SHS 170 Exam 3

A phonological disorder is represented by:

deficiency in the abstract system of knowledge of the rules of speech sounds and sequences in a given language.  

A treatment technique that may include the use of minimal pairs to help the child distinguish between their production of a word and the target adult-like production of the word is:

contrast therapy

A child who says “wabbit” instead of “rabbit” is producing a(n) ____________________ error.

substitution

Which of the following is an example of a minimal pair?

tough-puff

A(n) _________________ is essential to rule out sensory deficit as the cause of the speech disorder or delay.

hearing test

The word "soap" contains ______ phonemes.

3

[+nasal] and [-voiced] are two distinctive characteristics of the phoneme /n/.

false

An articulation disorder is more likely than a phonological disorder to have a known etiology or to be associated with a risk factor for developmental delay.

true

________________ is the term for the ability to produce sounds in sequence by moving the articulators. 

articulation

Language based systematic error patterns in speech sound production are:

phonological processes

phoneme

speech sound

phonology

language rules for combining phonemes to make words

articulation

ability to produce sounds by moving and shaping articulators (lips, tongue, jaw, velum)

functional speech disorders

cannot identify cause, most speech disorders, phonology and articulation disorders

organic speech disorders

physical, for example, cleft lip and palate (prenatal)

motor/neurological organic speech disorders

apraxia/childhood apraxia of speech, dysarthria

structural organic speech disorders

cleft palata

sensory/perceptual organic speech disorders

hearing loss

delay

Children with speech production patterns that are typical for children who are younger

disorder

children whose speech is unlike children at any age who are developing typically

articulation disorder - 12.5% of SSDs

consistent substitutions or distortion erros

phonological delay - 60% of SSDs

phonological processes or patterns

atypical phonological disorder - 21% of SSDs

non-developmental patterns (but still consistent)

inconsistent phonological disorder - 9% of SSDs

inconsistent and unpredictable productions

phonological disorder

cluster reduction, weak syllable detection, final consonant deletion

mild severity

produce a few sounds in error, usually involves a few of the “late 8” sounds, generally intelligible

moderate severity

difficulty producing all sounds within a single class, intelligible to friends and family, good prognosis but longer treatment

severe

unintelligible to most listeners, do not sequence sounds consistently

independent analysis

Summarizes a child’s speech sound productions without comparison to the adult sound system.

relational analysis

Most common assessment approach

-Each sound produced by the individual is compared to the sounds used by adults in the surrounding language.

informal screening

converse, read a passage, repeat words or sentences

formal screening

use published instruments, e.g., Fluharty Preschool Speech and Language Screening Test - 2nd Edition

intelligibility

perceptual judgment by SLP based on how well the speaker is understood

infants/toddler langauge form problem (0-24 months)

limited vocalization, restricted syllable productions

preschoolers language form problem (2-5 years)

immature or disordered phonology, grammatical morphology errors

school-age children language form problem (5-18 years)

difficulties with complex sentences, poor phonological awareness

infants/toddlers langauge content problem

understands a few words in context, less than 50 words by age 2

preschoolers language content problem

restricted vocabulary size, reduced comprehension of basic concepts

school-aged children language content problem

inadequate vocab knowledge, difficulties with figurative language

infants/toddlers language use problem

lack of intentionality, low rate of commenting

preschoolers language use problem

limited assertiveness and/or responsiveness, difficulty initiating and maintaining topics

school-age children language use problem

difficulty in coherent narrative and expository texts, difficulty answering literal and inferential questions

developmental language disorder (DLD) - 7% of school-age population

“specific language impairment”, significant developmental delays in comprehension or production of language form, content, or use

intellectual disability

significantly sub-average general intellectual functioning (IQ below 70)

autism spectrum disorders

pervasive impairments in: reciprocal social interaction skills, communication skills, and restricted, repetitive behaviors and interests

learning disability

-Difficulty in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

-Cannot be explained by intellectual disabilities, sensory problems, neurological disorders, or poor instruction

-Some professionals believe that learning disorders in the areas of speaking and listening are language disorders