SLHS420 Exam 1

phonetics

the physical characteristics of speech sounds

phonetic encoding

the study of speech sounds as transmitted through air via sound waves

co-articulation

articulators that move simultaneously to produce two different but overlapping tones

assimilation

articulator changes that occur when one phoneme becomes more like an adjacent phone or a phone in the word which is not directly adjacent

phonetic repertoire

inventory of the phones produced by the child

categorical perception

occurs when a listener designates a group of stimuli that are physically different as belonging to the same category

phonology

the study of the sound system in languages

phoneme

smallest unit of sound in a specific language that distinguishes one word from another / /

near minimal pair

words that only differ based on the presence/absence of a phoneme

allophone

phones that belong in the same phoneme category but are slightly different from one another

complementary distribution

two phones that never occur in the same context

phonotactics

the description of the permitted sequences of consonants and vowels in a language

spondees

equal stress on the two syllables

lexical stress

the meaning of the word is dependent on its stress pattern

intonation

signal attitudes and emotions, pragmatic functions, and boundaries between words, phrases and utterances

phonological process

apply to natural class of phonemes, result in a simplification of the target phoneme, and occur commonly in child and even adult speech

language-general phonetic perception

until approximately 6 months, infants can discriminate a wide range of phonetic contrasts, both in their native language and not

language-specific phonetic perception

between 6 and 12 months, infants experience a decline in sensitivity to phonetic contrasts that are not in their native language

bottom-up factors

acoustic information in the input

top-down factors

acoustic-phonetic categories that are being formed

prosodic bootstrapping hypothesis

intonation patterns provide cues to word boundaries

phonemic perception

between 1 and 2 years old, infants use their phonetic perceptual abilities to recognize meaningful words and to associate words with their referents

phonological awareness

the knowledge that spoken words are comprised of smaller units such as syllables and phonemes (crucial pre-reading skill); implicit awareness beginning at age 2

phonation stage

ages 0 to 2 months in which infants make reflexive sounds, and quasi-resonant vowels

primitive articulation stage

ages 1 to 4 months in which infants produce undifferentiated articulatory gesture, goos are frequent, and fully resonant vowels can occur

expansion stage

age 4 to 7 months where there is a reciprocal relationship between vocal tract & function; raspberries and fully resonant vowels, marginal babbling

canonical babbling

age 7 to 10 months where there are well-formed utterances that sound like speech, practices production of certain syllables, use sensory feedback to achieve consistency (must be present by 11 months to be typical)

integrative stage

age 10 to 18 months where child continues to develop control of articulatory systems, reduplicated & variegated babbling along with meaningful words, jargon

phonological development

transition from word-based to phoneme-based lexical representations

relational analyses

the child’s production of sounds is compared to the adult target

customary production

child produces the phoneme correctly more often than not (at least 51% correct)

mastery

child produces the phoneme with almost or perfect accuracy (at least 90% correct)

developmental error

speech error that a child is expected to grow out of; if child is younger than expected age of acquisition, the error is considered normal because the child has time to acquire phoneme

non-developmental error

speech error that will probably not self correct unless the child receives speech therapy; if child is older than expected age of acquisition, there is no reason to expect they will acquire the phoneme without intervention

atypical error

very unusual error; occurs in the speech of less than 5% of children at any age

syllable structure process

phonological process in which the shape of the target word is changed

harmony process

phonological process in which the word is simplified by making the segments more similar to each other

substitution process

phonological process where there is substitution of one phoneme for another

screening assessment

purpose is to identify children who require further testing because they appear to be at risk for speech difficulties

sensitivity

ability to accurately identify children who are confirmed to have SSD upon more in-depth testing (confirms positives)

specificity

ability to identify children who have normal developing speech (confirms negatives)

diagnostic assessment

assessment completed if the child performs below expectations of the screening

standardized tests

measurement tool that uses the same test material and are administered and scored in a consistent manner

informal tests

measurement that does not have detailed and standardized descriptions of how to administer, score, or analyze the child’s speech

norm-referenced test

standardized test that compared an individual’s performance with those of a similar group of test takers

criterion referenced test

standardized test that determines whether the child meets or exceeds a criterion level of performance on a particular skill required for a given purpose

static assessment

measurement tool that requires the individual to complete a task without receiving feedback

dynamic assessment

measurement tool that aims to elicit the child’s optimal performance by giving different amounts of assistance and identifying the strategies that are most helpful for the child

referral

first step of the assessment process where the child is sent to the SLP; usually made by a pediatrician, family physician, audiologist, or other professionals

case history

first step in collecting data which may include: diagnosis, referral decision, and treatment planning; includes both environmental and personal factors

norm-referenced single-word artic/phono test

essential part of the assessment process that is the most used assessment for children with suspected SSD; compared to normative group, target words are known and include representative sample of sounds

• mostly nouns, no continuous speech sample, may not be representative

five-way scoring

classifies child’s production as belonging to: accurate production, substitution, omission, distortion, or addition (SODA)

stimulability testing

testing child’s ability to correctly imitate a phoneme when given a model; provides valuable information regarding prognosis (indicates progress ability)

oral mechanism exam

mandatory assessment where results are essential to identify or rule out possible etiologies for underlying the SSD; determines if the structure and function of the articulators are adequate for age-appropriate speech production

maximum performance tests

determine if there is a motor component to speech troubles (max phonation and holding sounds)

continuous speech sample

crucial part of the assessment process that reveals a naturalistic speech sample with greater ecological value; reveals sentence speech errors and all word types

• child may not say much, may not be representative

  • minimum of 100 words, preferable 200-250 words

hearing screening

assessment that must be completed unless child has had very recent assessment

• visual inspection of ear, tympanometry, and pure tone audiometry

inconsistency and variability assessments

option to test within-phoneme inconsistency, within-word inconsistency, or diagnose inconsistent phonological disorder

inconsistent phonological disorder

children who produce 40% or more of the words in an inconsistent manner

intelligibility

degree to which the speaker is understood by listeners, may vary by context

accuracy

correctness of articulation of the target word

phonological processing skills

refer to the child’s ability to construct, store, access, and manipulate phonological representations

speech perception test

phonological processing test that determines whether the child’s underlying acoustic phonetic representations are adultlike

mispronunciation identification test

phonological processing test that requires the child to perform a unique motor response if a correct pronunciation of the target word is heard and an alternate motor response if a mispronunciation is heard

phonological memory

phonological processing test that is often tested with nonword repetition tasks where child repeats made-up words

dialect

a form of language spoken by a group of people sharing a geographic region, ethnic group, or social class

simultaneous bilingualism

the acquisition of two languages from birth or shortly after, at the same time

sequential bilingualism

refers to the acquisition of a second language after the first language has been mostly or fully acquired