sounds characterized by substitutions, omissions, additions, or distortions that may interfere with intelligibility. articulation disorders are phonetic in nature.

phonetic inventory

repertoire of speech sounds for a particular client, including all the characteristic production features the client uses.

phonological disorder

impaired comprehension and or use of the sound system of a language and the rules that govern the sound combinations.

phonemic inventory

repertoire of phonemes used contrastively by an individual.

phonotactic constraints

any patterns that are noted which seem to limit or restrict the productional possibilities of our clients.

constraint

any patterns noted that seem to limit or restrict the productional possibilities of our clients.

speech delay

onset between 3 and 9 years of age, represented by significant speech sound substitutions and deletions that may become age appropriate with treatment.

Etiology: Consists of three subcategories: (a) a speech delay associated with cognitive-linguistic difficulties that may be transmitted genetically, (b) a speech delay marked by auditory-perceptual processing problems that result from the fluctuating hearing loss associated with otitis media with effusion at a very early age, and (c) a speech delay with psychosocial involvement. This last group of children may be either aggressive or withdrawn, and it is hypothesized that their temperaments may make it more difficult for them to obtain the feedback they need to develop appropriate speech skills.

motor speech disorder

onset between 3 and 9 years of age, represented by significant speech sound distortions, deletions and substitutions that may not be age appropriate even after treatment.

Etiology: Includes two subtypes of speech delay: (a) speech motor involvement with planning and/or programming restraints, which is consistent with apraxia of speech, and (b) speech delay-dysarthria.

speech errors

onset between 6 and 9 years of age, represented by speech sound distortion errors that occur primarily on s and r sounds. although these problems may persist throughout the lifespan, they are not associated with the social and academic consequences that are noted in speech delay or motor speech disorder. for children over 9 years of age, the term persistent speech disorder is used.

Etiology: Consists of two subtypes for English speakers: (a) the distortion of s-sounds and (b) the distortion of r-sounds. In their need to communicate, these children attempt to master some aspects of speech before they are ready to do so. They adopt a communication pattern (s- or r-sound distortions) that continues into the school years. This has been labeled as a phonological attunement causation factor. 

articulation disorder

an inability to pronounce certain phones, typically s- and r-sounds. The child uses a consistent substitution or distortion for the target sound in both spontaneous and imitated productions. •“ The atypical production of phones characterized by substitutions, omissions, additions, or distortions that may interfere with intelligibility”

•Distinction between form and function of speech sounds

•Articulation = Form

•Not a perfect dichotomy

•More focused on the form, or realization, of a phoneme-less entanglement with other aspects of language processing

•One off sound errors

•Motoric (Apraxia) and structural deficits (Cleft-Palate) also fall under articulation disorders, but require different treatment methods

Phonological delay

These children demonstrate phonological patterns that are evidenced in normal development but are typically noted at an earlier chronological age

Consistent phonological disorder

This involves consistent use of some non-developmental error patterns. These children may demonstrate atypical and idiosyncratic error patterns.

Inconsistent phonological disorder

This involves consistent use of some non-developmental error patterns. These children may demonstrate atypical and idiosyncratic error patterns.

Childhood apraxia of speech

This is seen as a multi-deficit motor-speech disorder involving phonological planning, phonetic, and motor programming difficulties

Form

•Form-Production, placement, comprehension of the motor plan and execution to produce a speech sound

Function

Comprehension and use of the sound system of a language

Syllable Structure Processes

Most impactful to intelligibility

-Multisensory cueing

Substitution Processes

-Comparable to articulation errors, but must be remediated systemically-not simple reteaching a motor movement

Assimilation Processes

Subtlest to pick up on

-Voicing errors-lots of modeling, teach them to feel phonation

Phonlogical knowledge

•Clients’ knowledge of sound system of a language

Acoustical and Perceptual Knowledge

acquired from auditory input of variety of speakers

articulation and phonetic knowledge

•acquired from production features & motor planning

Internal Phonological Knowledge

•knowledge of sound categories used to signal meaning differences